MIRIAM COLLEGE GRADE SCHOOL

1ST QUARTER LESSON PLANS

GRADE 8 (7)

Integrity of Creation Peace Justice Truth

Integration CLS CAC SCA TAC GFE

Content: Subject Orientation, Nature of Science, Process Skills, Conversion

of Units
Week: June 17-21, 2013

I. Schedule
Teachers SAS
Notes Remarks

II. Procedure
Period 1 Homeroom Orientation

Period 2 ENGAGE Subject Orientation and Expectations Setting

A. Objectives. At the end of the period, students should be able to:
Articulate what are expected of them as grade 8 students (C)
Explain the real definition of science (C)
Develop an interest in nature and science (A)
Appreciate the immense role of science in society (A)
Write a reflection on why they love science (P)
B. Materials/IMs: intro paraphernalia, PPT Presentation, content outline
C. Motivation
Teacher introduces himself to the class using paraphernalia such as:
Joy detergent Its a joy to be here today.
Voice biscuit I am ______ and I will be the voice of Science.
Charger Charge yourself full because well be doing lots of things
all year round.
Rubiks cube/puzzle Together we shall unlock the puzzles of the
world around us.
D. Presentation and Processing
CLS/Round Robin (Getting-to-Know). Students get to know each other
by introducing themselves via something that is related to science and
technology.

Teacher orients the students to Grade 8 (7) Science, highlighting the

following:
1. Overview of Science 8 (7)
Based on the K+12 curriculum
Covers Chemistry, Environment Education, Biology, Physics,
Geology, Meteorology
2. Routines and Rules
Prayer
Use of doors
Hand signs
Use of lavatory and clinic logbook
Passing of papers
Going to other venues: close lights and fans; update locator chart;
QRS - silence along the corridors, keep right, single file; observing
pit stops
CLS. Orient students of the various CLSs such as think-pair-share,
rally table, rally robin, round table, round robin etc.
HOTS. Students should ask questions especially when the cue to
ask is given e.g. Lets Make our Minds Work. Explain what HOTS
means.
Groupings will be varied (CLS, IP etc.)
Point deductions for violations; tardiness (1 pt. per day)
No talking during quizzes, tests and exams
Using the Student Planner going to the clinic, parent
appointment, absence
Make-up for tests; no make-up for quizzes
Science is six periods each week; set expectations on pre-lab,
actual expt., post lab; underscore the importance of efficiency,
especially in performing lab activities
English is mode of instruction (EOP English Only Policy)
3. Requirements
Science kit (clear plastic envelope containing materials for Science)
Science Textbook
Notebook (thick, recycled if possible; for journal)
Quiz notebook (filler, show recommended size, color scheme by
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 section not required)
Periodic Table of Elements
1 whole sheet manila paper
Coloring and writing materials
Recitation may be done by lots e.g. popsicle sticks
*Compliance to the requirements will be checked the following
meeting

4. Grading
Numerical values and their equivalent
65% is passing percentage test or exam; how to compute for
passing grade
Grading System
Cluster All written tests (Unit Tests, Tests, Surprise 40%
1 Tests, Quizzes)
Cluster Projects, Performance Tests (Oral Reports, 30%
2 Group Presentation), IPs, Practical Tests,
Oral Tests
Cluster Seatworks, Homeworks, Task Sheets, 15%
3 Laboratory Sheets
Cluster Class Participation/Recitation 15%
4
Total 100%
*Clusters 1-4 form the class average (CA) which comprises 70% of
the final grade
*Everything is graded
*Quizzes are unannounced
*Laboratory sheets and some task sheets are graded

Rubrics for Class Participation/Recitation

Criteria 5 4 3.25 2 1
(honorable) (above (passing, (below
passing) satisfactory) passing)
Frequency Often among More than Recites and Some weeks Does not
of recitation the first to once-a-week participates pass that recite even
/ raise hands to participation. every week. student does when called.
participation recite. Daily No week not recite, and
(or almost Participation passes that is hesitant Passive and
(Weight: x1) daily) in group student even when uninvolved
participation. discussions is doesnt recite. called to recite. in group
significant Is seen to Passive in tasks and
Leads group and evident. participate in group discussions.
work and group discussions.
discussion. discussions.

