Grade 8 Junior HS Science Lesson Plan Particle Nature Matter

Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 8
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Quarter 3
Page 1
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content Standard
The Learners demonstrate an understanding of: the particle nature of matter as basis for explaining
properties, physical changes, and structure of substances and mixtures
Performance Standard
The Learners shall be able to: present how water
behaves in its different states within the water cycle
Learning Competency
The Learners should be able to:
explain the properties of solids, liquids, and gases based on the particle nature of matter;
Code: S8MT-IIIa-b-8
DAILY TASK Diagnostic (module 1) Distinguish Matter from non-matter Explain that matter is made up of tiny
particles
II. CONTENT DIAGNOSTIC TEST Common properties of matter Composition of Matter
III. LEARNING
RESOURCES
Teacher’s Guide
Learner’s Materials
Learners’ Module pp
172173
172173
Learners’ Module pp.
174177
174177
Grade 8
Daily Lesson Log
Junior HS Science
School Grade Level 8
Teacher Learning Area Matter (Chemistry)
Teaching Dates Quarter Third

Grade 8
Additional Materials
www.factmonster.com

Grade 8
IV. LEARNING TASKS
ELICIT
Show two pictures to
the class (one matter
and one non matter).
(Example: nonmatter:
picture of light from a
torch, heat from the
fire, sound from the
police siren (forms of
energy); Matter:
picture of any solid,
liquid or gaseous
substance. Let the
students cite the
differences between
the two and write them
on the board.
Show to the students
a glass of water.
Obtain ideas or
concepts they have in
mind regarding it.
Let the students get a
piece of paper. Ask
them to tear the paper
into small pieces until
they won’t be able to
tear it anymore. Find
someone who had torn
the smallest piece and
present it to the class.
Tell the students to
look around and let one
student mention one
object to the class.

Grade 8
Quarter 3
ENGAGE
Ask the students what
could be the possible
characteristics/
properties these
pictures have. Explain
that these objects do
have properties and
that is the objective of
the lesson.
(Prepare two identical
cups and water)
Show to the class one
small drinking glass
full of water and one
empty. Get a
volunteer and ask him
to weigh the two.
Ask the students on
what they observed
with the two objects.
(Students must infer
that water has mass)
Get their opinion from
the question: Is it
possible to divide still
the paper into the very
smallest of it? Then,
explain the concept of
indivisibility of matter’s
composition.
Using the object
presented, ask the
student what are the
materials that object is
made up of.
State:
“Everything you see or
imagine is built from
something else.” This
concept will be further
discussed for today’s
topic.

Grade 8
Page 2

Grade 8
Quarter 3

Grade 8
EXPLORE
Essential Question:
What are the common properties of matter?
Essential Question:
What is matter made of?
Students will be
divided into groups of
5. With the use of
materials found on the
module, they should
be able to fill in the
table classifying if the
sample is matter or
not. (Activity #1:
Which is matter, which
is not?)
Students will be
divided into groups of
5. They will conduct
an activity found on
pages 174-175 of the
learners’ module.
(Activity # 2: What is
matter made of?)
EXPLAIN
Students will present
their findings in class
through a class
reporting with the use
of the table and guide
questions. (Please
refer to LM for the
guide questions)
their activity by
answering the guide
questions. (Please
refer to LM for the
guide questions)

Grade 8
Page 3
ELABORATE
Key Questions:
1. What are the
common
properties of
matter?
2. How does
matter differ
from
nonmatter?
3. What are the
other properties
of matter?
Key Questions:
1. What is matter
made of?
2. What is the
difference between
molecules and
atoms?
3. How can you say
that matter is made
up of small
particles like atom?

Grade 8
EVALUATE
A. Classify
whether the
following is matter
or nonmatter: 1.
smoke (matter)
2. ocean (matter)
3. dreams
(nonmatter)
4. chalk (matter)
5. shadow
(nonmatter) B. Identify
what property of
matter is being
described: _____1. It
is the measure of the
amount of matter the
object has. (mass)
_____2. It refers to the
space occupied by an
object. (volume)
Identify the following
1. He believed that
atoms are
indivisible.
2. It is Greek word
which means
indivisible particle.
3. It is the smallest
particle of an
element.
4. It consists of two or
more atoms.
5. It is the unit of
length used to
measure size of an
atom.

