Republic of the Philippines

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.

II. Subject Matter

Topic: Forces and Motion
Sub-Topic: Balanced and Unbalanced Forces
References: Learner’s Guide, Curriculum Guide and Teacher’s Guide in Science 8
Materials: Learner’s Guide Teacher’s Guide
4 sets spring balance Ball/Book
1 piece of sturdy cardboard Pen, Strings
Threads Pair of Scissors

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.

II. Subject Matter

Topic: Newton’s Three Laws of Motion
Sub-topic: Newton’s First Laws of Motion (Law of Inertia)
References: Learner’s Guide, Curriculum Guide and Teacher’s Guide in Science 8
Materials: Learner’s Guide Teacher’s Guide
Picture of Isaac Newton empty glass
Cardboard 1 peso coin
5-peso coins (5pcs or more) plastic ruler

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.

II. Directions: Answer the question in an essay form. (5 pts.)

1. What is the relationship between the amount of force applied and the mass of the
object to the amount of change in the object’s motion in Newton’s First law of
Motion,
Law of Inertia?

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

June 11, 2017

Lesson Plan in Science 8
7:30-8:30 (Narra)
8:30-9:30 (Acacia)
3:00-4:00 (Molave)

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.

II. Subject Matter

Topic: Newton’s Three Laws of Motion
Sub-topic: Newton’s Second Laws of Motion (Law of Acceleration)
References: Learner’s Guide, Curriculum Guide and Teacher’s Guide in Science 8
Materials: Learner’s Guide , Teacher’s Guide, & other Science Reference

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.

II. Directions: Solve what is being asked in the following problems.

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

June 16, 2017

Lesson Plan in Science 8 (ICL)

2:00-3:00 (Acacia)
3:00-4:00 (Narra)

I. Objective to solve mathematical problems with the application of Newton’s Second Law of
Motion or Law of Acceleration.

II. Subject Matter

Topic: Newton’s Three Laws of Motion
Sub-topic: Newton’s Second Laws of Motion (Law of Acceleration)
References: Learner’s Guide in Science 8 & Practical and Explorational Physics
Materials: Visual Aid* *Chalk *Scientific Calculator

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

June 19, 2018

Lesson Plan in Science 8
7:30-8:30 (Narra)
8:30-9:00 (Acacia)
3:00-4:00 (Molave)

I. Objective Demonstrate how a body responds to changes in motion. (S8FE-Ib-17)

Sub-Task Application of free fall (acceleration due to gravity) and Newton’s Second Law of
Motion in solving mathematical problems.
II. Subject Matter
Topic: Newton’s Three Laws of Motion
Sub-topic: Free Fall and Newton’s Second Law of Motion (Law of Acceleration)
References: Learner’s Guide in Science 8 & Practical and Explorational Physics Book
Curriculum Guide and Teacher’s Guide in Science 8
Materials: Learner’s Guide in Science 8 & Practical and Explorational Physics Book
*Visual Aid *Chalk *Scientific Calculator
III. Procedure
A. Activity
 Suppose there is a tall man holding two books of different masses. The mass of
book A is 2kg, while book B is 1 kg. The tall man suddenly dropped the two
books from the same height at the same time.
B. Analysis
 Which of the book will hit the ground first, is it book A which is heavier or book B
which is lighter?
 Why it is that the two books of different mass reached the ground at the same
time?
C. Abstraction
 What is free fall?
 What is the acceleration of the object which is in free fall?
 What is acceleration due to gravity?
D. Application
Directions: Solve the mathematical problem.
Problem: The time a male bungee jumper is freely falling is 1.5 seonds.
a. What is the velocity of the jumper at the end of 1.5 seconds?
b. How far does he fall?
IV. Evaluation
Directions: Solve the following mathematical problems with the application Free fall and
Newton’s Second Law of Motion or Law of Acceleration. (5pts. Each)
1. A carpenter on the roof accidentally drops a nail that hits the ground after 2.5 s.
(a.) How high is the roof?
(b.) What is the velocity of the nail just before hitting the ground?
2. The time a leave is freely falling is 2 seconds.
(a.) What is the velocity of the cat at the end of 2 seconds?
(b.) How far does he fall?
V. Agreement
Directions: In your assignment notebook, discuss what circular motion is.
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

June 20, 2018

Lesson Plan in Science 8
7:30-8:30 (Narra)
8:30-9:00 (Acacia)
3:00-4:00 (Molave)

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

June 21, 2018

Lesson Plan in Science 8
7:30-8:30 (Narra)
8:30-9:00 (Acacia)
3:00-4:00 (Molave)

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.

II. Subject Matter

Topic: Newton’s Three Laws of Motion
Sub-topic: Newton’s Third Law of Motion or Law of Interaction
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
 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.

II. Subject Matter

Topic: Long Quiz/Summative Test
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Test Questionnaire

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

June 29, 2017

Lesson Plan in Science 8

2:00-3:00 (Acacia)
3:00-4:00 (Narra)

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 10, 2018

Lesson Plan in Science 8
7:30-8:30 (Narra)
8:30-9:00 (Acacia)
3:00-4:00 (Molave)

I. Objective Describe how work is related to power and energy. (S8FE-Ic-21)

Sub-Task Calculate the work done on an object.
II. Subject Matter
Topic: WORK
Sub-topic: Calculating Work
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical and Explorational Physics Book
Materials: *Visual Aid *Scientific Calculator
III. Procedure
A. Activity
 Recall of the definition of the work done on an object.
The work done on an object by an applied force is defined as the product of the
magnitude of the displacement multiplied by the component of the force parallel to
the displacement.
B. Analysis
 Based on the given definition yesterday, what is the mathematical definition of
work? Given that the symbol for work is W, force is F, and displacement is d.
C. Abstract
 From the mathematical definition of work which is W=Fd, what is the unit for work?
 How can you derive the formula in finding the force applied or the certain distance
moved by the object or displacement from the mathematical definition of work?
D. Application
 Suppose a woman is pushing a grocery cart with a 500 Newton force along the 7
meters aisle, how much work is done in pushing the cart from one end of the aisle to
the other?
IV. Evaluation
Directions: Below are situations showing that there is work done, calculate the work done on
an object.
1. A book of mass 1 kg is on the floor. If the book is lifted from the floor to the top shelf
which is two (2) meters from the floor, how much work is done on the book?
2. A force of 30 N is exerted to move a crate at a constant speed to a distance of 5 m on a
level road. How much work is done?
V. Agreement
Directions: Answer in your assignment notebook.
1. Discuss what is kinetic energy?
2. What is the formula in calculating kinetic energy?
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

