Topic / Title 1.

LAWS OF MOTION
1.1 Law of Inertia
1.2 Law of Acceleration
1.3 Law of Interaction

Time Allotment 180 minutes (3 days)

Learning Competencies/Objectives

At the end of the cycle, the students should be able to:

1. 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
2. Infer that when a body exerts a force on another, an equal amount of
force is exerted back on it
3. Demonstrate how a body responds to changes in motion.
4. Relate the laws of motion to bodies in uniform circular motion
5. Infer that circular motion requires the application of constant force directed toward the center of the
circle

ELICIT (10 mins.) ICT MATERIALS

 At the start of the session, the teacher will show the teacher will show a LED Television
video clip on how space rocket takes off and circular motion Video Clip
 Let the students explain how the rocket is launched and circular motion
 Let the student explain the picture of pen and pencil on the board

ENGAGE (30 mins.) ART

 Ask the following key questions: Pen and paper
1. How did the rocket take off?
2. What makes the rocket move upward?
3. Can you draw the direction of the force exerted by the rocket as it takes
off? Force exerted on the rocket as it takes off?
4. What can you say about the direction of the forces acted by and on the
rocket?
5. Do you think that the forces are equal? Justify your answer.
6. If you can make a lay out of your observation on the launching of the
rocket, how will you describe your law?
 Group 2
- Draw a figure that you saw around with circular motion

EXPLORE (40 mins.) MATH

Designing the Activity: Materials needed per
 Divide the class into 4 groups. Using the materials that they prepared, let group:
them perform the activity below:
2 Spring Balances
Procedure: String
1. Connect 2 spring balances with their hooks. Ask your partner to hold one
end of the balance while you hold the other horizontally. Pull the spring
balance while your partner just holds the other end. Record the reading on
each balance.
o Guide questions:
1. What is the reading on your balance and that of your partner? What do
these values represent?

2. How do you compare the direction of your partner’s and your force?

2. Pull the Spring balance harder. Be careful not to exceed the maximum
reading on the spring balance.

o Guide questions:
1. What is the reading on your balance and that of your partner?
2. How do you explain your observation?

3. Attach one end of your spring balance to the wall, while the other end is
1
 connected to the second spring balance. Ask your partner to pull the spring
balance. Observe the reading on each balance.

o Guide questions:
1. What is the reading in each balance?
2. Compare the direction of the forces exerted on the two ends of the
connected spring balance?

EXPLAIN (30 mins.) LANGUAGE

Group Presentation: Manila Paper
Markers
 Each group will present their data to the class.
 Let the four groups compare and analyze their results.
 Ask students to generate a conclusion from their result.

ELABORATE (30 mins.) ICT

 Present the PowerPoint on the law of interaction. PowerPoint
 Summarize the concept through discussion. Presentation
 Give emphasis on the following concept:
1. For every action there is an equal and opposite reaction.

EVALUATE (20 mins.) LANGUAGE

Written Test: Pen and Paper
 Suppose you are trapped in a flat ice berg wherein there is no friction
between your shoes and the surface of the ice berg and all you’ve got is your
bag full of books, how are you going to move towards North using just your
materials at hand? Explain the concept behind this.

EXTEND (20 mins.) VALUES

 Instruct students to write or make an essay about their experience on the law Pen and paper
of interaction. Ask them to cite a concrete example wherein they observe it
in their daily activities.
 Think about this!
If the object in uniform circular motion is accelerating towards the center
of the circle, why does it maintain a circular path at a constant radius and
never get closer to the center of the circle?

References
DepEd K to 12 CG, TG and LM in Science 8
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title 2. WORK, POWER AND ENERGY

2.1 What is Work?
2.2 Calculating Work

Grade Level Grade 8

Time Allotment 120 minutes (2 days)
Learning Competencies/Objective

At the end of the cycle, the students should be able to:

6. Identify situations in which work is done and in which no work is done

ELICIT (10 mins.) VOCABULARY MATERIALS

 The teachers will ask the students: Chalk and Board

 What‘s the first thing that comes to their mind when they hear the word
2
 “WORK”?

ENGAGE (10 mins.) LANGUAGE

 Picture Analysis: Picture/Illustrations

Using pictures/illustrations, ask the students to identify if work is done

in the given situations.

EXPLORE (30 mins.) SOCIAL SCIENCE

 Do the activity: Pictures/Illustrations
“Is there work done?”

In this activity, students will analyze the situations shown in the

illustrations. For them to explain if the situations represent examples of
work they should be able to identify the one doing the work and on which
object the work is done.
They should also look into the direction of force exerted
relative to the direction of the movement of the object or the
distance covered by the applied force.

EXPLAIN (20 mins.) LANGUAGE

 Presentation of the result of the activity. Manila paper and marker

ELABORATE (20 mins.) MATH

 Let the teacher discuss more on identifying which situation shows Chalk and Board
one doing the work and on which object the work is done.

 Discuss on how to solve/calculate for work given the formula:

W= Fd,
Where: F = Force applied
d = displacement or
(direction of force applied)

EVALUATE (10 mins.) MATH

 Solve for Work. Pen and paper
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?
EXTEND ( 20 mins.) MATH
 Solve for Work, using the given acceleration due to gravity (9.8 Pen and paper
m/s2):

A book which has a mass of 1 kg is on the floor. If the book is

lifted from the floor to the top shelf which is 2meters from the
floor, how much work is done?

References
DepEd K to 12 CG, TG and LM in Science 8

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

3
Topic/Title 2. WORK, POWER AND ENERGY
2.3 Kinetic and Potential Energy
2.4 Work is Related to Power and Energy

Grade Level Grade 8

Time Allotment 120 minutes (2 days)
Learning Competencies/Objective

At the end of the cycle, the students should be able to:

7. Differentiate kinetic and potential energy
8. Describe how work is related to power and energy

ELICIT (5 mins.) LANGUAGE MATERIALS

 Roll a ball. Then ask this question to the students: Ball

1. Is there work done on the ball? If yes, identify the one doing the
work and on which object the work is done.

ENGAGE (10 mins.) PHYSICAL EDUCATION

4
  Play a bowling game. Then ask the following questions to the students: Ball
1. What can a moving ball do? Empty can
2. Is there work done on the ball?
3. 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?

EXPLORE (30 mins.) ART

 Do the activity: 1 clear plastic container
“Rolling Toy” with cover
1 rubber band
Prepare a sample toy made of a can instead of the transparent 1 pc lollipop stick
plastic container. This way the students cannot see the mechanism inside Masking tape
the can. Rotate the barbecue stick beforehand before asking them what
they think will happen to the can when placed on the floor.

 After the activity, ask the students to demonstrate the game played
using a rubber band.
 Then, ask the following questions:
Q1. What happens to the toy?
Q2. What kind of energy is “stored” in the rubber band?
Q3. What kind of energy does a rolling toy have?
Q4. What transformation of energy happens in a rolling toy?

EXPLAIN (20 mins.) LANGUAGE

 Presentation of the results of the activity. Manila paper
Pen
ELABORATE (25 mins.) MATH
 Discuss the following Key Concepts: Chalk and Board
 Work is a way of transferring energy. Pen and Paper
 Energy is the capacity to do work.
 When work is done by an object it loses energy and when work is
done on an object it gains energy.