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Quality of Contributions Contributions Contributions Contributions Contribution
questions are crucial to are very are are limited to s are
raised and the substantial. substantial, facts recalled irrelevant, if
contributio completion of Questions and reflective of from the book not
ns to the the lesson. answers are active or past distracting
discussions Their of higher thinking. lessons. to the
contributions order. learning
(Weight: x2) push the level process.
of the
discussions
towards real-
life
applications
and
connections
with MMJ
values.

5. Others
PERFORMS is required if grade is failed or failing

CLS/Round Robin, Integration and Valuing. The setting of

expectations is done through Sean Coveys 7 Habits of Highly Effective
People. Students discuss how they could show desirable habits.
Habit 1: Be Proactive
Be active and participative in class. Find experiences that will
motivate you. Take responsibility for your decisions. Follow the
routines and rules and go beyond them constructively.
Habit 2: Begin with the End in Mind
Let the students share their goals for this school year particularly in
Science class.
Habit 3: Put First Things First
Plan, prioritize, and do your tasks based on importance rather than
urgency.
Habit 4: Think Win-Win
Differences in ideas and opinion should not be the cause of conflict
but of camaraderie instead. In times of disagreements and conflicts,
compromise always has a place.
Habit 5: Seek First to Understand, Then to be Understood
Listen to your teacher and to your peers. This creates an atmosphere
of caring, respect and knowledge-sharing.
Habit 6: Synergize
Work well with your groupmates. Have a sense of teamwork because
it is easier to achieve success together than alone.
Habit 7: Sharpen the Saw

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 Balance your resources and energy to create a sustainable and
meaningful life. Continue working on your skills and talents. Let
students share their thoughts on how they can renew themselves
regularly.

HOTS. What to you is science? Why do we study science? Students

react on the statement Science is a systematized body of knowledge
based on facts, observations and experiments.

Content outlines for the first quarter are distributed. Unit Test I may also
be plotted this early (see Quarterly Budget).

E. Synthesis
I Love Science Survey. Students write their answers on a size 4
paper: why I like or dislike Science, expectations of the teacher and the
subject.

Period 3 EXPLORE and EXPLAIN Review of the Process Skills

A. Objectives. At the end of the period, students should be able to:
Enumerate and describe the various process skills necessary in the
study of science (C)
Develop awareness and appreciation of ones process skills (A)
Perform simple and fun activities that hone ones process skills (P)
B. Materials: PPT presentation, brown paper bag, key
C. Motivation
Students work with their seatmates. The pair face each other. One
changes something in her appearance while the other looks the other
way. The latter then determines what her partner changed in her.
Teacher poses the questions: What did you learn while doing the
activity? What skill does the activity develop? Teacher elicits answers
e.g. observation or observing skills.

D. Presentation and Processing

CLS/Think-Pair-Share. Students read the quote below and share their
thoughts.
Equipped with five senses, humans explore the universe around and
call the adventure Science. ~Edwin Powell Hubble

Teacher stresses that science is not just a systematized body of

knowledge but it is a process of investigation and inquiry, or is a frame
of mind.

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CLS/Round Table (Round Table). Teacher asks students what are the
process skills that one should possess in science. Teacher asks
situations where these process skills can be applied.
Classifying grouping together
Inferring conclude based on personal opinion
Communicating convey ones message
Ordering state the consequence
Measuring compare to a known standard
Experimenting testing the hypothesis
Graphing presenting a visual representation of the data
Hypothesizing making an intelligent guess
Recording document observations
Drawing conclusion making a stand based on the results of the
experiment
Interpreting data explain the meaning of the information gathered
Making models create a sample of the actual specimen
Defining operationally give meaning based on the function and
behavior of something
Identifying variables determine the control, independent and
dependent variables
Predicting interpolating and extrapolating

CAC/Communicating. Students work with their seatmates again. This

time, they face away from each other, one faces towards the front while
the other towards the back. A diagram is shown, and one draws based
on the instructions given by the other. Ask what they learned from the
activity.
Diagram

Plants Animals

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 Comparing. Working on the above diagram, students list the similarities
and differences of plants and animals by filling out the diagram below.
Ask students what process skill is employed in the activity.