July 11, 2018

Lesson Plan in Science 8
7:30-8:30 (Narra)
8:30-9:00 (Acacia)
3:00-4:00 (Molave)

I. Objective Describe how work is related to power and energy. (S8FE-Ic-21)

Sub-Task Explain how does work transfer energy.
II. Subject Matter
Topic: WORK
Sub-topic: Work is a Method of Transferring Energy
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical and Explorational Physics Book
Materials: *Visual Aid *Ball *Plastic Bottle
III. Procedure
A. Activity
 Play a bowling game. Roll a plastic or rubber ball along the floor to hit an empty
plastic bottle.
B. Analysis
 Is there work done on the ball?
 What can a moving ball do?
C. Abstraction
 The work is done by the person on the ball to just start it moving. Because of the
work done to the ball, it gained ‘something’ that enables it to move. What do call
this something?
 If energy can be transferred, what happens to the energy of the one doing the work
and to the object on which work is done?
D. Application
 Give another situation showing that energy was transferred because of the work
done on an object.
IV. Evaluation
Directions: From the given situation below, explain how the work transferred energy and
what happens to the energy of the one doing the work and to the object on which work is
done. (10pts.)
Situation: Ben is a billiard player, he hit the mother ball to hit another ball.
V. Agreement
Directions: Give 2 situations showing that work transferred energy. Explain how the work
transferred energy and what happens to the energy of the one doing the work and to the
object on which work is done. (Assignment Notebook)
 Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

Lesson Plan in Science 8

2:00-3:00 (Acacia)
3:00-4:00 (Narra)

July 7, 2017

NO CLASSES DUE TO THE SUSPENSION!!

July 10-14, 2017

NO CLASSES DUE TO THE SUSPENSION!!

July 17, 2017

New Schedule: Monday (1:45-2:30)
Wednesday (11:15-12:00)
Friday (10:30-12:00)

I. Objective Differentiate potential and kinetic energy. (S8FE-22)

Sub-task Solve for the kinetic energy of a moving object.

II. Subject Matter

Topic: Kinetic Energy
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical
and Explorational Physics Book
Materials: Visual Aid, Calculator, Chalk

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

July 13, 2018

Lesson Plan in Science 8
7:30-8:30 (Narra)
8:30-9:00 (Acacia)
3:00-4:00 (Molave)

I. Objective Differentiate potential and kinetic energy. (S8FE-22)

Sub-task Solve for the kinetic energy of a moving object.
II. Subject Matter
Topic: Kinetic Energy
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical and Explorational Physics Book
Materials: Visual Aid, Calculator, Chalk
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)
 LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

July 17, 2018

Lesson Plan in Science 8
7:30-8:30 (Narra)
8:30-9:00 (Acacia)
3:00-4:00 (Molave)
I. Objective Differentiate potential and kinetic energy. (S8FE-22)
Sub-task a.) Solve for the potential energy of an object.
b.) Compare the potential energy of an object for different reference level.
II. Subject Matter
Topic: Potential Energy
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical and Explorational Physics Book
Materials: Picture, Visual Aid, Calculator, Chalk
III. Procedure
A. Activity
 Show a picture to the class.

A man lifting a box to be placed in the table.

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

July 18, 2018

Lesson Plan in Science 8
7:30-8:30 (Narra)
8:30-9:00 (Acacia)
3:00-4:00 (Molave)
I. Objective Describe how work is related to power and energy. (S8FE-Ic-21)
Sub-task a. Discuss what power is.
b. Calculate the power used in doing work.
II. Subject Matter
Topic: Work, Power, and Energy
Sub-topic Power
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical and Explorational Physics Book
Materials: Visual Aid, Calculator, Chalk
III. Procedure
A. Daily Routine
 Prayer
 Check the orderliness and cleanliness of the room.
B. Recall
 Recall about work and energy.
C. Activity
 How POWER-ful am I? (pls. refer to the learner’s guide pages 34-35)
Objective: After performing this activity, you should be able to compute for your
power output in walking or running up a flight of stairs.
D. Analysis
 Who among the group members had the highest power output?
 What is the highest power output?
 Who among the group members had the lowest power output?
 What is the lowest power output?
 What can you say about the work done by each member of the group? Did each
member perform the same amount of work in climbing the stairs?
 What factor/s determined the highest/lowest power output?
E. Abstraction
 What is power?
 How can you compute the power used in doing work?
F. Application
 Ana has a mass of 35 kg. She runs up a flight of stairs for 2 s. The height of the stairs
is 2 m. Compute for the power used by Ana in doing the work.
IV. Evaluation
I. Directions: Answer what is being asked.
1. What is power?
2. What is the formula in computing power?
3. What is the unit of power?
4. Dan climbs a flight of stairs in 1.5 min. If he weighs 450 N and the stairs is 10 m
from the ground, how much power will he develop?
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 2, 2017

Lesson Plan in Science 8

7:30-8:30 (Narra)
8:30-9:30 (Acacia)

I. Objective Describe how work is related to power and energy. (S8FE-Ic-21)

Sub-task a. Discuss what power is.
b. Calculate the power used in doing work.