 To solve for kinetic energy, use the following formula:

KE = 1
mv2
2
Where, m = mass
v = velocity
 To solve for potential energy, use the following formula:
PE = mgh

Where, m = mass
g = acceleration due to gravity (9.8m/s2)
h = height

 Another concept related to work and energy is power.

 Power is the rate of doing work or the rate of using energy.
In equation:
P = Work = Energy
time time
 The unit for power is joules per second or watt; it is named after James
Watt.

EVALUATE (20 mins.) MATH

5
  Problem Solving. Pen and paper

1. A 1000 kg car has a velocity of 17 m/s. What is the car’s kinetic

energy?
2. If 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 were
the floor?

EXTEND (10 mins.) LANGUAGE

 The KE of an object depends on its mass and velocity. Pen and paper

Q1. What will happen to the KE of an object if its mass is doubled but
the velocity remains the same?
Q2. How about if the velocity is doubled but the mass remains the
same?

 Gravitational Potential Energy is the energy due to its position. This

energy depends on the mass and height of the object. The height
can be measured relative to an assigned level. But, usually, the
common reference level is the ground.

References
DepEd K to 12 CG, TG and LM in Science 8

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title 2. WORK, POWER AND ENERGY

2.5 Energy Expended and Power Output

Grade Level Grade 8

Time Allotment 60 minutes (1 day)
Learning Competencies/Objective

At the end of the cycle, the students should be able to:

9. Relate speed and position of object to the amount of energy possessed
by a body.

ELICIT (5 mins.) ICT MATERIALS

 Picture Analysis Pictures and cartolina/
Powerpoint presentation
Describe the pictures showing the relationship between work and
energy.

ENGAGE (5 mins.) LANGUAGE

 Setting the objectives. Ask the following questions:

1. If there is a contest in running up a flight of stairs, what should

you consider in order for you to win the contest?
2. What are the concepts you can see in climbing a flight of stairs?
( speed, power, energy etc.)

EXPLORE (30 mins.) PHYSICAL EDUCATION, MATH

6
  The class will be divided into 5 groups. Meterstick
Timer
How POWER-ful am I?

1. Write the group members’ names in the first column of Table 1.

2. Enter each member’s weight in column 2. To solve for the weight,

multiply the mass (in kg) by acceleration due to gravity (g=9.8
m/s2).

3. Measure the height of the flight of stairs that you will climb.
Record it on the table.

4. Each member will walk or run up the flight of stairs. Use a

stopwatch or any watch to get the time it takes for each member to
climb the stairs. Record the time in the 4th column.

5. Solve for the energy expended by each member. Record them in

the 5th column of the table.

6. Compute for the power output of each member.

Q1. Who among the group members had the highest power output?

Q2. What is the highest power output?

Q3. Who among the group members had the lowest power output?

Q4. What is the lowest power output?

Q5. 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?

Q6. What factor/s determined the highest/lowest

power output?

EXPLAIN (10 mins.) LANGUAGE

 Presentation of the result of the activity. Manila paper and marker

 Let the groups present/analyze their results.

ELABORATE (5 mins.) LANGUAGE

 Let the teacher perform the elaborate part. Relate the concepts
of speed (student), position of object (stairs, students), work and
energy to power.

7
EVALUATE (5 mins.)
 Short quiz. Pen and paper

EXTEND ( 5 mins.) LANGUAGE

 Let the students create poems and songs about work, power and Pen and paper
energy.

References
DepEd K to 12 CG, TG and LM in Science 8

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title 3. SOUND
3.1 Speed of Sound

Grade Level Grade 8

Time Allotment 60 minutes
Learning Competencies/Objectives

At the end of the cycle, the students should be able to:

10. infer how the movement of particles of an object affects the speed of
sound through it

ELICIT (5 mins.) LANGUAGE MATERIALS

 Show a model of the three states of matter. Identify which is solid, Pictures
liquid or gas. Let them compare the different characteristics of
solids, liquids, and gases by completing the table below.

ENGAGE (5 mins.) LANGUAGE

 Ask this question:
Through which medium does sound travel fastest- solid, liquid, or gas?
Talk about.

EXPLORE (40 mins.) ART

Let the class do the Activity Materials for chime:
nylon string or thread plastic
Chimes...Chimes...Chimes... lid or wood about 1 ½ foot
long small electric fan
In this activity, they will have to design their own chime and use this scissors nail and hammer
chime to determine how density of the material or medium affects the speed beads paint iron stand
of sound.

EXPLAIN (10 mins.) LANGUAGE

8
  Presentation of results.
Represent through drawing/illustration.

ELABORATE (5 mins.) ICT

 Does the phase of matter affect the speed of sound? Powerpoint presentation
 It actually has a large impact upon the elastic properties
of a medium. Generally, the bond strength between
particles is strongest in solid materials and is weakest
in gases. Thus, sound waves travel faster in solids than
in liquids, and faster in liquids than in gases.

EVALUATE (5 mins.)
Short quiz.

EXTEND ( 5 mins.) VALUES

 Tell the students that aside from the movement of particles or
phase of matter, there is another factor that may affect the sound in a
medium.

 Let them make a research of how temperature of the medium

affects the speed of sound.

References
DepEd K to 12 CG, TG and LM in Science 8

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

9
Topic/Title 3. SOUND
3.2 Effect of Temperature to the Speed of Sound

Grade Level Grade 8

Time Allotment 60 minutes (1 day)
Learning Competencies/Objectives

At the end of the cycle, the students should be able to:

11. Investigate the effect of temperature to the speed of sound through fair
testing.

ELICIT (5 mins.) LANGUAGE MATERIALS

Ask the students about the previous lesson.
 What other factors may affect the speed of sound in a medium?
What about temperature?
 Can the temperature of the medium affect how sound moves?

ENGAGE (5 mins.)
Ask: Where does sound travel faster? In hotter medium or cooler medium?
 Introduce the Activity :
Faster Sound...In Hotter or Cooler?

EXPLORE (30 mins.) LANGUAGE

 In the activity, the students will be able to determine how 3 pieces 1000 mL graduated
temperature affects the speed of sound. cylinders or tall containers
thermometer bucket of ice
Faster sound… In hotter or cooler? electric heater or alcohol
Objective: lamp tuning fork
At the end of the activity, you will be able to determine how temperature
affects the speed of sound.