Grade 8
Quarter 3
Page 4
EXTEND
Let the students check
the other properties of
the following matter
(hardness, texture,
color, malleability,
electrical conductivity)
1.silk cloth
2.plastic straw
3.copper wire
• Tell the students
to get an
aluminum foil and
cut it into small
pieces.
• In case it could
not be cut
anymore with their
bare hands, use a
microscope or
magnifying glass
to look at the
tiniest piece.
• If you have better
tools, you could
still cut the
aluminum into
tinier pieces.

Grade 8
Quarter 3
Page 5
V. REMARKS
To be continued the
following day
(publication of results)
(Note: The teacher
may
modify the type of
test.)
To be continued the
following day
(Note: The teacher
may
modify the type of
test.)
VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons
work? No. of Learners
who:
• have caught up
with the lesson
• continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

Grade 8
Grade 8, Quarter 3
Daily Lesson Log
Week No. 1
Prepared by: Checked by:
Teacher: School
Head:
Signature: Signature:
Date
Submitted:
Date:
Quarter 3
Page 6
I. OBJECTIVES
Content Standard
properties, physical changes, and structure of substances and mixtures
Performance
Standard
The Learners shall be able to: present how water behaves
in its different states within the water cycle
Grade 8
Daily Lesson Log
Junior HS Science

Grade 8
Learning
Competency
explain the properties of solids, liquids, and gases based on the particle
nature of
matter;
explain physical changes in terms of the
arrangement and motion
of atoms and molecules;
Code: S8MT-IIIa-b-8 S8MT-IIIc-d-9
DAILY TASK Summative Test Infer that particles are moving Investigate about Evaporation
II. CONTENT
Properties of
Matter, and
Classifying
matter and
nonmatter
Moving Particles Evaporation
III. LEARNING RESOURCES
Teacher’s Guide
178182
178182
182-184
Learners’ Module pp 182-
184
http://www.middleschoolch
emistry.com/lessonplans/c
hapter1/lesson1
Materials to be prepared by
the teacher: wax paper,
cardboard, printed “Race
Drop Raceway” sheets/ may
be drawn, water

Grade 8
IV. LEARNING TASKS
ELICIT
Ask the question:
Does matter attract
each other?
What are the different
States of matter?
Prepare two pieces of
manila paper. Dampen
the first one with water.
Hang it on a side where
there is enough air or
sunlight to dry.
Ask the students why
clothes are usually hanged
outside.

Grade 8
Quarter 3
Page 7
ENGAGE
Let the students
play the game:
Race Drop Raceway
(adapted)
Teacher Preparation
Print two “Race Drop
Raceway” sheets for
each group.
Procedure
1. Tape the Race
Drop Raceway
sheet onto a piece
of cardboard to
give it support.
2. Tape a piece of
wax paper over
the “Race
Ask 5-6 volunteers to
demonstrate how
molecules behave in
the following states of
matter:
• Solid
• Liquid
• Gas
Ask the students the
following questions:
1. At the end of
class, do you think
the paper towel
will still be wet or
will it be dry?
2. When water
evaporates, where
do the water
molecules go?
What would be the
difference if clothes are
hanged outside rather than
inside the house?

Grade 8
Drop Raceway!”
sheet.
3. Place 2–4 drops of
water together to
make one larger
drop at the “Start”.
4. As fast as you
can, tilt the
cardboard and
guide your race
drop around the
track to the
“Finish”.
5. Try not to touch
the edge of the
track. The first to
finish is the
winner.
EXPLORE
Essential Question:
Are the particles moving?
Essential Question:
What happens when energy is added into the water?
Perform by group
Activity #3: Are the
particles of matter
moving? What is
between them? pp
178179 of the
manual.
Perform Activity #4:
What changes take
place when water is left
in an open container? In
a closed container? Pp.
182-183 of the manual.

Grade 8
Quarter 3
Page 8
EXPLAIN
through a class
reporting with the use
of the table and guide
questions. (Please
refer to LM for the
guide questions)
Students will present their
findings in class through a
class reporting with the
use of the table and guide
questions. (Please refer to
LM for the guide
questions)

Grade 8
ELABORATE
Key Questions:
1. What is matter
made of?
2. What can you say
about its
movement?
3. Describe the
arrangement of
particles of solid,
liquid and gas.
Key Questions:
1. What do you think
may be the biggest factor
which contributed to the
evaporation process?
2. What happened to
the kinetic energy of
particles from liquid to
gas/vapor?
3. How does
evaporation take place?