II. Subject Matter

Topic: Work, Power, and Energy
Sub-topic Power
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical
and Explorational Physics Book
Materials: Visual Aid, Calculator, Chalk
III. Procedure
A. Daily Routine
 Prayer
 Check the orderliness and cleanliness of the room.
B. Recall
 Recall about work and energy.
C. Activity
 How POWER-ful am I? (pls. refer to the learner’s guide pages 34-35)
Objective: After performing this activity, you should be able to compute for your
power
output in walking or running up a flight of stairs.
D. Analysis
 Who among the group members had the highest power output?
 What is the highest power output?
 Who among the group members had the lowest power output?
 What is the lowest power output?
 What can you say about the work done by each member of the group? Did each
member perform the same amount of work in climbing the stairs?
 What factor/s determined the highest/lowest power output?
E. Abstraction
 What is power?
 How can you compute the power used in doing work?
F. Application
 Ana has a mass of 35 kg. She runs up a flight of stairs for 2 s. The height of the stairs
is 2 m. Compute for the power used by Ana in doing the work.
IV. Evaluation
I. Directions: Answer what is being asked.
1. What is power?
2. What is the formula in computing power?
3. What is the unit of power?
4. Dan climbs a flight of stairs in 1.5 min. If he weighs 450 N and the stairs is 10 m
from the ground, how much power will he develop?

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

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) - Acacia

I. Objective Describe how work is related to power and energy. (S8FE-Ic-21)

Sub-task a. Discuss what power is.
b. Calculate the power used in doing work.

II. Subject Matter

Topic: Work, Power, and Energy
Sub-topic Power
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical
and Explorational Physics Book
Materials: Visual Aid, Calculator, Chalk
III. Procedure
A. Daily Routine
 Prayer
 Check the orderliness and cleanliness of the room.
B. Recall
 Recall about work and energy.
C. Activity
 How POWER-ful am I? (pls. refer to the learner’s guide pages 34-35)
Objective: After performing this activity, you should be able to compute for your
power
output in walking or running up a flight of stairs.
D. Analysis
 Who among the group members had the highest power output?
 What is the highest power output?
 Who among the group members had the lowest power output?
 What is the lowest power output?
 What can you say about the work done by each member of the group? Did each
member perform the same amount of work in climbing the stairs?
 What factor/s determined the highest/lowest power output?
E. Abstraction
 What is power?
 How can you compute the power used in doing work?
F. Application
 Ana has a mass of 35 kg. She runs up a flight of stairs for 2 s. The height of the stairs
is 2 m. Compute for the power used by Ana in doing the work.
IV. Evaluation
I. Directions: Answer what is being asked.
1. What is power?
2. What is the formula in computing power?
3. What is the unit of power?
4. Dan climbs a flight of stairs in 1.5 min. If he weighs 450 N and the stairs is 10 m
from the ground, how much power will he develop?

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

July 23, 2018

Lesson Plan in Science 8
7:30-8:30 - Narra
8:30-9:30 - Acacia
3:00-4:00 – Molave

I. Objective Describe how work is related to power and energy. (S8FE-Ic-21)

II. Subject Matter
Topic: Work, Power, and Energy
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical and Explorational Physics Book
Materials: Visual Aid, Calculator, Chalk
III. Procedure
A. Daily Routine
 Prayer
 Check the orderliness and cleanliness of the room.
B. Activity
 Post the visual aid and let the students examine it.
 The table shows the result of the group of students who climb up the stairs. Prior to
the activity, the only given data were the mass of the students, the height of the
stairs and the time taken to climb up the stairs.
Time taken Energy
Force/Weight Height of
Name to climb the expended Power (J/s)
(N) stairs (m)
stairs (s) (J)
Bella 441 5 10 2205 220
Troy 490 5 8 2450 306
Mae 392 5 10 1960 196
Elijah 441 5 9 2205 245
C. Analysis
 Is there work done in climbing up the stairs? Why?
 Given the mass of the students, how did the force applied in doing work was
computed?
 Who among the group of students climb the stairs fast?
 What can you say about the work done by each member of the group? Did each
member perform the same amount of work in climbing the stairs? How about the
energy expended?
 How would you compare the power output of the students?
 What are the factor/s determined the highest/lower power output?
D. Abstraction
 How work is related to power and energy based on the table shown?
E. Application
  Compare the work done and the power develop by Ann and Fe. Ann has a mass of
40kg while Fe has a mass of 35kg. Ann walks up the stairs for 3s while Fe is 2s. The
height of the stairs is 1.5m.
IV. Evaluation
Directions: Answer what is being asked.
Situations: The following students walk up a flight of stairs.
Time taken Energy
Mass Force/Weight Height of
Name to climb the expended Power (J/s)
(kg) (N) stairs (m)
stairs (s) (J)
Rowel 60kg 4 10
Heidi 40kg 4 8
Sheila 45kg 4 10
Irene 35kg 4 9

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

July 28, 2017

Lesson Plan

I. Objective To celebrate Nutrition Month and Acquaintance Party.

II. Subject Matter

Topic: Nutrition Month and Acquaintance Party

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

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective To conduct a graded recitation of all the topics discussed.

II. Subject Matter

Topic: Force, Motion, and Energy
Sub-topic: Balance and Unbalanced Force
Newton’s Three Laws of Motion
Work, Power, and Energy
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical and Explorational Physics Book
Materials: Chalk, Strips of Paper

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

Rubrics for Multiple Choice Question

Content Grade
1. Answered the question correctly. 95
2. Did not answered it correctly. 70
Rubrics for Problem Solving
Content Grade
1. Solve the problem correctly with formula and units and
95
discussed it well.
2. Solve the problem correctly with formula and units but
90
discussed it with some errors.
3. Solve the problem correctly but there is no formula and
80
units and discussed it with some errors.
4. Solve the problems incorrectly and discussed it with a lot
75
of errors but at least he/she tried to participate.
V. Agreement

 Read or study all the topics discussed in module 1 and 2 for a unit test.

Republic of the Philippines

 Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

August 8, 2017

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective To conduct a graded recitation of all the topics discussed.