Difference 1 Difference 1

Similarity
Plants Animals

Difference 2 Difference 1

Difference 3 Difference 3

Observing and Inferring. Students are shown the picture below.

Studying the footprints, they list three observations and three inferences.

E. Synthesis
Whats Inside the Brown Bag. Students are called on to describe the
object inside the bag in terms of its size, shape, texture, hardness and
other characteristics. The class then identifies the object based on those
descriptions. One of the objects to be guessed is a key. Ask what is the
key to the meaningful study of science. The key could be a metaphor of
the belief that science as a way of thinking; it cannot be achieved in the
memorization of facts but by building on the process skills that are
necessary for investigation.
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Periods 4&5 ELABORATE Conversion of Units
A. Objectives. At the end of the period, students should be able to:
Explain how the factor-label method is used in converting units
Differentiate the English and metric systems from each other
Appreciate the importance of the different systems of measurement
Solve conversion problems using FLM
B. Materials: glass bowl
C. Motivation
CLS/Think-Pair-Share. Alyssa is applying for a job as a researcher at
the Department of Science and Technology (DOST). She fills up an
application form, and she is being asked of her height in meters. She
knows that she is exactly 5 feet tall. What must she do? Elicit the
concept of conversion.

D. Presentation and Processing

Students recall the Factor-Label Method. They then solve the problem
above using FLM.

Given Unit x Desired Unit = Desired Unit

Given Unit

Q: Why do we need to convert one unit to another?

Q: How is conversion of units helpful in our everyday lives? Cite as
many examples. (CLS/Round Robin; HOTS)
Q: Why is measuring considered a process skill?
Q: What do measurements represent? Students list the units in
measuring the following physical quantities by completing the table:

Length Mass Time

E M E M E M
in cm s
kg
ft m lbs n/a min
g
mi km etc.
CF CF CF
1 in=2.54 cm
60 s=1 min
3.3 ft=1 m 2.2. lbs=1 kg
60 min=1 hr
1 mi=1.609 km

Q: What is the difference between the English and metric systems?

Which is the preferred system of measurement? Why?

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 CLS/Numbered-Heads Together. A student picks a number from a
glass bowl. A number corresponds to a conversion item.
E to M vice-versa* M to M**
1. 24 in to cm 6. 384 mL to L
2. 60 kg to lbs 7. 250 to cm
3. 39.6 ft to m 8. 750 km to cm
4. 4.2 km to mi 9. 3500 cg to kg
5. 27.94 cm to in 10. 3.5 days to hours
*Practice Exercise 3.7 p.54
**Practice Exercise 3.6 p. 52
**Solution is through the use of exponents

GRESA. On a size 2, students formulate a word problem involving

conversion of units. They show the solution to the problem they made,
in GRESA form.

E. Synthesis
On their notebooks, students complete the statement The skill of
measuring is very important in the study of science because . . . .

Period 6 EVALUATE Conversion of Units, Quiz 1Conversion

A. Objectives. At the end of the period, students should be able to:
Differentiate qualitative and quantitative observations (C)
Appreciate the process skill of measuring in studying science (A)
Solve word problems systematically using GRESA (P)
B. Materials/IMs: PPT Presentation
C. Motivation
Pose the question: What do you think did the people in the old times
measure things, before they had tools? How did the units such as foot
and fathom originate?

D. Presentation and Processing

Students measure the length of a table using their hands. What was the
problem in using ones body parts to measure objects?
Q: What is the difference between qualitative and quantitative
observations?

Students recall the two major systems of measurement, and the steps
in the FLM.

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 Quiz 1 is administered.

E. Synthesis
CAC/Journal. Students reflect on an instance wherein they were able
to apply their knowledge in conversion e.g. cooking, using the oven,
buying clothes, going abroad.