Grade 8
Quarter 3
Page 9
EVALUATE
Identify what state of
matter is being
identified:
WHO AM I?
1. I have a definite
shape and a
definite volume.
2. I may have a
definite volume but
I just follow the
shape of my
container.
3. There is very
negligible
attraction between
me and others.
True or False
1. Matter is
composed of tiny
particles that do
not move.
2. The particles of
matter have the
tendency to attract
each other.
Identification:
1. It is the process
where liquid turns to gas.
2. What happens to
particles when the object
evaporates?
3. Cite one example
where evaporation could
take place.

Grade 8
EXTEND
• Make a particle
model of matter
on your own.
• You may use
any
material to show
your creativity.
• This is to be
done next
Friday. Kindly
bring all your
chosen
materials.
• Conduct Activity
#5A:
Boiling Water on
page 184-185 of
the manual.
• Differentiate
Evaporation from
Boiling
V. REMARKS
To be continued the
following day
(publication
of results)
(Note: The teacher
may
modify the type of
test.)
To be continued the
following day
(Note: The teacher may
modify
the type of test.)
VI. REFLECTION
No. of Learners who
earned:
• 80% and
Above:
• Below 80%:

Grade 8
Quarter 3
Page 10
Did the remedial
lessons work? No. of
Learners who:
• have caught up
with the
lesson
• continue to
require
remediation
strategies worked
well?
Why did these work?

Grade 8
Quarter 3
Page 11
Grade 8, Quarter 3
Daily Lesson Log
Week No. 2
Teacher: School
Head:
Date
Submitted:
Date:
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did
I use/ discover which I
wish to share with
other teachers?

Grade 8
Quarter 3
Page 12
I. OBJECTIVES
Content
Standard
properties, physical changes, and structure of substances and mixtures.
Performance
Standard
The Learners shall be able to: present how water behaves
in its different states within the water cycle.
Learning
Competency
The Learners should be able to: explain physical changes in terms of the
arrangement and motion of atoms and molecules.
Code: S8MT-IIIc-d-9
DAILY TASK Investigate about Condensation Investigate about Melting
Performance Task
Make Model of the 3
States of Matter
II. CONTENT Condensation Melting Performance Task
Teacher’s Guide
Learner’s
Materials
Learners’ Module pp 184-186
184186
187189
187189
Make a model of the 3
states of Matter
Additional
Materials
www.middleschoolchemistry.com
IV. LEARNING TASKS
Grade 8
Daily Lesson Log
Junior HS Science

Grade 8
ELICIT
Ask the students what happens
when a cold bottle was taken
from the fridge and left in an
open space.
Show a picture of
water cycle.
• Have the
students imagine
eating their own
ice cream.
• For instance,
they are eating
outside under the
scorching sun,
Show a picture or a
short video clip of the
melting of polar
regions. (The teacher
may touch a little about
the climate change.)

Grade 8
how would they eat
their ice cream?
Why is it so?

Grade 8
ENGAGE
(Adapted)
Prepare a demonstration
with the ff materials: (Note:
Should be done 5-10
minutes before the time)
2 clear plastic cups
Room temperature water
Ice cubes
Zip lock (gallon size)
Procedure:
1. Place water and ice
cubes into two identical
cups.
2. Immediately place
one of the cups in a zip
lock bag and get as much
air out of the bag as
possible. Close the bag
securely.
3. Allow the cups to sit
undisturbed for about 5-10
minutes.
Ask the students:
Why do you think the cup
that is exposed to more air
has more water on the
outside of it?
Ask the students how
clouds form.
Ask the following
questions:
1. What will
happen to the ice
cream if it is not eaten
immediately? Why?
2. In what situation
will the ice cream melt
faster? slower?
3. What might be
the factors involved in
the process?
Ask the following:
1. What have you
noticed on the
picture/ seen in
the video?
2. What can you
say
about its effects
in the
environment?
3. How did this
happen?
(Introduce the melting
process)

Grade 8
Quarter 3
Page 13

Grade 8
EXPLORE
Essential Question:
What happens when particles lose their energy
and drop their temperature?
Essential Question:
What happens to the kinetic energy of the
molecules when temperature
increases/decreases and heat transfer
continues?
Essential Question: How will
you demonstrate the three
states of matter?
• Perform activity #5
Part B: Cooling
Water page 186.
• Answer guide
questions #6-9
• Perform
Activity #6:
What changes
take place
when ice turns
into liquid
water?
• Answer the
guide
questions
found on
pages 187-
188.
The teacher may opt to use the
following:
a. Illustration/Drawing
b. Model
c. Multimedia
Presentation
d. Others With their
chosen materials, students will
create their own particle model
of the following scenario:
a.solid-liquid
b.gas-liquid
c.liquid-gas
d.liquid-solid
EXPLAIN
Students will
present their
findings in class
through a class
reporting with the
use of the table and
guide questions.
(Please refer to
through a class
reporting with the
use of the table and
guide questions.
(Please refer to LM
for the guide
questions)