II. Subject Matter

Topic: Force, Motion, and Energy
Sub-topic: Balance and Unbalanced Force
Newton’s Three Laws of Motion
Work, Power, and Energy
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8, and &
Practical
and Explorational Physics Book
Materials: Chalk, Strips of Paper

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

Rubrics for Multiple Choice Question

Content Grade
1. Answered the question correctly. 95
2. Did not answered it correctly. 70

Rubrics for Problem Solving

Content Grade
1. Solve the problem correctly with formula and units and
95
discussed it well.
2. Solve the problem correctly with formula and units but
90
discussed it with some errors.
3. Solve the problem correctly but there is no formula and
80
units and discussed it with some errors.
4. Solve the problems incorrectly and discussed it with a lot
75
of errors but at least he/she tried to participate.
V. Agreement

 Read or study all the topics discussed in module 1 and 2 for a unit test.

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
 LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

August 9, 2017

Lesson Plan in Science 8 & 7

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia
1:00-2:00 – Apple
2:00-3:00 – Mango

I. Objective To answer the unit test about the topics discussed with at least 75% proficiency.

II. Subject Matter

Topic: UNIT TEST
Material: Test Questionnaire

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 10, 2017

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.

August 11, 2017

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.

Republic of the Philippines

Department of Education
 Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

August 14, 2017

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective To recheck the First Grading Examination results

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

August 15, 2017

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective To conduct a removal examination.

II. Subject Matter
Topic: FIRST GRADING REMOVAL 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.

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

August 16, 2017

Lesson Plan in Science 8

 7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

August 17, 2017

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

LESSON PLAN
 August 18, 2017

I. Objective Facilitate the convocation program and card day for the 1 st quarter.

II. Subject Matter

Topic: Convocation Program and Card day for the 1st 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.

July 21, 2017

HOLIDAY! NINOY AQUINO DAY

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

LESSON PLAN

August 24, 2017

I. Objective Facilitate the celebration of the 15th Founding Anniversary of LNHS.

II. Subject Matter

Topic: Lim-ao National High School on her 15 th Founding Anniversary

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

August 25, 2017

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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

August 28, 2017

HOLIDAY! NATIONAL HEROES DAY

August 29, 2017

I. Objective Facilitate the culmination of Buwan ng Wika.

II. Subject Matter
Topic: Culmination of Buwan ng Wika
III. Procedure
A. Parade (Pangkasuotang Filipino)
B. Laro ng Lahi
C. Search for Lakan at Lakambini 2017
IV. Evaluation
Facilitate the culmination of Buwan ng Wika.
V. Agreement
Be ready for the NCAE of grade 9. Prepare the grades in grade 8 of the grade 9 advisory
class.

August 30, 2017

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

August 31, 2017

I. Objective Prepare the reports (MAR, Form 2, and DTR) to be submitted at the end of the
month.

II. Subject Matter

Topic: MAR, Form 2, and DTR

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

July 25, 2018

Lesson Plan in Science 8
7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia
3:00-4:00 MTWTh (ICL-F) - Molave

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.

II. Subject Matter

Topic: Heat and Temperature
Sub-topic: Thermal Expansion
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. 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

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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.

II. Subject Matter

Topic: Heat and Temperature
Sub-topic: Thermal Expansion
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. 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

July 27, 2018

Lesson Plan in Science 8
7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia
3:00-4:00 MTWTh (ICL-F) – Molave

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?

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

September 8, 2017

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia
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 Solve the problem: 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? (Ass. Notebook)

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

September 18, 2017

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia
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 Solve the problem: 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? (Ass. Notebook)

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

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?

II. Directions: Answer what is being asked. (5pts.)

1. What is the difference between heats from temperature? What is there relationship?

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.

II. Subject Matter

Topic: SUMMATIVE TEST
Material: Test Questionnaire

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

I. Objective To check the summative test conducted.

To review the topics conducted in UNIT I.
To make the item analysis from the result.

II. Subject Matter

Topic: REVIEW/CHECKING OF SUMMATIVE TEST
Material: Test Questionnaire with Answer Key

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

I. Objective To conduct an oral graded recitation.

To give time to the students comply the students’ portfolio.

II. Subject Matter

Topic: Graded Recitation/Portfolio
Material: Notes, Activity Sheets

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.

August 10, 2018

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.

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

August 14, 2018

Lesson Plan in Science 8
7:30-8:30-Narra
8:30-9:00 –Acacia
3:00-4:00-Molave

I. Objective To answer the pre-test in electricity.

II. Subject Matter

Topic: Pre-test in Electricity
Material: Test Questionnaire

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

August 16, 2018

Lesson Plan in Science 8
7:30-8:30 - Narra
8:30-9:30 - Acacia
3:00 – 4:00 - Molave

I. Objective Infer the relationship between current and charge. (S8FE-Ih-30)

II. Subject Matter
Topic: Electricity
Sub-topic: Electric Current and Voltage
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. Current and Voltage
Objectives: a. Measure the electric current and voltage in a circuit using an
ammeter and voltmeter respectively; and
b. Determine the relationship between electric current and voltage.
C. Analysis
 What is the reading on the ammeter?
 Compare the brightness of the bulb with one dry cell to its brightness when there are two
dry cells in the circuit.
 What can be inferred about the current passing through the bulb?
 What is the voltmeter reading?
 Describe the brightness of the bulb.
 What can be inferred about the voltage across the bulb?
D. Abstraction
 What is current? What is voltage?
 What is the difference between ammeter and voltmeter? How are voltage and current
related?
 What is the relationship between current and charge? How they are related?
E. Application
Directions: Identify what is being asked.
1. A measure of the number of charges passing through a cross-section of a conductor in a given time.
2. The movement of charges from the positive side of the battery to the negative side
 3. Measures electric current.
4. Measures voltage.
5. It is needed to make the charges move.
IV. Evaluation
Directions: Brief Discussion. (5pts.)
Based from discussion, give the relationship between current and charge.
V. Agreement
Discuss what a series and parallel circuit is. (Assignment Notebook)

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

September 21, 2017

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective Infer the relationship between current and charge. (S8FE-Ih-30)