F. Quiz 1. Use FLM to convert one unit to the other (10 pts.)
1. 78 in = ____ cm
2. 44 lbs = ____ kg
3. 3 weeks = ____ hrs
4. 34.5 km = ____ cm
5. 120 000 mg = ____ hg

6-10. San Juanico Bridge is the longest bridge in the country. It is 2.16
km long. How long is it in inches? Round off answer to two decimal
places. (CF: 1 m=3.3 ft)
G:
R:
E:
S:
A:

G. Assignment. Members of each group bring the items listed in the first
column for the experiment (see Lab Sheet No. 1).
3 white cotton cloths (5 x5)
3 transparent plastic cups
(same sizes)
cup Tide detergent
5 mL red food coloring
marker
3 medicine droppers
tablespoon
stopwatch
*tap water, cold water, hot water and 1500 mL beaker are available
in the lab

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III. Lesson Tracker
Ifugao Ivatan Mangyan Tagbanua
06/17 1 1 1 1

06/18 2 2 2 2

06/19 3 3 3 3

06/20 4 4&5 4 4&5

06/21 5 6 5 6

Spill-over for the following week:

6 6

IV. Reflection
___________________________________________________________
___________________________________________________________
___________________________________________________________.

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 MIRIAM COLLEGE GRADE SCHOOL
1ST QUARTER LESSON PLANS
GRADE 8 (7)

Integrity of Creation Peace Justice Truth

Integration CLS CAC SCA TAC GFE

Content: Scientific Method, Scientific Attitudes, The Science Laboratory and

Common Laboratory Apparatus
Week: June 24-28, 2013

Teachers I. Schedule SAS

Notes Remarks
II. Procedure
Period 1 ENGAGE Scientific Method and Scientific Attitudes
A. Objectives. At the end of the period, students should be able to:
Enumerate and describe the various process skills necessary in the
study of science (C)
Develop awareness and appreciation of ones process skills (A)
Perform simple and fun activities that hone ones process skills (P)
B. Materials: PPT presentation, brown paper bag,
C. Motivation
The teacher asks students to complete the semantic web by writing
words or phrases that come to their mind when they encounter the idea
of the scientific method.

SCIENTIFIC
METHOD

D. Presentation and Processing

Students recall the steps of the scientific method. They are given pieces
of paper; each indicates a step in the scientific method. The task is to
arrange them to yield the steps of the scientific method.

Defining the problem Experimenting Drawing the Conclusion Gathering Data

Gathering Data Initial observations Formulating the hypothesis

Teacher visually presents the scientific method in a way such as below.

Students explain and give illlustrations for each step. They also answer
the questions that follow.
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 5
4
3
2
1 The Scientific Method

Q: What are the steps of the scientific method?

Q: Why and how do you think people came up with the scientific
method?
Q: Why is the scientific method likened to a ladder?
Q: Why and how is the scientific method helpful in solving scientific
problems?
Q: If you could modify the scientific method, what would you change,
add or delete? Why?
Q: Why should the problem be SMART i.e. specific, measurable,
attainable, realistic and time bound?
Q: Why is it advised to formulate the hypothesis in the If-then format?

E. Synthesis

Period 2 ENGAGE Identifying the Variables in an Experiment

A. Objectives. At the end of the period, students should be able to:
Enumerate and describe the various process skills necessary in the
study of science (C)
Develop awareness and appreciation of ones process skills (A)
Perform simple and fun activities that hone ones process skills (P)
B. Materials: PPT presentation, brown paper bag,
C. Motivation

D. Presentation and Processing

E. Synthesis

Period 3 ENGAGE Laboratory Sheet 1 The Scientific Method

A. Objectives. At the end of the period, students should be able to:
Enumerate and describe the various process skills necessary in the
study of science (C)
Develop awareness and appreciation of ones process skills (A)
Perform simple and fun activities that hone ones process skills (P)
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B. Materials: PPT presentation, brown paper bag,
C. Motivation

D. Presentation and Processing

E. Synthesis

Periods 4&5 ENGAGE Cont. of Lab Sheet 1,

A. Objectives. At the end of the period, students should be able to:
Describe the process skills necessary in the study of science (C)
B. Materials: PPT presentation, brown paper bag,
C. Motivation