Grade 8
Quarter 3
Page 14
LM for the guide
questions)
ELABORATE
Key Questions:
1. What happens to
water when it is
cooled?
Key Questions:
1. What do you think
may be the biggest
factor which

Grade 8
2. How does the
process of
condensation take
place?
3. Why do
droplets form at the
surface of a covered
hot container?
contributed to the
melting/freezing
process? 2. What
happened to the
kinetic energy of
particles from solid to
liquid?
3. What happened to
particles from liquid to
solid?
3. How does
melting take place?
4. How does
freezing take place?

Grade 8
Quarter 3
Page 15
EVALUATE
TRUE or FALSE
Write True if the
statement is correct
and False if it is not.
1. As the
temperature
increases, the kinetic
energy increases as
well.
(True)
2. When particles
lose their energy,
they return to their
original state. (True)
3. Condensation is a
process when liquid
turns to its gaseous
state.
(False)
4. The gaseous state
of water is called
water vapor. (True)
Identification:
1. It is the
process where liquid
turns to solid.
2. What happens
to the kinetic energy
of particles when the
object melts? 3. If the
temperature
surrounding the object
is greater, what
process will take
place?
4. It is the process
where solid turns to
liquid.
5. When heat is
decreased, the object
melts/freezes?
Criteria:
40% Accuracy
35% Creativity
15% Resourcefulness
10% Neatness
Total: 100%

Grade 8
EXTEND
Cite other practical
examples or
situations where you
could observe
the process of
condensation.
Explain to students
that there are cases
that some substances
can change directly
from solid to gas.
This process is called
SUBLIMATION. The
opposite of which is
called the
DEPOSITION.
V. REMARKS
To be continued the
following day (publication
of results)
(Note: The teacher
may
modify the type of
test.)
To be continued the
following day
(Note: The teacher
may
modify the type of
test.)
VI. REFLECTION
From the
evaluation, No. of
Learners who
earned:
• 80% and
Above:
• Below 80%:

Grade 8
Quarter 3
Page 16
Did the remedial
lessons work?
No. of Learners
who:
• have
caught
up with the
lesson
• continue to
require
remediation

Grade 8
Quarter 3
Page 17
Grade 8, Quarter 3
Daily Lesson Log
Week No. 3
Teacher: School Head:
Date Submitted: Date:
Which of my
teaching strategies
worked well?
Why did these
work?
What difficulties
did I encounter
which my
Principal/
Supervisor can
help me solve?
What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?

Grade 8
Quarter 3
Page 18
I. OBJECTIVES
Content Standard The identity of a substance according to its atomic structure.
Performance
Standard
Learning
Competency
Determine the number of protons, neutrons and electrons in a particular atom.
Code: S8MT-III e-f-10
DAILY TASK Summative Test Determine the charges of subatomic particles Compare the masses of the subatomic
particles.
II. CONTENT
Coverage:
Phase Changes
Charges of subatomic particles Masses of the subatomic particles.
Teacher’s Guide
Learner’s Materials Learner’s Module pp 193 Learner’s Module pp 195-197
Plastic-covered
notebook
Plastic straw, tissue paper,
aluminum foil
Atomic Models Pictures
Grade 8
Daily Lesson Log
Junior HS Science

Grade 8
IV. LEARNING TASKS
ELICIT
Reflect on the line
“Like poles repel,
unlike poles
attract”.
What are atoms made of?
What structures compose an
atom?
Enumerate some
properties of the
three subatomic
particles. (refer to
table 2 in LM p195.
Present the Table #2:
Some properties of the
three main subatomic
particles on page
195
ENGAGE
Rub a plastic covered
notebook vigorously
against a hard object
and placed it over the
head.
What happens?
If you rub a plastic straw
with tissue paper and place
it near an aluminum foil,
what will happen?
Give one property of
subatomic particle.
Which among them
contributes the most
to the overall mass of
an atom?
Ask which among the
three has the highest
value of mass.
Explain the concept of
Scientific notation.