II. Subject Matter
Topic: Electricity
Sub-topic: Electric Current and Voltage
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. Current and Voltage
Objectives: a. Measure the electric current and voltage in a circuit using an
ammeter and voltmeter respectively; and
b. Determine the relationship between electric current and voltage.
C. Analysis
 What is the reading on the ammeter?
 Compare the brightness of the bulb with one dry cell to its brightness when there are two
dry cells in the circuit.
 What can be inferred about the current passing through the bulb?
 What is the voltmeter reading?
 Describe the brightness of the bulb.
 What can be inferred about the voltage across the bulb?
D. Abstraction
 What is current? What is voltage?
 What is the difference between ammeter and voltmeter? How are voltage and current
related?
 What is the relationship between current and charge? How they are related?
E. Application
Directions: Identify what is being asked.
1. A measure of the number of charges passing through a cross-section of a conductor in a given time.
2. The movement of charges from the positive side of the battery to the negative side
 3. Measures electric current.
4. Measures voltage.
5. It is needed to make the charges move
IV. Evaluation
Directions: Brief Discussion. (5pts.)
Based from discussion, give the relationship between current and charge.
V. Agreement
Discuss what a series and parallel circuit is. (Assignment Notebook)

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

September 22, 2017

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective Infer the relationship between current and charge. (S8FE-Ih-30)

II. Subject Matter
Topic: Electricity
Sub-topic: Electric Current and Voltage
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. Current and Voltage
Objectives: a. Measure the electric current and voltage in a circuit using an
ammeter and voltmeter respectively; and
b. Determine the relationship between electric current and voltage.
C. Analysis
 What is the reading on the ammeter?
 Compare the brightness of the bulb with one dry cell to its brightness when there are two
dry cells in the circuit.
 What can be inferred about the current passing through the bulb?
 What is the voltmeter reading?
 Describe the brightness of the bulb.
 What can be inferred about the voltage across the bulb?
D. Abstraction
 What is current? What is voltage?
 What is the difference between ammeter and voltmeter? How are voltage and current
related?
 What is the relationship between current and charge? How they are related?
E. Application
Directions: Identify what is being asked.
1. A measure of the number of charges passing through a cross-section of a conductor in a given time.
2. The movement of charges from the positive side of the battery to the negative side
 3. Measures electric current.
4. Measures voltage.
5. It is needed to make the charges move
IV. Evaluation
Directions: Brief Discussion. (5pts.)
Based from discussion, give the relationship between current and charge.
V. Agreement
Discuss what a series and parallel circuit is. (Assignment Notebook)

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

August 23, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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?

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

September 26, 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 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?

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

LESSON PLAN

October 4, 2017

I. Objective Facilitates the Intramurals 2017 with the theme: “Talent Wins Games but Teamwork
and Intelligence Wins Championships”.

II. Subject Matter

Topic: Intramurals 2017

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

I. Objective a. Prepare the Monthly Accomplishment Report (MAR);

b. Organize documents (memo, reports & etc.); and
c. Check and record activities and quizzes.
II. Subject Matter
Topic: MAR, Reports, Activities, and Quizzes
III. Procedure
1. With the aid of the laptop and printer, encode the accomplishments during the month of
September and print.
2. Organize documents such as memo, reports, and etc.
3. Check activities and quizzes, then record.
IV. Evaluation
a. Prepare the Monthly Accomplishment Report (MAR);
b. Organize documents (memo, reports & etc.); and
c. Check and record activities and quizzes.
V. Agreement
Be ready for the teacher’s day activities.

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

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

August 29,, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia
3:00-4:00 MTWTh (ICL-F) – 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)
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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

October 10, 2017

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

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)

Sub-topic Differentiate the epicenter of an earthquake from its focus.

II. Subject Matter

Topic: Earthquakes and Faults
Sub-Topic: Fault & Epicenter
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Fault Model Sheet, Activity Sheet, Paste, Pair of Scissors

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

Richter Scale strength of shock waves

damage caused by an earthquake

V. Agreement
Directions: Make scrapbook entitled “PHIVOLCS Earthquake Intensity Scale”
 Look for pictures showing the 10 different earthquake intensity scales in the newspaper or
any article.
 Arrange, organize, and paste it on the scrapbook with description.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

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

Richter Scale strength of shock waves

damage caused by an earthquake

V. Agreement
Directions: Make scrapbook entitled “PHIVOLCS Earthquake Intensity Scale”
 Look for pictures showing the 10 different earthquake intensity scales in the newspaper or
any article.
 Arrange, organize, and paste it on the scrapbook with description.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

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

Richter Scale strength of shock waves

damage caused by an earthquake

V. Agreement
Directions: Make scrapbook entitled “PHIVOLCS Earthquake Intensity Scale”
 Look for pictures showing the 10 different earthquake intensity scales in the newspaper or
any article.
 Arrange, organize, and paste it on the scrapbook with description.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

September 10, 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, Laptop, and Projector
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

Richter Scale strength of shock waves

damage caused by an earthquake

V. Agreement
Directions: Make scrapbook entitled “PHIVOLCS Earthquake Intensity Scale”
 Look for pictures showing the 10 different earthquake intensity scales in the newspaper or
any article.
 Arrange, organize, and paste it on the scrapbook with description.
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

September 12, 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 active and inactive faults.

II. Subject Matter

Topic: Earthquakes and Faults
Sub-Topic: Active and Inactive Faults
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Map of Active Faults in the Philippines
III. Procedure
A. Daily Routine
 Prayer
 Check the orderliness and cleanliness of the room.
B. Motivation
 Ask the class the significant of History. Why do we need to study this subject?
 Scientists use different ways to find out if a fault is active. One is by checking the
country’s historical records. Historians always write about destructive events such
as earthquakes.
 Another is by studying the vibrations, past and present that come from faults. Still
another way is by observing the surroundings. For example, a fault may cross a road
and because of that, the road is displaced.
C. Activity
 Show the map of active faults in the Philippines.
 Ask the class to familiarize the location together with their group members.
 Study the map and find out where you live. Is there an active fault passing by your town,
province, or region? If so, are you and your family prepared for the occurrence of an
earthquake?
D. Analysis
 Ask the class to prepare for a short sharing on the location and numbers of faults located in
the locality.
 What are some of the effects of faults?
E. Abstraction
 How active fault differs from inactive fault?
D. Application
 What is the importance of knowing the location of fault?
IV. Evaluation
Table Completion
Directions: Differentiate active from inactive fault by filling in the table below with the data required.
Basis of Comparison Active Fault Inactive Fault
No. of Earthquakes Produced
Records of Activity (specific time element)
Location where it tends to occur
V. Agreement
Make a list of suggestions on what to do before, during and after an earthquake.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

September 17, 2018

Lesson Plan in Science 8
7:30-8:30 - Narra
8:30-9:30 - Acacia
3:00-4:00 – Molave

I. Objective Demonstrate how underwater earthquake generate tsunamis. (S8ES-IIb-16)

Sub-topic Identify the different types of faults.