D. Presentation and Processing

E. Synthesis

Period 6 ENGAGE The Science Laboratory and Common Lab

Apparatus
A. Objectives. At the end of the period, students should be able to:
Enumerate and describe the various process skills necessary in the
study of science (C)
Explain the uses of each lab tool and apparatus (C)
Develop awareness and appreciation of ones process skills (A)
Manipulate the different lab tools (P)
B. Materials: PPT presentation, brown paper bag
C. Motivation

D. Presentation and Processing

E. Synthesis

_________________________________________________________
Period 6 ENGAGE The Science Laboratory and Common Lab
Apparatus
A. Objectives. At the end of the period, students should be able to:
Enumerate and describe the various process skills necessary in the
study of science (C)
Develop awareness and appreciation of ones process skills (A)
Perform simple and fun activities that hone ones process skills (P)
B. Materials: PPT presentation, brown paper bag

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C. Motivation

D. Presentation and Processing

E. Synthesis

Period 2
A. Subject matter/activity: The Scientific Method, IP-Making Part I
B. Venue: Classroom
C. Materials: PPT Presentation, labels
D. Motivation

E. Presentation and Processing

IP-Making Part I. Students apply their knowledge of the scientific

method by doing Part I of the IP which is the Formulation of the Problem
and Hypothesis. Teacher refers to the IP Handbook and discusses the
guidelines in making the IP, especially the first phase.

The students then go to their IP groups. Each group brainstorms for

possible problems. They come up with at least three problems and three
hypotheses. They refer to p. 19 of the IP booklet for the format. They
write their outputs in a size 1 paper. Consultation runs from June 20 to
July 2. Deadline of submission of Part I is on July 3, 2012.

F. Synthesis
Journal. Students write their thoughts on how they can extend the
application of the scientific method beyond science class e.g. finding a
lost item, cooking.

Day 4
A. Subject matter/activity: Scientific Attitudes
B. Venue: Classroom
C. Materials: colored papers
D. Motivation
CLS/Round Robin. A student shares an anecdote or a personal story based on the color of the
star she receives. Some students are called on to share their stories with the class.
Red An experience where you showed courage
Blue An experience where you showed persistence
Green A situation where you showed open-mindedness
White A situation where you showed honesty

Alternative: Students play the Paint-Me-a-Picture Game to depict a certain attitude e.g.
curiosity, industry, persistence.
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E. Presentation and Processing
Teacher asks students what are the attitudes and traits that they think scientists possess.
Students write these traits on the board. Ask students the importance of such traits in the quest
for knowledge or Science.

Scientific Attitudes
Objectivity
Curiosity
Persistence
Inventiveness
Critical-thinking
Honesty
Rationality
Open-mindedness
Humility

Students rate themselves according to the scientific traits, with 5 being the highest.
Trait 5 4 3 2 1
Excellent Outstanding Very Satisfactory Poor
Satisfactory
Objectivity
Curiosity
Persistence
Inventiveness
Critical-mindedness
Honesty
Open-mindedness

Q: Give an instance in which you exhibited a scientific attitude.

Q: Which attitudes not on the list do you consider important for a scientist to have? Explain.
Q: In your opinion, what do you think is the most important trait that a scientist must have?
Q: What scientific attitudes do you need to work on?

Administer Quiz No. 1. Process Skills, Scientific Method and Scientific Attitudes (PR 15)
Write True if the statement is correct, if false, replace the underlined word/s to make the
statement correct. (11 pts.)
1. A/n prediction is an attempt to explain an observation. inference
2. Data refers to recorded observations and measurements. True
3. In a controlled experiment, a/n independent and a control set-up are used. experimental
4. A table is a visual representation of the relationship of the variables or data. graph
5. A rational person knows the difference between a fact and an opinion. true
6. The variable you change in the experiment is called a/n dependent variable.
independent/manipulated
7. A/n conclusion is a statement that summarizes the results of the experiments. True
8. Quantitative observation deals with measurements such as width, height, temperature and
time. True
9. Factors that are the same in both the set-ups of the experiments are called controlled
variables. constant/fixed
10. In measuring, an obtained quantity is compared to a known standard. True
11. Much of what we know in science is based from our superstitious beliefs of the natural
world. Observation

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 For nos. 12-15, read the situation and analyze the data below.
Sarah measured the height of the part of an empty toy boat that was immersed in her
bathtub. She placed 10 marbles at a time into the toy boat and measured the height of the
part of the toy boat that was immersed in the water each time. She recorded her findings in
the table below.