Grade 8
EXPLORE
Essential Question:
Do objects attract or
repel each
other/carry positive
and negative
charges?
Essential Question:
Do objects attract or repel each
other/carry positive and
negative charges?
Essential
Question:
Compare the
masses of the
subatomic
particles.
Essential Question:
Compare the masses
of the subatomic
particles.
Perform Activity 1:
“Charge” it to
experience! in LM
p193.
Perform Activity 2:
The big difference in
LM pp195-196.
EXPLAIN
Students present the results of
the activity.
Answer guide questions. (refer
to the activity)
Students present the
results of the activity.
Comparison of the
masses of the three
subatomic particles
using the bar graph,
pie chart and a
seesaw can. Answer
guide questions. (refer
to the activity).
ELABORATE
• Ask students what
makes up an atom?
• Give the charges of the
three subatomic
particles.
Which subatomic
particle/s make/s up
most of the mass of the
atom?

Grade 8
Quarter 3
Page 19
EVALUATE
Complete the table.
Subatomic
Particle
Charge Location
1. positive 4.
electron 2. 5.
3. neutral 6.
Refer to the masses in
table 2. Answer the
following questions.
1.Which subatomic
particle is the lightest?
2.Which subatomic
particle is the
heaviest?
3. Which subatomic
particle has almost the
same mass? 4-5.
Which subatomic
particles make up most
of the mass of the
atom.

Grade 8
EXTEND
Present Table 2. Some
Properties of the three
subatomic particles.
pp195
Research on
Thomson’s and
Rutherford model of
the atom.
V. REMARKS
To be continued the
following day
(publication
of results)
modify the type of test.)
To be continued the
following day
(publication of
results)
VI. REFLECTION
No. of Learners who
earned:
• 80% and
Above:
• Below 80%:
Did the remedial
Learners who:
• have caught up
with the less
• continue to
require
remediation

Grade 8
Quarter 3
Page 20
strategies worked
well?
Why did these work?
encounter which my
can help me solve?

Grade 8
Quarter 3
Page 21
Grade 8, Quarter 3
Daily Lesson Log
Week No. 4
What innovation or
localized materials
did I use/ discover
which I wish to
share with other
teachers?

Grade 8
Quarter 3
Page 22
I. OBJECTIVES
Performance Standard
Learning Competency Determine the number of protons, neutrons and electrons in a particular atom
DAILY TASK
Describe Thomson’s
model
Describe
Rutherford’s model.
Summative Test
Determine the number of neutrons from the
mass number.
II. CONTENT Thomson’s model Rutherford’s model.
Subatomic Particles
and Molecular
Models
Determining the number of neutrons from the
mass number.
Teacher’s Guide Teacher’s Manual Teacher’s Manual
Learner’s Manual pp
198203
198203 pp 193
203205
203-205 pp 195-197
Exemplar Lesson Plan
pp138-140
Exemplar Lesson
Plan,
Periodic Table
,pen/pencil
Exemplar Lesson Plan,
Periodic Table
,pen/pencil
IV. LEARNING TASKS
Grade 8
Daily Lesson Log
Junior HS Science

Grade 8
ELICIT
What is an atom?
What are the
different subatomic
particles of an
atom?
Review: Thomson’s
atomic model.
Show a periodic
Table. Ask students
about the salient
features of the
Periodic Table.
What makes up the mass
of an atom?
ENGAGE
Show to the class a
real raisin bread.
Teacher
demonstration:
Activity #3 Part
A
GAME:
Group the students
and ask a
representative to
Ask one student to draw
an atom having three
subatomic particles.

Grade 8
Guide Questions:
1. What is the
name of this
bread?
2. What is in this
bread that is
not found in
other breads?
(The teacher may opt
to use a picture
instead.)
• Look for a
volunteer.
• Ask few
questions.
answer the
question by
writing the
answer on the
board.
• The teacher
gives the name
of the element.
• Students write
its symbol
,atomic number
and mass
number.
EXPLORE
Essential
Question: How
did Thomson
discover the
electron?
Essential
Question: How
do you describe
Rutherford’s
model?
Essential Question:
How do you determine the number of neutrons,
protons, electrons in a neutral atom?
• Show
Thomson’s
atomic model.
• Elicit ideas
from the
students.
Perform Activity #3
Part B and C: Small
but terrible.
What’s in a number?,
procedure 1 in LM p.
204.
EXPLAIN
Lecturette:
Discuss the details of
his discovery.
Answer guide
questions. (refer to the
activity)
Answer guide questions.
(refer to the activity)