II. Subject Matter

Topic: Earthquakes and Faults
Sub-Topic: Different types of faults
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Photos of the different faults, two small boxes, masking tape, rubber band,
paper clip, fault model
III. Procedure
A. Daily Routine
 Prayer
 Check the orderliness and cleanliness of the room.
B. Motivation
 Show the following pictures to the class.

 Have you seen like these in your community?

 What do you think causes this?
 Do you think they all look the same?

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

September 18, 2018

Lesson Plan in Science 8
7:30-8:30 - Narra
8:30-9:30 - Acacia
3:00-4:00 – Molave

I. Objective Demonstrate how underwater earthquake generate tsunamis. (S8ES-IIb-16)

Sub-topic Explain how tsunamis are generated.

II. Subject Matter

Topic: Earthquakes and Faults
Sub-Topic: Tsunami: How is it generated?
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Flat basin, water, rectangular piece of wood, rock

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

September 21, 2018

Lesson Plan in Science 8
7:30-8:30 - Narra
8:30-9:30 - Acacia
3:00-4:00 – Molave

I. Objective Demonstrate how underwater earthquake generate tsunamis. (S8ES-IIb-16)

Sub-task Knowledge: Devise an emergency plan on what to do before, during and after an
earthquake or tsunami.
Skills: Create a short presentation or a role playing on the different safety
measures on earthquake or tsunami based on the plan made.
Attitudes: Work cooperatively with a team to come up with an excellent
performance.
II. Subject Matter
Topic: Earthquakes and Faults
Sub-Topic: Emergency Plan Before, During, and After an Earthquake
References: Learner’s Guide, Curriculum Guide, Teacher’s Guide in Science 8
Materials: Props (depends on the Group’s presentation), Rubric Sheets, scrolled paper with
numbers 1-2, small bowl

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

Content Presentation Presentation Presentation V. Agreement

includes all has limited lacks important Interview barangay officials on
important information on information on what program if any they are
information earthquake earthquake implementing in their barangay about
about preparedness preparedness. disaster risk reduction.
earthquake
preparedness.

Creativity Presentation is Presentation is Presentation

unique. duplicated from has no
another group. creativity at all.

Use of props or Use of 5 or Use of 3 or less No props used

costumes more props in props in the
the presentation
presentation

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

LESSON PLAN

October 11-12, 2017

I. Objective a. Participates the Kananga Secondary Schools Athletic Association (KSAA) 2017.

II. Subject Matter

Topic: KSAA 2017

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.

Republic of the Philippines

Region VIII (Eastern Visayas)
Department of Education
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

November 20, 2017

Lesson Plan in Science 8

 7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective Compare and contrast comets, meteors, and asteroids. (S8ES-IIg-22)

Sub-Task To answer long quiz about Module 3: Comets, Asteroids, and Meteors.

II. Subject Matter

Topic: Comets, Asteroids, and Meteors
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 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

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

LESSON PLAN

November 16, 2017

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.

November 16-17, 2017

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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

November 22, 2017

Lesson Plan in Science 8
7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia
LEARNING PLAN IN SCIENCE 8

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)

LEARNING PLAN IN SCIENCE 8

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)

LEARNING PLAN IN SCIENCE 8

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)

LEARNING PLAN IN SCIENCE 8

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

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

December 12, 2017

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-Tasks Identify the sub-atomic particles of an atom.
Describe the characteristics of sub-atomic particles.

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
 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

_______ 1. The heaviest among the sub-atomic particles.

_______ 2. It is negatively charge.
_______ 3. A sub-atomic particle that has no electrical charge.
_______ 4. Considered the lightest among the sub-atomic particles.
_______ 5. It is positively charge.

II. Direction: Describe the three sub-atomic particles.

Particle Symbol Mass Charge Location in the Atom

Proton
Electron
V.
Neutron no Slightly heavy
Agreement
 Bring the periodic table of elements.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

December 14, 2017

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)
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

December 15, 2017

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 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?

II. Directions: Complete the table.

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?

II. Directions: Complete the table below.

Isotope Element #Protons #Electrons #Neutrons Charge
Al-27 Aluminum 13 _____ 14 +3
F-19 Flourine 9 10 _____ -1

V. Agreement
 Prepare for a post-test.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

December 18, 2017

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 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?

II. Directions: Complete the table.

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?

II. Directions: Complete the table below.

Isotope Element #Protons #Electrons #Neutrons Charge
Al-27 Aluminum 13 _____ 14 +3
F-19 Flourine 9 10 _____ -1

V. Agreement
Prepare for a post-test.
 LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

December 19, 2017

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 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?

II. Directions: Complete the table.

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?

II. Directions: Complete the table below.

Isotope Element #Protons #Electrons #Neutrons Charge
Al-27 Aluminum 13 _____ 14 +3
F-19 Flourine 9 10 _____ -1

V. Agreement
Prepare for a post-test.
 LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

Lesson Plan

December 20, 2017

I. Objective Facilitates the Student’s Christmas Party.

II. Subject Matter
Topic: Student’s Christmas Party
III. Procedure
A. Join the programme prepared by the SSG officers and MAPEH Department.
B. Facilitate the Christmas Party by section.
 Short Opening Programme.
 Dine! Dine! Dine!
 Parlor Games
 Party! Party! Party!
 Restoration
IV. Evaluation
Facilitates the Student’s Christmas Party.
V. Agreement
Prepare for a post-test.

December 21, 2017

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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

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.