Procedure:
1. Label the 3 graduated cylinders with HOT, ROOM TEMP, COLD
respectively.
2. Half-fill the ROOM TEMP graduated cylinder with tap water.
3. Sound the tuning fork by striking it on the sole of your rubber shoes and
hold it on top of the graduated cylinder.
4. When no loud sound is produced increase the amount of water up to a
level where loud sound is produced when the vibrating tuning fork is placed
on top. Note this level of water.
5. Fill the HOT graduated cylinder with hot water (about 70oC) to the same
level as that of the ROOM TEMP cylinder.
6. Fill the COLD graduated cylinder with COLD water (about 5OC) at the
same level as that of the ROOM TEMP cylinder.
7. Determine the temperature of the water in each of the cylinders just
before sounding the tuning fork.
8. Sound the tuning fork in each of the cylinders and note the sound
produced by each cylinder. Record all your observations.
9. Do this for three trials focusing on the differences in the pitch of the
sound each cylinder creates. Record all your observations.
Guide Questions:

1. Which cylinder gave the loudest sound?

10
 2. Which cylinder gave the highest pitched sound?
3. If pitch is directly dependent on frequency, then, which
cylinder gives the highest frequency sound?
4. Since wave speed is directly dependent on frequency, then,
which cylinder gives the fastest sound?
5. How would you relate the temperature of the medium with
the speed of sound?

EXPLAIN (5 mins.) LANGUAGE

 Presentation of results. Manila paper
Let the students explain the output of their activity.

ELABORATE (5 mins.) LANGUAGE

The hotter the medium the faster the sound travels. Heat, just like
sound, is a form of kinetic energy.

At higher temperatures, particles have more energy (kinetic) and thus,
vibrate faster.
 And when particles vibrate faster, there will be more collisions per unit
time. With more collisions per unit time, energy is transferred more
efficiently resulting in sound traveling quickly.

EVALUATE (5 mins.) LANGUAGE

True or False: Pen and paper
1. The hotter the medium the slower the sound travels. -False
2. Heat, just like sound, is a form of kinetic energy.-True
3. At higher temperatures, particles have less energy (kinetic)-False
4. and thus, vibrate faster.-True
5. And when particles vibrate faster, there will be more collisions per unit
time.-True

EXTEND ( 5 mins.) MATH

 Extend the lesson to include calculation of the speed of sound with Pen and paper
respect to the temperature of the medium. Let them study the given
Sample Problem.

 The students will be given practice problems to be solved at home.

References
DepEd K to 12 CG, TG and LM in Science 8
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title 4. LIGHT
4.1 Color Components of Visible Light

Grade Level Grade 8

Time Allotment 60 minutes (1 day)
Learning Competencies / Objectives

11
At the end of the cycle, the students should be able to:
12. Demonstrate the existence of the color components of visible light using a prism or
diffraction grating.

ELICIT (5 mins.) VALUES MATERIALS

 Ask the class about the most important purpose light for humans
and other animals.

ENGAGE (5 mins.) LITERATURE

 Introduce a character named Roy G. Biv. Ask students
whether they are familiar with the character. Ask them also if there
is a connection between the character and the lessons. Ask the
students if they could guess some information or concept from the
name of the character.

EXPLORE (30 mins.)

 Let the students do the activity.

“The colors of the rainbow...The colors of light” a sunny window plastic container
filled with water 2 sheets of white
 Objectives: paper a small mirror penlight
At the end of the activity, you will be able to infer that: prism stack of books
1. white light is made up of many different colors of light;
and
2. each of these colors of light bends differently when it
strikes objects like a prism.

 Procedure:
Part A: ROY G. BIV on paper using a bowl of water
1. Place the bowl near the window. Make sure that there is
plenty of sunlight in that part of the window.
2. Set the mirror partway into the water facing the light as
shown in the figure on the right.
3. Hold the piece of paper up to intercept the reflected
beam.
4. Adjust the position of the mirror until you see color
bands on the piece of paper.

Q1. List and arrange the observed colors according to

how they appear on the paper.

Part B: ROY G. BIV using a prism

1. Position a stack of books near the window where there is
plenty of sunlight.

2. Place a white sheet of paper on top of the stack of books.

3. On top of this sheet place the prism. Make sure that

sunlight from the window reaches the prism.

4. Position the prism until a rainbow or the colors of light

appear on the white sheet of paper.

Q2. Describe the position of the different colors after

passing through the prism.

Q3. Explain the dispersion of white light. Why is the

prism or water able to separate the colors of white light?

EXPLAIN (5 mins.) LANGUAGE

 Let the students present their outputs per group and processing be
done after all the groups have presented by culling ideas and Manila paper and marker
concepts from the presented data and probing students to arrive at
the concept of colors of light.. (The students will be able to infer
12
 that white light is made up of many different colors of light and
each of these colors of light bends differently.)

ELABORATE (5 mins.) LANGUAGE

 Stress to the students that dispersion is a special kind of refraction
which provided us colors of light. This phenomenon is observed
when white light passes through a triangular prism. When white
light enters a prism, separation into different colors is observed.

EVALUATE (5 mins.)
1. Short quiz.
Pen and paper
EXTEND ( 5 mins.) ART
 Ask the students to draw the color components of visible light. (Hands-out)

References
DepEd K to 12 CG, TG and LM in Science 8

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title: 4. LIGHT
4.2 HIERARCHY OF COLORS
Grade Level Grade 8
Time Allotment: 120mins. (3 days)
Learning Competencies/Objectives

At the end of the cycle, the students should be able to:

13. Explain the hierarchy of colors in relation to energy
14. Explain that red is the least bent and violet is the most bent according to their wavelengths or
frequencies
ELICIT (ICT/VALUES) MATERIALS
 Ask the students to observe pictures presented and let them tell Colored and B/W Pictures
something about these. (Powerpoint Presentation)
ENGAGE (ICT/MATH)
Play the “Rainbow Fact Game” Powerpoint Presentation
EXPLORE (ART/MATH)

13
  Designing the class activity. Color Spectrum Wheel Pattern
1.Group the student Cardboard or illustration board
2.Let them do the activity white screen
3. Provides instruction to each group to follow. button fastener
glue or paste
Guide Question:
Q1. Which color registered the highest frequency? shortest wavelength?
Q2. Which color registered the lowest frequency? longest wavelength?
Q3. What did you observe about the wavelengths and frequencies of the
different colors of light?
Q4. Does the frequencies of the colors of light increase from Red to Violet?
Q5. What did you observe about the corresponding energies from Red to
Violet?
Q6. How is frequency related to energy of colors of light?

EXPLAIN (LANGUAGE)
Group Presentation Manila paper and marker
ELABORATE (ICT/MATH/VALUES)
 The teacher will utilize CAI in presenting about light. Let the Powerpoint Presentation
students explain the hierarchy of colors in relation to energy and
explain that red is the least bent and violet is the most bent according
to their wavelengths or frequencies
EVALUATE (ICT/MATH)
Short Quiz (Knowledge/Process) Pen and Paper/ Laptop
EXTEND
 Students will be asked to: Transparent materials (Ballpen,
Try any transparent materials with a workable refractive index to make a plastic, water etc.)
prism at home shine in a white light and get a rainbow.
References
DepEd K to 12 CG, TG and LM in Science 8
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title: 5. HEAT
5.1 Heat and Temperature

Grade Level Grade 8

Time Allotment: 120 mins. (2 days)
Learning Competencies/Objective

At the end of the cycle, the students should be able to:

15. Differentiate between heat and temperature at the molecular level.
ELICIT (ICT/VALUES) MATERIALS
Ask the students to observe pictures presented and let them tell something Pictures and Images
about these. (Powerpoint Presentation)

ENGAGE (HEALTH/ ICT)

Ask the following questions: Powerpoint Presentation
Why people love to swim during summer?
Why do we wear thick clothes during rainy season?
When do we say that we have fever?