Grade 8
Quarter 3
Page 23
ELABORATE
Key Questions:
1. What was the
experiment
conducted by
J.J. Thomson?
2. How was he
able to prove
the
Key Questions:
1. What was the
experiment
conducted by
Rutherford?
2. How was he
able to prove
the
Key Questions:
1. Differentiate
atomic number
from mass
number.
2. How do you
determine the
number of
neutrons given
the

Grade 8
existence
of electrons?
3. Describe
Thomson’s
discovery.
existence of
the nucleus? 3.
Describe
Rutherford’s
discovery.
mass number and
atomic number?
EVALUATE
Draw and describe
J.J. Thomson’s
model.
Draw and describe
Rutherford’s model.
Data completion: Fill in the
missing data in the table.
Element Mass
#
Atomic
#
p+
e-
n0
Na 23 1
C 6 1 6
Rn 222 86
Au 7 11
9 8
EXTEND Identify the uses of
Thomson’s
experiment.
(e.g. television-picture
tube)
Cite the flaws of
Rutherford’s
discovery.
Define Isotopes and its
uses.
V. REMARKS
To be continued the
following day
VI. REFLECTIONS

Grade 8
Quarter 3
Page 24
No. of Learners who
earned:
• 80% and Above:
• Below 80%:

Grade 8
Quarter 3
Page 25
Grade 8, Quarter 3
Daily Lesson Log
Week No. 5
Teacher: School
Head:
Date
Submitted:
Date:
who:
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
encounter which my
help me solve?
What innovation or
teachers?

Grade 8
Quarter 3
Page 26
I. OBJECTIVES
Performance
Standard
Learning
Competency
Determine the number of protons, neutrons and electrons in a particular atom
DAILY TASK
Define Isotopes and interpret shorthand
notations for isotopes and atoms.
Infer that ions are
formed from the
removal/addition of
electrons.
Performance Task Summative Test
II. CONTENT
1.Definition of Isotopes
2.Shorthand notations for Isotopes and
atoms
Ions
Role play- Atomic
Models, and Timeline
of atomic models
using recycled
materials
Determining the
# of protons,
electrons,
neutrons,
Isotopes, and
Ions
Grade 8
Daily Lesson Log
Junior HS Science

Grade 8
Teacher’s Guide Teacher’s Manual
204205
204205
Additional Materials Periodic Table
IV. LEARNING TASKS
ELICIT
Q & A: Sub-atomic
Particles
How are isotopes
identified?
Review:
1.Definition of Isotopes
2.Shorthand notations
for
Isotopes and atoms

Grade 8
ENGAGE
Ask: What comes
into your mind when
you hear the word
isotope?
Give common isotopes. Cite examples of
energy drinks.
Guide Questions:
1. Why are they
popular
nowadays?
2. What benefit can
one get from
drinking such?
EXPLORE
Essential Question:
What is an isotope?
How do you interpret shorthand notation of
isotopes and atoms?
Essential Question:
How does an atom become an ion?
Perform Activity#4:
What’s in a number?
Procedures 2 and 3
on page 204.
Perform Activity#4:
What’s in a number?
Procedures 4 and 5 on
page 205.
EXPLAIN
• Students present
the
results of the
activity.
• Answer guide
activity)
• Lecturette on
isotopes
Answer guide
activity)

Grade 8
Quarter 3
Page 27
ELABORATE
Give the shorthand
notation of isotope of
Hydrogen.
Key Questions:
1. How does an ion
form?
2. What do you call
the positive ion?
Negative ion?

Grade 8
3. What will happen
when an atom
becomes an ion?
EVALUATE
Write the shorthand
notation showing the
mass number and
atomic number of the
isotopes of the
following:
1. Iron
2. Aluminum
3. Calcium
Given the Calcium ion,
answer the following:
1. How many
protons are there in the
calcium ion?
2. How many
electrons are there in the
calcium ion?
3. How many
neutrons are there in the
calcium ion?
EXTEND
Using old folders,
students select one
element to be drawn
with symbol, atomic
number and mass
number.
What is the importance
of ions in the human
body?
V. REMARKS
To be continued the
following day
(publication
of results)
(Note: The teacher
may
VI. REFLECTION

Grade 8
Quarter 3
Page 28
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
who:
• have caught up
with the lesson
• continue to
require
remediation

Grade 8
Quarter 3
Page 29
Grade 8, Quarter 3
Daily Lesson Log
Week No. 6
Why did these work?
encounter which my
help me solve?
What innovation or
teachers?