II. Subject Matter

Topic: Matter
Sub-Topic: Atomic Structure
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 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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

January 4, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia
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.

Sodium Boron Neon Silicon Indium

Helium Argon Krypton Lithium Hydrogen

Group I Group II Group III Group IV

1. 1. 1. 1.
2. 2. 2. 2.

Group V Group VI Group VII Group VIII

1. 1. 1. 1.
2. 2. 2. 2.

V. Agreement
List down the reactive and non-reactive elements.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

January 5, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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.

Sodium Boron Neon Silicon Indium

Helium Argon Krypton Lithium Hydrogen

Group I Group II Group III Group IV

3. 1. 1. 1.
4. 2. 2. 2.

Group V Group VI Group VII Group VIII

3. 1. 1. 1.
4. 2. 2. 2.

V. Agreement
List down the reactive and non-reactive elements.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

January 8, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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.

II. Subject Matter

Topic: Matter
Sub-Topic: Reactive and Non-Reactive Metals
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8 & Science Links
8
Materials: Books, Visual Aids, Activity Sheet, Laptop, and Projector, Periodic Table of Elements
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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

January 9, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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.

II. Subject Matter

Topic: Matter
Sub-Topic: Reactive and Non-Reactive Metals
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8 & Science Links
8
Materials: Books, Visual Aids, Activity Sheet, Laptop, and Projector, Periodic Table of Elements

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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

January 10, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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.

Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

LESSON PLAN

January 11, 2018

I. Objective To administer the third grading examination.

II. Subject Matter
Topic: THIRD 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.
V. Agreement
Check the test questionnaire and compute for the MPS.

January 12, 2018

I. Objective To administer the third grading examination.

II. Subject Matter
Topic: THIRD 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.
V. Agreement
Check the test questionnaire and compute for the MPS

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

January 15, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

January 17, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective Explain ingestion, absorption, assimilation, and excretion. (S8LT-IVa-13)

Sub-task Identify the different organs involved in the digestive system.

II. Subject Matter

Topic: The Digestive System
Sub-Topic: Different Organs of the Digestive System
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: game board, dice, tokens, activity sheet, laptop and projector

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

January 18, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective Explain ingestion, absorption, assimilation, and excretion. (S8LT-IVa-13)

Sub-task Identify the different enzymes that act as catalyst during mechanical or physical digestion.
II. Subject Matter
Topic: The Digestive System
Sub-Topic: Mechanical and Chemical Digestion
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: visual aids, chalk
III. Procedure
A. Daily Routine
 Prayer
 Check the orderliness and cleanliness of the classroom.
B. Activity
1. A Sweet Break!
Objectives: Describe the process of mechanical digestion; and
Explain how physical breaking down of food helps in its digestion.
2. How do enzymes affect digestion?
Objectives: Explain how enzymes affect digestion; and
Infer chemical changes in food as it undergoes chemical digestion.
3. How does pH affect enzyme activity?
Objectives: Describe the process of chemical digestion; and
Explain how enzymes act as catalyst during digestion.
C. Analysis
1. How does crushing the candy to smaller pieces affect its dissolution?
What does crushing the candy represent in the process of digestion?
2. How did bromelain affect the protein in gelatin?
Which of your observations show this effect?
How do these enzymes affect digestion?
What role do the digestive enzymes have in digestion?
 3. In which test tube did you observe the greatest amount of protein digestion?
In which test tube did you observe the least amount of protein digestion?
How do you explain your results?
Did your results support your hypothesis? Explain you answer.
In the human digestive tract, where is protein digested chemically?
E. Abstraction
 How would you relate the crashing of the candy to the digestive process?
 Why is it important to breakdown food into smaller pieces?
 How enzymes help in the digestive process?
 What would happen if these enzymes are not present in our digestive system?
 How does acidity affect the digestion process?
 Why do think acid can dissolve a great amount of protein?
F. Application
Directions: Answer the following questions.
1. What type of digestion is involved in the physical breakdown of food into smaller pieces?
2. How pH affects enzyme activity?
3. What type of digestion is carried out by chemical substances called enzymes?
4. What are the different enzymes involved in the digestive process?
5. An enzyme that act on carbohydrates breaking them into simple sugars.
6. I am an enzyme that break fats into fatty acids and glycerol.
7. I am an enzyme that breakdown nucleic acids into nucleotides.
8. Enzymes that act on proteins breaking them into amino acid units.
IV. Evaluation
Test I. Direction: Identify what enzyme is being described in each item.
1. I am an enzyme that act on carbohydrates breaking them into simple sugars.
_ _ R _ O_ _DR _ S_S
2. I am an enzyme that break fats into fatty acids and glycerol.
L_ _A_ES
3. I am an enzyme that breakdown nucleic acids into nucleotides.
N_C_EA_E_
4. Enzymes that act on proteins breaking them into amino acids units.
_R_TE_S_S and _EP_T_D_SE_

Test II. Direction: Answer what is being asked directly. (5 points)

1. Explain how pH affects enzyme activity. Give at least 3 sentences.
2. Differentiate mechanical from chemical digestion.

V. Agreement
Study about the 5 stages of digestive process.
 LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

January 19, 2018

Lesson Plan in Science 8
7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective Explain ingestion, absorption, assimilation, and excretion. (S8LT-IVa-13)