Number of marbles Height of the part of the toy boat that was
immersed in the water (cm)
0 5
10 8
20 10
30 12
40 14
50 16
60 18

12. Describe the relationship between the marbles and the height of the part of the toy boat
that was immersed in water? Directly proportional, height increases with the increase in the
number of marbles
13. What could be the height of the part of the toy boat immersed in water if there were 80
marbles? 22 cm
14. If the height of the part of the toy boat immersed in water is 15 cm, how many marbles
could there be in the toy boat? 45 marbles
15. What process skill is needed to answer items 13 and 14? Predicting (interpolating,
extrapolating)

Reminder. Remind students of the materials needed for the experiment.

F. Synthesis
Journal. Teacher plays the theme song of the defunct educational TV program Sineskwela.
Teacher then asks: What is the message of the song? Which line in the song do you like most?
Why? What does the eighth line in the song mean? How do you relate the song to the lesson?

Bawat bata may tanong

Bat ganito, bat ganun
Hayaang buksan ang isipan
Sa science o agham

Tayo na sa sineskwela
Tuklasin natin ang siyensiya
Buksan ang pag-iisip
Tayoy likas na scientist

Tayo na sa sineskwela
Tuklasin natin ang siyensiya
Kinabukasan ng ating bayan
Siguradong makakamtan.

Day 5
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A. Subject matter/activity: Laboratory Sheet No. 1 The Scientific Method; Post Lab
B. Venue: Science Lab
Note: Students bring the assigned materials to the science lab.

Day 6
A. Subject matter/activity: The Science Laboratory, Lab Tools and Equipment
B. Venue: Science Lab
C. Materials: paper with riddles, labels of the parts of the science lab, lab tools and equipment
D. Motivation
Think-Pair-Share. The teacher presents the riddle below. The class proceeds to the Science
Laboratory once the idea of the latter is elicited from the students.

Lets go to a place
Where knowledge fills the space
Here there are lots of tools
Some can make you look like fools
As we discover natures patterns and gifts
We become young and eager scientists. Ans. Sci lab

E. Presentation and Processing

Let the students look around the science laboratory. Ask
Q: What is the purpose or function of the science lab?
Q: What are the things that you can find in a science lab?
Q: Should every school have a science lab? Explain.
Q: Is it possible to be scientific without using the science lab? Explain.

Provide labels to the class and ask the students to label the different parts of the science lab.
Checking of label follows. Ask
Q: Why does a science lab have different parts?
Q: Why is it important to know the different parts of a science lab?
Q: Who is a science lab custodian? How important is his/her role?

Announce the visit to the HS Science Laboratories the following week.

The idea of lab tools and apparatus is elicited from the students through another riddle.

Most of us are made of glass

We are used a lot in Science class
We perform a lot of functions
Weigh, mix, heat and make a concoction
Very rarely we malfunction
If it happens, let it not affect your disposition.

Ans. lab tools/equipment

Name that Tool Game. Students work in groups. Each group is given three minutes to identify
the different lab tools inside the lab. Checking follows; students may open their books for
reference. The group which identified the most tools is recognized.

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 Teacher asks the students to identify the use of such tools e.g. measuring the mass, weight,
heating, mixing, holding or supporting, containing etc. Ask
Q: Why do you think there are tools specifically used for science only?
Q: How do you take care of the different lab equipment and apparatus?
Q: What are some of the precautions you need to observe in using the different lab equipment
and apparatus? Lab safety will be discussed more extensively in another time.
Q: How can you apply you knowledge on lab tools even if you are outside the science lab?

F. Synthesis
The teacher presents situations and students determine the lab tool that will do the task.
Angela wants to measure the volume of alcohol. Ans. Graduated cylinder
Carlo wants to measure the mass of a powdered substance. Ans. Platform balance or triple
beam balance, spatula etc.

Alternative: Teacher may show incomplete pictures of lab tools and students identify them and
their functions.

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