Grade 8
Quarter 3
Page 30
I. OBJECTIVES
Content Standard
The Learners demonstrate an understanding of: the periodic
table of elements as an organizing tool to determine the chemical properties of
elements.
Performance
Standard
Learning
Competency
The Learners should be able to: trace the development of the
periodic table from observations based on similarities in properties of elements.
Code: S8MT-IIIg-h-11
DAILY TASK
Trace the development of the Periodic Table
Describe the arrangement of elements in the
periodic table
Summative
Test on
Periodic Table
II. CONTENT Development of the Periodic Table Arrangement of elements in the Periodic Table
Teacher’s Guide
Learner’s Materials Learners’ Module pp
210-211
Learners’ Module pp 210-
211
211-213
Learners’ Module pp 211-213
Periodic table of
elements
https://www.youtube.com/wat
ch?v=I5H1SeepnaU
https://www.youtube.com/watc
h?v=VgVQKCcfwnU
IV. LEARNING TASKS
Grade 8
Daily Lesson Log
Junior HS Science

Grade 8
ELICIT
In Grade 7, students
learned about the
periodic table. Let
them recall some
common elements
found in the periodic
table.
Show to the class a video
from YouTube entitled:
History of Periodic Table
Animation
(cite provided in Learning
Resources under additional
materials)
Using the periodic
table, The teacher
will mention an
element (e.g.
Calcium).
Let them look in what
column and row it is
located or you may do
otherwise (students
will look for the name,
teacher
Let the students watch the
video The NEW Periodic
Table Song (Updated) on
YouTube.
(cite provided in Learning
Resources under additional
materials)

Grade 8
will mention the row and
column)
ENGAGE
Ask:
How was your seating
arrangement done?
(possible answers:
alphabetically, height,
gender)
Who were the people
mentioned in the video?
(Write their answers on
the
board for later
discussion)
Let the students take
hold of their periodic
table and ask them of
the possible ways how
those elements were
arranged.
Were they arranged
alphabetically?
randomly? Or other
possible arrangements?
After watching, let them
cite some names of
elements they have seen
and where they can
commonly be found or
used.
Example: Silver-spoon
EXPLORE
Essential Question:
How did the periodic table develop?
Essential Question:
How were the elements in the periodic table
arranged?
Perform Activity #1 part
A: Tracking the path
and constructing the
Periodic Table on pages
210-211 of their
textbook.
Continue Activity #1 Part
B. Tracking the path and
constructing the Periodic
Table on page 211 of the
learner’s manual.
EXPLAIN
With the use of the
guide questions,
students will report their
answers in front.
(Questions #1-4)
With the use of the guide
questions, students will
report their answers in
front. (Questions #5-10)

Grade 8
Quarter 3
Page 31
ELABORATE
Key Questions:
1. Who were the
people behind the
history of periodic
table? And what was
their respective
concept?
2. What bases did
the following
chemists use to
Key Questions:
1. What is periodic
law?
2. Differentiate
groups from
periods.
3. What are the
different family
names of groups
found in the
periodic table?

Grade 8
explain their
arrangement of
elements?
a. Dobereiner
b. Newlands
c. Meyer
d. Mendeleev
e. Moseley
EVALUATE
Identification
1. He is a German
chemist who
grouped
elements in three
with similar
properties.
2. This
arrangement
was proposed by
Newlands.
3. How did
Mendeleev
arrange the
elements in the
periodic table?
I. Identify in what period
and group does the
following element
belong:
1. Boron
2. Calcium
3. Neon
4. Hydrogen
5. Potassium
II. Identify and label the
parts of the periodic
table.

Grade 8
Quarter 3
Page 32
EXTEND
Trace the development
of the Periodic Table by
making a timeline. Write
it in a short sized bond
paper.
For the next session, tell
the students to bring the
following
materials for their
Performance output:
a. Bond paper (long
sized)
b. Coloring materials
c. Designing
materials
d. Ruler
e. Glue

Grade 8
• Assign this activity
by pair.
• Ask the students
to do some
research about
the following
information of the
assigned element:
a. Name of element
and how it got its
name.
b. Symbol, Atomic
Number and
Atomic
Mass
c. Where is it found
and in what form
d. Physical facts
(melting point,
boiling point,
density)
e. Uses (with
pictures)
f. Source of
information

Grade 8
Quarter 3
Page 33
V. REMARKS
To be continued the
following
day (publication of
results)
To be continued the
following day (publication
of results)
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:

Grade 8
Quarter 3
Page 34
Grade 8, Quarter 3
Daily Lesson Log
Week No. 7
Did the remedial
Learners who:
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
encounter which my
can help me solve?
What innovation or
wish to share with
other teachers?