Sub-task Determine the sequence of the digestive process.
Identify what is happening in each process.
II. Subject Matter
Topic: The Digestive System
Sub-Topic: Digestive Process
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science
Materials: video , laptop, and projector, speaker
III. Procedure
A. Daily Routine
 Prayer
 Check the orderliness and cleanliness of the classroom.
B. Activity
1. A Journey into the Digestive System
Objectives: *Infer how the organs of the digestive system work together to carry out
digestion of food and assimilation of nutrients; and
*Explain what happens to food as it gets digested
C. Analysis
 What does the video clip say about the digestion of food?
 What changes happened to the food as it was moved through the digestive tract?
D. Abstraction
 Why is there a need for food to be digested?
 How food is being digested inside our digestive system?
 Do you think one digestive process can stand alone?
 What will happen if one of the digestive process will be eliminated?
E. Application
 What is the correct sequence of the digestive process?
 What happened to the food during ingestion?
 How about during digestion?
 What is being absorbed in the small intestine? What process is involved?
 Where does the nutrients proceed after absorption?
 What happened to the undigested food in the elimination process? What do you call this
undigested food?
IV. Evaluation
Test I. Directions: Arrange the following digestive processes from the first to last process.
Test II. Directions: Identify what digestive process is being described.
1. The nutrients coming from the food is distributed to the different parts of the body. __________
2. It is the breakdown of large organic molecules into their component parts. ___________
3. Elimination of solid waste in the form of feces. ____________
4. It takes place in the small intestine. _____________
5. It refers to the mechanical taking in of the food. ____________

V. Assignment
Define the following:
1. Nutrition
2. Wellness
 LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

January 22, 2018

Lesson Plan in Science 8
7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective Explain ingestion, absorption, assimilation, and excretion. (S8LT-IVa-13)

Sub-task Determine the sequence of the digestive process.
Identify what is happening in each process.
II. Subject Matter
Topic: The Digestive System
Sub-Topic: Digestive Process
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science
Materials: video , laptop, and projector, speaker
III. Procedure
A. Daily Routine
 Prayer
 Check the orderliness and cleanliness of the classroom.
B. Activity
1. A Journey into the Digestive System
Objectives: *Infer how the organs of the digestive system work together to carry out
digestion of food and assimilation of nutrients; and
*Explain what happens to food as it gets digested
C. Analysis
 What does the video clip say about the digestion of food?
 What changes happened to the food as it was moved through the digestive tract?
D. Abstraction
 Why is there a need for food to be digested?
 How food is being digested inside our digestive system?
 Do you think one digestive process can stand alone?
 What will happen if one of the digestive process will be eliminated?
E. Application
 What is the correct sequence of the digestive process?
 What happened to the food during ingestion?
 How about during digestion?
 What is being absorbed in the small intestine? What process is involved?
 Where does the nutrients proceed after absorption?
 What happened to the undigested food in the elimination process? What do you call this
undigested food?
IV. Evaluation
Test I. Directions: Arrange the following digestive processes from the first to last process.
Test II. Directions: Identify what digestive process is being described.
1. The nutrients coming from the food is distributed to the different parts of the body. __________
2. It is the breakdown of large organic molecules into their component parts. ___________
3. Elimination of solid waste in the form of feces. ____________
4. It takes place in the small intestine. _____________
5. It refers to the mechanical taking in of the food. ____________

V. Assignment
Define the following:
1. Nutrition
2. Wellness
 LIM – AO NATIONAL HIGH SCHOOL
Kananga, Leyte

January 23, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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.

II. Subject Matter

Topic: Inheritance and Variation of Traits
Sub-Topic: Cell Cycle
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. 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)

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte
 January 24, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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.

II. Subject Matter

Topic: Inheritance and Variation of Traits
Sub-Topic: Cell Cycle
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. 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)

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

January 25, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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)

II. Draw the following stages of mitosis in a short bondpaper.

1. STAGE A: PROPHASE.
2. STAGE B: METAPHASE.
3. STAGE C: ANAPHASE.
4. STAGE D: TELOPHASE.

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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

March 14, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective Explain how materials cycle in an ecosystem. (S8LT-IVi-24)

II. Subject Matter

Topic: Interaction
Sub-topic Water Cycle
References: Learner’s Guide, Teacher’s Guide & Curriculum Guide in Science 8
 Materials: Laptop and Projector for PowerPoint Presentation, Activity Sheets, Evaluation
Sheets
Visual Aids

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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

February 19, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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

February 20, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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

February 21, 2018

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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

February 26, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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

February 27, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

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.

LIM – AO NATIONAL HIGH SCHOOL

Kananga, Leyte

Lesson Plan

March 1-2, 2018

I. Objective Participates the School-Based Training on the Roll-out of DRRM Modules.

II. Subject Matter

Topic: School-Based Training on the Roll-out of DRRM Modules.
Materials: Notebook and Pen

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

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective Answer the pre-test on Biodiversity.

II. Subject Matter

Topic: Biodiversity.
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: Manila paper

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

March 16, 2018

Lesson Plan in Science 8

7:30-8:30 MTThF (ICL-W) - Narra
8:30-9:30 MTWTh (ICL-F) – Acacia

I. Objective Explain the concept of a species. (S8LT-IVg-19)

II. Subject Matter
Topic: Biodiversity
Sub-Topic: Classifying and Naming Organisms
References: Learner’s Guide, Teacher’s Guide, and Curriculum Guide in Science 8
Materials: Book, Picture, Chalk and Board
III. Procedure
A. Daily Routine
 Prayer
 Check the orderliness and cleanliness of the classroom
B. Activity
1. What’s in a name?
Objectives: a. Give the names of organisms as they are known in your community.
b. Recognize the need to have a system of classifying and naming
organisms.
C. Analysis
 Are there organisms that others gave the same name to as your group did? Give examples.
 Are there organisms that others gave a different name to as your group did? What are these
organisms?
 What can say about your knowledge of the organisms before the other groups’ presentations
and teacher’s discussion?
 Which organisms in Table 1 are similar up to the Order Category?
 Which organisms are most closely related? Why do you say so?
 Can a dog and a wolf produce fertile offspring? Explain your answer.
 Examine the row for species in Table 1. What have you noticed?
 What does the first one refer to in the table? What about the second name?
D. Analysis
 Why is biodiversity important?
  What do you think will happen if there is no binomial system of classification among
organisms?
 Is it meaningful that organisms were classified? Why?
E. Application
 What are the levels of biodiversity? Discuss each.
 How does organisms were classified?
 What are the different classification of organisms or species?
 What is binomial system of classification?
IV. Evaluation
Directions: In an essay form, answer the question in a ½ crosswise.
1. Explain the concept of a species based on the level of biodiversity, it’s classification and
the way it was named or identified.
V. Agreement
Identify the different domain and kingdom.