EXPLORE (MATH)

14
Designing the class activity. 3 transparent containers
1.Group the student 1 thermometer
2.Let them do the activity 3 plastic droppers
3. Provides instruction to each group to follow. hot water
Guide Question: tap water (room temperature)
Q1. What actually transferred when you dipped your finger into the water? In cold water
what direction did it transfer?
Q2. Was the water ‘hot’ or ‘cold’? Explain
Q3. How close is your estimated value to the measured temperature of the
water?
Q4. Which container feels ‘hottest’? Which container feels ‘coolest’?
Q5. In which container was there the greatest amount of heat transferred? What
is the basis of your answer?

Explain (LANGUAGE)
Group Presentation Manila paper and marker
Elaborate (ICT/ MATH/VALUES)
The teacher will utilize CAI in presenting about heat and temperature Powerpoint Presentation
Let the students explain the difference between heat and temperature at the
molecular level.
Evaluate(MATH/ ICT)
Short Quiz (Knowledge/Process) Pen and Paper/ Laptop
Extend (ART/ LANGUAGE)
Students will be asked to: Transparent materials
Cite situations observed at home that explains the difference between heat and (Ballpen, plastic, water etc.)
temperature at the molecular level; if available bring pictures of them.
References
DepEd K to 12 CG, TG and LM in Science 8
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department
Topic/Title: 6. ELECTRICITY
6.1 Current and Voltage

Grade Level Grade 8

Time Allotment: 120mins. (2 days)
Prepared by LEYNETH C. MANARANG / PULONG GUBAT HS
Learning Competencies/Objective

At the end of the cycle, the students should be able to:

16. Infer the relationship between current and charge.

ELICIT (ICT/VALUES) MATERIALS

 Ask the students to observe pictures presented and let them tell Pictures and Images (Powerpoint
something about these. Presentation)
ENGAGE(MATH/ ICT)
Ask the following questions: Powerpoint Presentation
 What are the safety precautions needed in using electricity?
 What are these symbols stand for:
+
-
I
A
V

EXPLORE (MATH)
15
Designing the class activity. 1 ammeter
1.Group the student 2 dry cells ( 1.5 V each )
2.Let them do the activity 4 connecting wires
3. Provides instruction to each group to follow. 1 voltmeter
2 dry cell holders
Guide Question: 1 switch
Q1. Compare the brightness of the bulb with one dry cell to its brightness 1 bulb holder
when there are two dry cells on the circuit.
Q2. What is the ammeter reading?
What can be inferred about the current passing through the bulb?
Q3. What is the voltmeter reading?

EXPLAIN (LANGUAGE)
 Group Presentation Manila paper and marker
ELABORATE (ICT/MATH/VALUES)
 The teacher will utilize CAI in presenting the relationship Powerpoint Presentation
between current and charge
 Let the students explain the relationship between current and
charges

EVALUATE (MATH/ICT)
 Short Quiz (Knowledge/Process) Pen and Paper/ Laptop
EXTEND (ART/LANGUAGE)
 Look at your appliances at home and explain the relationship
between current and charges working on the appliances.

References
DepEd K to 12 CG, TG and LM in Science 8
Topic/Title 6. Electricity
6.2 Series and Parallel Connections

Grade Level Grade 8

Time Allotment 120mins. (2 days)
Learning Competencies/Objectives

At the end of the cycle, student should be able to:

17. Explain the advantages and disadvantages of series and parallel connections in
home.

ELICIT (3mins.) ICT MATERIALS

 At the start of the session, the teacher will show pictures of different LCD Projector/Pictures
kind of connection. The students will classify how the two pictures
differ with each other.

ENGAGE (7 mins.) LANGUAGE

 Ask the following key questions:
1. What do you observe about these two kinds of
electric connection?
2. Does each electric connection have similarity?
3. How this two electric connection differ with each
other?

EXPLORE (35mins)
 Designing the Experiment For column A
Divide the class into 3 groups. Using the materials that they prepared, students 3 connecting wires
will be asked to perform the activity below: 2 identical bulbs with holder 2
dry cells with holder
Procedure:

16
 For column B
Construct circuit using three connecting wires, two identical bulbs and two 3 connecting wires
batteries such that the one bulb is unscrewed the other bulb goes out also. Once 2 identical bulbs with holder 2
you’re done with the task, disconnect the battery from the circuit. dry cells with holder
Draw your setup. Label this circuit A.
Trace the paths of current in circuit A.

Key Question 1: How many path of current are there in the circuit?

Key Question 2: Why did the other bulb go out also when you unscrewed the
other?

This time, construct a circuit using four connecting wires, two identical bulbs
and two batteries such that when one bulb is unscrewed, the other bulb remains
lighted. Once you’re done with the task, disconnect the battery from the circuit.
Draw your set up. Label this Circuit B.
Trace the path of current in Circuit B.

Key Question 3: How many paths can the current take in Circuit B?

Key Question 4: Explain why the other bulb remains lighten when you
unscrewed one of them.

Put circuit A and B side by side. Observe the brightness of the bulbs.

Key Question 5: Which Circuit Has the brighter bulb?

Key Question 6: Based on the brightness of the bulbs, compare the current in
Circuit A and Circuit B.

Measure the voltage across the two bulbs as well as the voltage across each
bulb in Circuit A. Record your reading in table 1.Do the same in Circuit B.

Table 1

Circuit Voltage drop (V) Current (A)

A
B

Key Question 7: Imagine your home electric connection, which of this two
connections usually seen in your home?

Key Question 8: Based on what you observed between the two electric
connections which of this is much better to apply in home?

Key Question 9: What do you think the advantage and disadvantage of having
series and parallel connection?

EXPLAIN(25mins)
Group Presentation: Cartolina
Marker
 Each group will present their data to the class.
 Let the 3 groups compare and analyse their results.
 Ask the key questions.
 The students must be able to justify their answers.

ELABORATE (10 mins)

 Summarize the concept with brainstorming
 Give emphasis on the following:
Parallel circuit
Series circuit

EVALUATE(10mins.)

17
Written Test: Paper & Pen
Differentiate parallel and series circuit.

EXTEND( 5 mins)
 Instruct students to ask their parents the following question:
1. What type of electric circuit they have in home?
2. Which of the two circuits do they prepare to use?