Grade 8
Quarter 3
Page 35
I. OBJECTIVES
Content Standard
The Learners demonstrate an understanding of: the periodic table of elements as
an organizing tool to determine the chemical properties of elements
Performance
Standard
Learning
Competency
The Learners should be
able to:
trace the development of
the
periodic table from
observations based on
similarities in properties
of elements
The Learners should be able to: use the periodic table to
predict the chemical behavior of an element.
Code: S8MT-IIIa-b-8 S8MT-IIIc-d-9
DAILY TASK
Make an Element
Brochure
Compare the reactivity of metals in acid
solution
Identify ways of
preventing corrosion due
to the reactivity of metals
Summative test on
Reactivity of Metals
Grade 8
Daily Lesson Log
Junior HS Science
Teacher Learning
Area
Matter (Chemistry)
Teaching
Dates
Quarter Third

Grade 8
II. CONTENT
Performance Task
(Element Brochure)
Reactivity of Metals
Ways to prevent
corrosion of metals
Summative Test
Teacher’s Guide
214217
214217
214217
www.nclark.net https://www.youtube.com/w
atch?v=qd2B9yCKzc0

Grade 8
IV. LEARNING TASKS
ELICIT
Show pictures of
objects with rust.
(Houses, cars, etc.)
Show a video entitled:
Rusting of Iron in
YouTube. (cite
provided in Learning
Resources under
additional materials)
ENGAGE
Ask the students how
rusting of objects
affect people.
You may ask the
following questions:
(to be posted before
watching the video)
1. What is rust?
2. What are the
factors involved
for rusting to
occur?
3. When does
rusting happen?
4. In what
condition does
rusting process
is hastened?
5. What did the
boy do to solve
the problem?
EXPLORE Students will be tasked to
create an attractive
brochure presenting
Essential Question:
What is the relationship between reactivity of
metals
Essential Question:
How can corrosion
be prevented?

Grade 8
Quarter 3
Page 36
informative details about
the assigned element by
pair. The brochure will be a
tri-fold 8.5 x 13 (long sized)
bond paper. The following
format will be observed:
a. Name of element and
how it got its name.
(elements) and its arrangement in the
periodic table?
Metal… How
reactive are you? on
pages 214-216
procedures # 1-11.
Students will do
activity #2 on page
214 procedure # 12.

Grade 8
b. Symbol, Atomic
Number and Atomic
Mass
c. Where is it found and
in what form
d. Physical facts
(melting point, boiling
point, density)
e. Uses (with pictures)
f. Source of information
EXPLAIN
Through a group
reporting, students
will discuss their
answers on the guide
questions found on
their learner’s
manual.
Ask every group to
answer questions 7
and 8 on page 216 of
their manual. Let them
include their answers
in yesterday’s assigned
question.
ELABORATE
Key Questions:
1. What is the
trend
of reactivity of
metals in
groups?
2. What is the
trend
of reactivity of
metals in
periods?
Key Questions:
1. What are the
harmful effects
when metal
reacts with
acids?
2. How can we
prevent
corrosion?

Grade 8
Quarter 3
Page 37
EVALUATE
Arrange the
following metals
in increasing
reactivity:
1.P-Mg-S – (Answer:
S-
P-Mg)
2.O-N-Be – (Answer:
O-
N-Be)
1. How can we prevent
corrosion?
(Note: prepare a rubric)

Grade 8
3. Cu- Sr-Li
(Answer: Cu-
Sr-Li)
4. Cl-F-Br
(Answer: Br-ClF)
5.Na- K-Li (K-Na-Li)
EXTEND
Look for some
practical ways to
prevent corrosion. Be
able to prepare a brief
report for tomorrow’s
discussion.
Look for the other
types of corrosion.
V. REMARKS
To be continued the
following day
(Note: The teacher
may
modify the type of
test.)
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:

Grade 8
Quarter 3
Page 38
Did the remedial
Learners who:
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?

Grade 8
Quarter 3
Page 39
Grade 8, Quarter 3
Daily Lesson Log
Week No. 8
Date
Submitted:
Date:
encounter which my
can help me solve?
What innovation or
wish to share with
other teachers?

Grade 8 Junior HS Science Lesson Plan Particle Nature Matter

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Semelhante a Grade 8 Junior HS Science Lesson Plan Particle Nature Matter

Semelhante a Grade 8 Junior HS Science Lesson Plan Particle Nature Matter (20)

Último

Último (20)

Grade 8 Junior HS Science Lesson Plan Particle Nature Matter