References
Department of Education K to 12, TG and LM in Science 8
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department
Topic/Title 6. Electricity
6.3 Electrical Power and Electrical Energy
Grade Level Grade 8
Time Allotment 60 mins. (1 day)
Learning Competencies/Objectives
At the end of the cycle, student should be able to:
18. Differentiate electric power and electric energy.
ELICIT (3mins.) ICT MATERIALS
 At the start of the session, the teacher will show video on how power and LCD Projector/Pictures
electric energy form.
ENGAGE (7mins.) LANGUAGE
 Ask the following key questions:
1. What do you observe about these two kinds of energy?
2. How does this two differ from each other?
EXPLORE (20mins)
 Designing the Experiment Iodized/ Rock Salt
Divide the class into 3 groups. Using the materials that they prepared, students will Pulverized Pepper
be asked to perform the activity below: Used Comb
Experiment #1: “Magically” Separate Pepper from Salt Container
Procedure:
Step 1: Put some salt and pepper in a small dish. Stir it together.
Step 2: Have your child give a plastic comb a static charge by running it through
their hair. (The book said to use wool cloth, but we don’t have anything wool…) By
the way, we discovered that if one person charges the comb and then hands it to
another person, it does not stay charged! The person who wants to do the
experiment must also be the one who charges the comb!
Step 3: Hold the statically charged comb over the dish, and the comb will attract the
pepper causing it to jump up out of the dish! This was really pretty amazing to
watch! If you hold the comb too close, the salt will jump up too, so it might take a
little practice for just the right “magic” effect!
EXPLAIN(15mins) LANGUAGE
Group Presentation: Cartolina
 Each group will present their data to the class. Marker
 Let the 3 groups compare and analyse their results.
 The students must be able to justify their answers.

ELABORATE (10 mins)

 Summarize the concept with brainstorming
 Give emphasis on the following:
Electrical power
Electrical energy
EVALUATE(5mins.)
Written Test: Paper & Pen
1. Differentiate electrical power and electrical energy.
EXTEND( 5 mins) VALUES
 Instruct students to ask their parents the following question:
At home, list at least five(5) examples that shows
18
 or illustrates how electrical power and energy works?
References
Department of Education K to 12, TG and LM in Science 8
http://frugalfun4boys.com/2016/04/08/awesome-electricity-projects-for-kids/
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title 6. Electricity
6.4 Safety Devices at Home

Time Allotment 120 minutes (2 days)

Learning Competencies/Objectives

At the end of the cycle, student should be able to:

19A. Describe safety that they see in home.
19B. Understand the used of safety devises in home.
19C. Appreciate how important to have safety devices in home.

ELICIT (ICT) MATERIALS

At the start of the session, the teacher will show pictures of safety
devices. The students will classify the different kind of safety devices. LCD Projector/Pictures

ENGAGE (LANGUAGE)
Ask the following key questions:
Where do you usually see this kind of devices?
What are the used of these devices?
How this two electric connection differ with each other?

EXPLORE
Designing the Experiment. A length of copper wire with
alligator clips attached to each end
Divide the class into 3 groups. Using the materials that they prepared, (or a test lead) from any electronics
students will be asked to perform the activity below: supply store
A fresh 6-volt or 12-volt lantern
Procedure: battery
A 5- to 6-inch (13- to 15-cm) length
Assembly of very fine steel wire, obtained by
Attach one end of the clip lead to one of the battery terminals. separating one strand from ordinary
Attach one end of the fine steel wire to the other terminal. braided galvanized picture-hanging
Attach the other end of the clip lead to the other end of the steel wire, wire
placing the clip as far from the terminal as possible. (Click diagram below
to enlarge.)

To Do and Notice
Observe what happens to the steel wire after you connect the clip. Move
the clip on the steel wire a little closer to the battery and watch what
happens. Keep moving the lead closer until you see the final dramatic
result. (Be careful! The steel wire will get very hot!)

19
EXPLAIN (LANGUAGE)
Group Presentation:
Cartolina
Each group will present their data to the class. Marker
Let the 3 groups compare and analyse their results.
The students must be able to justify their answers.

ELABORATE (LANGUAGE)

Fuses
A fuse is usually a thin piece of wire that will melt and break the circuit if
too large a current flows through it. The thicker the wire the more current
is needed to melt it and the higher the 'rating' of the fuse. The purpose of a
fuse is to protect the wiring and the equipment. If the fuse was not there
and something went wrong the wires themselves would get hot and
maybe catch fire. In a plug the fuse is in a glass tube.

Fuses should also be connected in the live wire you should always switch
off before changing a fuse.

The disadvantage a fuse wire is that it takes a finite length of time for the
wire to heat up and break, and in that time damage may be done to the
equipment.

Circuit breakers
A circuit breaker is an electronic circuit that will switch off the current if
it is too great. Such a circuit is designed to operate much more quickly
than a fuse and so the damage is less because the current is switched off
in a much shorter time.

Circuit breakers are often used to protect the user if the casing of the
equipment becomes live. They break the circuit before the person using
the equipment gets a near fatal shock.

EVALUATE
Written Test:

1. Differentiate circuit breaker from fuse? Paper & Pen

EXTEND (VALUES)
Instruct students to ask their parents the following question:

Q1. What type of electric circuit they have in home?

Q2. Which of the two circuits do they prepare to use?

References
Department of Education K to 12, TG and LM in Science 8
https://www.exploratorium.edu/snacks/short-circuit

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title 1. Earthquake and Faults

1.1 What is a Fault?
1.2 How do Faults Generate Earthquakes?

Grade Level: Grade 8

20
Time Allotment 60 minutes (1 day)
Learning Competencies/Objective

At the end of the cycle, student should be able to:

1. Using models or illustrations, explain how movements along faults generate
Earthquake

ELICIT (ICT) MATERIALS

At the start of the lesson the teacher will show a video clip of actual LCD projector / Video Clip
earthquake.

Tell the students to write their observations on the video clip which will
be used in answering the activities

ENGAGE
Ask the following questions:
1. What is a fault?
2. How do movement of faults generate earthquakes?

EXPLORE
Designing the Experiment: Two sheets of cardboard
Fine sand
Divide the class into 4 groups using the materials the students prepared, Ruler
they will be asked to do the activity below. Newspaper(or plastic sheet)
as wide as a newspaper page
Procedure:
1. Spread the newspaper on a table. Do the activity on the newspaper.
2. Arrange the two sheets of cardboard edge to edge.
3. Pour sand along the boundary of the two sheets
4. With the ruler, flatten the top of the sand and make two parallel lines.
5. Now move the sheets slowly in the direction

Question 1. As you move the sheets, what is found in the sand?

Question 2. What happens to the lines?

EXPLAIN (LANGAUGE)
Group Presentation.
Chalk, Chalkboard
Each group will choose one representative to present their work and
observation in class.

ELABORATE (ICT)
Fault is defined as a weakness in the rock strata that can shift and create Powerpoint Presentation
an earthquake. LCD projector

Stick slip refers to the fast movement that occurs between two sides of a
fault when the two sides of the fault become unstuck. The rock becomes
distorted or bent but holds its position until the earthquake occurs. When
the rock snaps back into an unstrained position it is called elastic
rebound stick-slip displacement on a fault radiates energy in the form of
seismic waves causing an earthquake.

EVALUATE (LANGUAGE)
Written test: Pen and paper

Q1. Explain how faults and earthquakes are related to each other.
Q2. Explain why not all movement along faults produces an earthquake.

EXTEND (VALUES)
Ask the students, to write the things that we need to do before, during Pen and paper
and after an earthquake.

References

21
Department of Education K to 12, TG and LM in Science 8

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title 1. Earthquake and Faults

1.3 Focus and Epicenter
1.4 Intensity and Magnitude of an Earthquake

Grade Level: Grade 8

Time Allotment 120 minutes (2 days)
Learning Competencies/Objective

At the end of the cycle, student should be able to:

2A. Differentiate the epicenter of an earthquake from its focus.
2B. Differentiate the intensity of an earthquake from its magnitude.

ELICIT (ICT) MATERIALS

At the start of the session the teacher will show a video clip regarding a news LCD projector / Video Clip
report about an actual earthquake in the Philippines.

Tell the students to write their observations on the video clip which will be used
in answering the activities

ENGAGE (VOCABULARY)
Ask the following questions:

What is an epicenter?
22
What is the difference between the intensity and magnitude?

EXPLORE (ART)
Designing the Experiment: Fault model
Scissors
“Where does an earthquake start?” Paste

Divide the class into 4 groups using the materials the students prepared, they
will be asked to do the activity below.

Procedure:

1. Photocopy the fault model. (as seen in Figure 12 on LM). 2. 2. Then cut
along the outlines of the two drawings.
3. Fold along the lines and paste where indicated. In the end, you should have a
model consisting of two parts that fit together.
The upper surface of the model represents the surface of the earth. The trace of
the fault on the surface of the earth is called the fault line.
4. Pull the two pieces apart. The flat surface between the two pieces is called the
fault plane. This is where fault slip or fault movement happens.
The place where the fault begins to slip is called the focus. It is where the first
movement occurs. Thus, the focus is the origin of the earthquake.
5. Put the two pieces of the model together. The focus is now hidden
“underground”. Now, imagine a vertical line from the focus to the upper surface
of the model. Mark the place where you expect the line to come out.
The spot directly above the focus on the surface of the earth is called the Marker
epicenter. White paper/ bond paper

Question 1. On your activity, show the epicenter of your model to your

groupmates.
Question 2. Using your model show the diffrent types of movement along a
fault. How would the sorroundings be affected?

“Measure my magnitude!”
Same group.

1. Ask two representatives in each group to perform the activity. Create your
own seismograms by being the earthquake using only a sheet of paper, marker
and a desk.
2. Place one of the sheets of paper on the desk.
3. Have the student hold onto the marker so that it just touches the surface of the
white paper.
4. Lightly shake the desk and slowly pull it toward you. Make sure to stop
before you run off the paper.
5. After you finish recording your seismograms, switch roles so that the student
can “be” the earthquake as well. But this time ask him/her to shake the desk a
little harder than the first time.

Let the students begin.

Compare the results.

Questions:
Q1. Which shakes produced bigger seismograms?
Q2. So what does this mean? What can the size of the seismogram tell
us about an earthquake?
EXPLAIN (LANGUAGE)
Group Presentation. Work product
Each group will present their work and explain the result.

ELABORATE (ICT)
 The point within Earth where the rocks break is called the hypocenter, Powerpoint Presentation
(a.k.a focus ) of an earthquake. LCD projector
 Epicenter is the location directly above the hypocenter on the surface of
Earth.

23
  Magnitude refers to the meaure of the amount of energy released by an
earthquake. It has a fixed value that is independent from the epicenter
of an earthquake, whereas intensity varies as you move away farther
from the epicenter of the earthquake.
EVALUATE (LANGUAGE)
Word up! Pen and paper
Write a question that can be answered correctly by the given word in each
number.
Epicenter
Hypocenter
Focus
Intensity
Magnitude
EXTEND (ICT)
Download a news report about an earthquake within the Philippines. Write Pen and paper
down on a piece of paper where the epicenter of an earthquake is. Write a brief Video clip in a flashdrive
explanation about the intensity and magnitude of an earthquake which you have
watched.
References
Department of Education K to 12, TG and LM in Science 8
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title 1`. Earthquake and Faults

1.5 Active and Inactive Fault
1.6 Tsunamis

Time Allotment 120 minutes (2 days)

Learning Competencies/Objectives:

At the end of the cycle, students should be able to:

2C. Differentiate active and inactive faults.
3. Demonstrate how underwater earthquakes generate tsunamis.
4. Explain how earthquake waves provide information about the interior of the earth.

ELICIT (ICT) MATERIALS

 At the start of the session, the teacher will show a video Video Presentation
presentation “The Big One”, it is all about the west valley
fault.
 Tell the students to write their observations on the video clip
which will be used in answering the activities

ENGAGE (LANGUAGE)
The teacher will ask the following questions:
1. What do you think is the difference between active and inactive
faults.
2. What is the connection between earthquakes and tsunamis?
3. How earthquake waves provide information about the interior of
the earth.

EXPLORE
Whose Fault is it? Two pieces of different kinds of paper,
Procedure: (anything which you have, an oslo paper,
cartolina bond paper etc… )
1. Group the class into five. Ball pen and paper
2. Hold one type of paper with your left hand and another type with
your right hand. Hold each paper on its far end side.
3. While holding the piece of paper, move your hands in different
ways copying the movements of faults and plates ( sliding in

24
opposite directions, colliding and pulling apart )
4. As you do these movements, observe what happens to the paper’s
edges or at the boundaries where they move or meet.
5. Observe and record your observations.

Questions:
Q1. Describe the different types of movements you did with
your hands. How did each movement affect the edges of the
pieces of paper you were holding?
Q2. Which kid of paper was the most difficult to move? Q3.
What made such differences possible?
Q4. Based on the activity, explain how these movements on
earth’s surface create earthquakes. Which kind of movement
do you think brings about the strongest earthquake? Explain
your answer.

EXPLAIN (LANGUAGE)
Post-Activity.

Each group will have a representative to discuss their output on the

class.
Let the group compare and contrast their output. Let them observe
and analyzed/critic each group output.

ELABORATE (LANGUAGE)
Summarizing the concept through brainstorming.

Give emphasis on the following concept:

Active fault can be classified when movement of rock layers has

been recorded in the recent past or displacement of rock layers is
expected because of the build up of energy in the area. Three basic
types:
Normal fault- occurs when two blocks of rock are pulled apart, as by
tension.
Reverse or thrust fault- break in the Earth's crust across which there
has been relative movement, in which rocks of lower stratigraphic
position are pushed up and over higher strata. 
Strike-slip fault- a fault in which rock strata are displaced mainly in
a horizontal direction, parallel to the line of the fault.
Inactive fault- faults that moved in the distant past but do not have
any recent records of movements and have no indication of possible
movement in the future.
Tsunami- a sudden push from an underwater fault
Earthquake help scientists figure out what is inside the earth.
Seismic waves (vibrations ) travel through the body of the earth, they
behave in different ways, depending on what they encounter along
way. For example, seismic waves travel deeper into the crust, they
speed up. That means that at depth of the rocks are denser. In the
upper part of the mantle, the waves slow down. That means the rocks
there are partially molten. Earthquake waves give us a picture of the
earth’s interior.

EVALUATE (LANGUAGE)
Fact or Bluff Pen and activity book
(Interactive quiz)

EXTEND (LANGUAGE)
Make a brochure about earthquake awareness which include
information on what and how to do before, during and after an
earthquake?

References
Discover Science 8 and LM in Science 8

25
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title 2. Understanding typhoons

2.1 How Typhoons Develop?
Time Allotment 120 minutes (2 day)
Learning Competencies/Objectives:

At the end of the cycle, students should be able to:

5. Explain how typhoons develop.
ELICIT (ICT) MATERIALS
 At the start of the session, the teacher will show a video Video Presentation
presentation of a typhoon that occurs in our country.

ENGAGE (SOCIAL SCIENCE)

The teacher will ask the following questions:
1. Why Philippines is prone to typhoons?
2. What conditions favour the formation of typhoons?
EXPLORE (ART/MUSIC/LANGUAGE)
Activity Proper: Group Activity (3Groups) Illustration board, crayons, pencil,
Instruct each group to recall the water cycle. Each group will make their pentel pen
own interpretation on how water cycle goes which involves the Own composition of song
processes of evaporation, condensation and precipitation. Own composition of poem

Group 1- illustration or drawing

Group 2- a song interpretation
Group 3- poem
EXPLAIN (LANGUAGE)
Each group will discuss their work in front of the class.

ELABORATE (LANGUAGE)
Summarizing the concept through brainstorming.

Give emphasis on the following concept:

 The importance of water cycle which is related to the amount of
water in the atmosphere and its movement from the land to the
seas contributes to the formation of typhoon.
 Typhoon is a tropical storm in the region of the Indian or
western Pacific oceans.
 Typhoons start off as tropical thunderstorms. The strong winds
pull in moisture from the oceans. ... The thunderstorms convert
the moisture into heat. The heat causes more air to flow to the
center of the storm causing evaporation.

EVALUATE (LANGUAGE)
Make a flow chart on how typhoons develop. Pen and paper

EXTEND (SOCIAL SCIENCE)

Ask the students to make a research on tropical cyclone categories.
References
Discover Science 8 and LM in Science 8
Prepared by: Noted by:

ANNALIZA L. RIVERA
Dr. ANGELITO S. MANALASTAS
Science Teacher TIC- Science Department

26
Topic/ Title: 2. Understanding Typhoon
2.2 Typhoon in the Philippines

Grade Level: Grade 8

Time Allotment: 60 minutes (1 day)
Learning Competencies and Objectives:

At the end of the session, student should be able to:

6. Infer why Philippines is prone to typhoons

ELICIT ( 5mins.) ICT MATERIALS

A short video about formation of
Ask the students about the lesson about typhoon. typhoon.

ENGAGE ( 5mins.) VOCABULARY/ICT

Powerpoint presentation
The students will be asked to form word in a given scramble letters.

EXPLORE ( 15mins.) SOCIAL SCIENCE

 The students will do the activity in small groups by finding at Map of the World/Globe
the location of the Philippines in the World Map or Globe. Pencil
Paper
 Ask the students to explain the location of the Philippines in the Activity Sheets
World Map/Globe.

EXPLAIN ( 10mins.) LANGUAGE

The students will discuss their output by answering the guided questions. Manila paper
Map of the World/Globe

ELABORATE ( 10mins.) ICT

 Show a video clip and powerpoint presentation why Philippines LCD Projector
is prone to typhoon. Video clip
Powerpoint Presentation
Laptop

EVALUATE (10mins.) LANGUAGE

Why Philippines is prone to Typhoon? Pen and paper

EXTEND ( 5mins.) VALUES

What are the things to be considered in preparing for the typhoon? Pen and paper

References
DepEd K to 12, TG and LM in Science 8.

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

27
Topic/ Title: 2. Understanding Typhoon
2.3 Effect of Landforms and Bodies of Water in the
Typhoon

Grade Level: Grade 8

Time Allotment: 60 minutes (1 day)
Learning Competencies and Objectives:

At the end of the session, student should be able to:

7. Explain how landforms and bodies of water affect typhoons.

ELICIT ( 5mins.) VOCABULARY MATERIALS

 Ask the students to find the word that are given in a puzzle. Find a word game template
The words are related to the past and next lesson which is
typhoon.

ENGAGE ( 5mins.) ICT

Show some pictures examples of land forms and bodies of water. LCD Projector
Ask the students to identify each picture. Video clip

EXPLORE ( 10mins.) LANGUAGE

Have students to do the activity in small groups by performing the Map of the World
activity. Pen
Activity Sheet
EXPLAIN ( 15mins.) LANGUAGE
Have students to discuss their output by answering the Guided Manila paper
questions. Map

ELABORATE ( 15mins.) ICT

Show a video and presentation how landforms and bodies of water LCD Projector
affect typhoons. Video clip

EVALUATE (5mins.) SOCIAL SCIENCE

Show some pictures of the tracking of typhoon that enters the PAR Pen and paper
and identify if they landfall or not. And explain the possible effect of
the typhoon.

EXTEND ( 5 mins.)
Put in simple words the statement “calm before the storm”. Pen and paper

References
DepEd K to 12, TG and LM in Science 8
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/Title 2. Understanding Typhoon

2.4 Tracking a Tropical Cylone

Grade Level: Grade 8

Time Allotment 60 minutes (1 day)

28
Learning Competencies/Objective

At the end of the cycle, student should be able to:

8. Trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a topographic
map and tracking data.

ELICIT (SOCIAL SCIENCE) MATERIALS

 The teacher will recall the previous lesson about the plotting of the Map with the PAR
Philippine Area of Responsibility (PAR) Tracking data
 Given a map of the Philippines and its vicinity, these are the following Pencil/colored pencil
points to be plot.
Points Latitude Longitude
o
A 5N 115oE
o
B 5N 115oE
o
C 21 N 120oE
D 25oN 120oE
o
E 25 N 135oE
o
F 5N 135oE
 Connect the plotted points. The region within is the Philippine Area of
Responsibility (PAR). It is the job of PAGASA to monitor all the
tropical cyclones that enter this area.

ENGAGE (LANGUAGE)
 After plotting the PAR, the teacher is setting the learning objective of
the lesson through questions about the plotting of the PAR.
Q1. If a typhoon is located at 15oN, 138oE, is it within the PAR?
Q2. How about if the typhoon is at 19oN, 117oE, is it inside the PAR?

EXPLORE (SOCIAL SCIENCE/MATH)

 Use the latitude and longitude (lat-long) in the table below to track the Map with the PAR
location of Super typhoon Yolanda. Tracking data
 Plot each lat-long pair on the map with PAR. Pencil/colored pencil
Date: November 6-9, 2013
Super Typhoon Yolanda

Date Latitude (oN) Longitude (oE)

Nov. 6, 2013 8.2 134.4
Nov. 7, 2013 8.6 132.8
Nov. 7, 2013 9.3 131.1
Nov. 7, 2013 10.2 129.1
Nov. 7, 2013 10.6 127.0
Nov. 8, 2013 11.0 124.8
Nov. 8, 2013 11.4 122.6
Nov. 8, 2013 11.8 120.6
Nov. 8, 2013 12.4 118.1
Nov. 9, 2013 12.3 116.2
Q3. Where did Yolanda form?
___________________________________________
Q4. When did Yolanda enter the PAR?
___________________________________________
Q5. When did Yolanda leave the PAR?
___________________________________________
Q6. In what direction did Yolanda move?
___________________________________________

EXPLAIN (LANGUAGE)
 After doing the activity, as the students to volunteer in presenting their Pen and paper
works.
 Answer the guide questions orally and explain their works.

ELABORATE (ICT)
 Tropical Cyclones need water vapour in order to form. Thus, tropical Video Presentation
cyclones require warm ocean waters to be developed. According to
29
 scientist, the temperature of ocean water must be 26.5 oC or greater.
 Then, the teacher will discuss the path of Super typhoon Yolanda that
hit the Philippine Area of Responsibility.

EVALUATE (LANGUAGE)
Oral Interaction. Pen and paper

Q1. Where did the tropical cyclones form? On land or in the ocean?

Q2. What can you say about the temperature of the bodies of water in the
vicinity of the Philippines? IS the water warm or cold?

Q3. In what direction did the tropical cyclones move?

Q4. Which part of the Philippines was hit by the four tropical cyclones?

Q5. In the case of Super typhoon Yolanda, where did they die out? Near
land or in the middle of the ocean?

EXTEND (VALUES)
 Tell the students that typhoons are common weather disturbance we Pen and paper
experience every year because of its location.
 For their performance task, ask them to identify at least 5 typhoons they
have experience in their life.

References
Department of Education K to 12, TG and LM in Science 8
http://en.wikipedia.org/wiki/Typhoon Haiyan

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic / Title 2.3 Other Members of the Solar System

Grade Level: Grade 8

Time Allotment 180 minutes
Learning Competencies/Objectives

At the end of the cycle, students should be able to:

9. Compare and contrast comets, asteroids and meteors
10. Predict the appearance of comets based on recorded data of previous appearances
11. Explain the regular occurrence of meteor showers

ELICIT (3 mins.) ART MATERIALS

 Ask the students to name each picture presented on the board. Pictures/Images

ENGAGE (10 mins.) ICT

 Play video presentation. Video clips

 Ask the following questions:

1. Has Earth ever been hit by a comet or an asteroid? If yes, how have
such impacts affected Earth?

2. How often does a comet or an asteroid hit Earth?

30
EXPLORE (30 mins.) ART
 Using the materials that they prepared, students will be asked to Reference books
perform the activity. Magazines
Cartolina
Procedure: Pen and paper
A. Read the Selection below and answer the questions as you go along.
o Questions to be answered:
1. What is a meteor?
2. What is a meteoroid?
3. What celestial objects can a meteoroid come from?

o Guide questions:
B. Show where a meteoroid, meteor and meteorite are most likely found
in the diagram below. Use the following symbols:
Meteor Meteoroid Meteorite

4. What is a Meteor Shower?

5. Why Meteor Shower occur?

EXPLAIN (20 mins.) LANGUAGE

Group Presentation: Manila Paper
Markers
 Let students compare and analyze their answer.
 Discuss the Key Questions.

ELABORATE (15 mins.) LANGUAGE

 Summarize the concept.

 Give emphasis on the following:

Meteors, Meteorites, Meteoroid, Meteor Shower
 Other concepts must be clarified.

EVALUATE (10 mins.) LANGUAGE

 Presentation about meteor, meteoroid and meteorites. Pen and Paper
 Ask volunteer students.

EXTEND (5 mins.) ART

 Instruct the students to make their own collage about the other members Pen and paper
of the solar system.

31
References
DepEd K to 12 CG, TG and LM in Science 8

Topic / Title 1. The Particle Nature of Matter

1.1. Elements, Compounds and Mixtures
1.2 Atoms and Molecules

Grade Level: Grade 8

Time Allotment 240 minutes (4 days)
Learning Competencies/Objectives

At the end of the cycle, students should be able to:

1. Explain the properties of solids, liquids and gases based on the particle nature of matter.
2. Explain physical changes in terms of the arrangement and motion of atoms and molecules.

ELICIT (ICT) MATERIALS

 Ask the students to name each picture presented on the laptop and Laptop/Projector
describe each. Then, identify what state of matter it belongs. Pictures

ENGAGE (ICT)
 Play video presentation. Video clips

 Ask the following questions:

1. What are the general characteristics of a solid, liquid and gas?
2. Describe the movement of particles present in solid, liquid and gas.

EXPLORE (MATH/LANGUAGE)
 Let the students do the activity before initiating a class discussion about Reference books
what is and what is not matter. Magazines
 By doing the next activity, students will identify what is not matter. Cartolina
“Which is matter, which is not?” Pen and paper
Procedure:
A. The objective of this activity is to uncover student’s ideas and
reasons for classifying what is matter and what is not matter. Make sure
they they give their reason for their classification.

Sample Is the sample matter? Reason for your

32
 YES NO NOT answer
SURE
Sugar granules
Water
Stone
Air inside ball
Leaves
Smoke
Heat
Light

Questions to be answered:
1. What similarities do you observe among the first five given
samples?

2. Does each sample have a measurable mass? Prove your answer

by demonstrating how you measure the mass of each sample.

3. Do you think that each sample occupies space? Write the reasons
for your answer.

4. How about smoke? Does it have mass? Does it occupy space?

Explain your answer.

5. Do you think that heat and light have mass? Do they occupy
space? Explain your answer.

EXPLAIN (LANGUAGE)
1. Group Presentation: Manila Paper
 Let students compare and analyze their answer. Markers
 Discuss the Key Questions.

ELABORATE (LANGUAGE)
1. Discuss the following Key Concept:
 The characteristics that describe a sample of matter are called
PROPERTIES.
 The MASS of an object is a measure of the amount of matter the object
has.
 The measure of the space occupied by an object is called VOLUME.
 Matter is made up of tiny “indivisible particles” called ATOMS.
 A MOLECULE is a particle consisting of two or more atoms combined
together in a specific arrangement.
 Particles of matter are moving all the time.
 The particles of matter attract each other.
 The particle model of matter can explain the following phase changes:
evaporation, boiling, condensation, melting, and freezing.
 An ELEMENT is a substance that is made of only one kind of atom.
 A COMPOUND is formed when two or more elements combine
chemically in a fixed ratio.
 MIXTURES are combination of two or more substances that can be
separated by physical methods.
 A substance may be classified by a set of properties characteristics of
that substance. Properties can be classified into: Physical and Chemical
Property.
 Changes in matter includes Physical and chemical Changes.

EVALUATE (LANGUAGE)
 Short Quiz. Pen and Paper

EXTEND (VALUES)
 Show examples situations in which physical and chemical change Pen and paper
occurs.

33
References
DepEd K to 12 CG, TG and LM in Science 8
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic / Title 2. Atomic Structure

2.1. Protons
2.2 Neutrons
2.3 Electrons

Grade Level: Grade 8

Time Allotment 240 minutes (4 days)
Learning Competencies/Objectives

At the end of the cycle, students should be able to:

3. Determine the number of protons, neutrons and electrons in a particular atom

ELICIT (HISTORY/ICT) MATERIALS

 When the idea of the atom was conceived by the ancient Greek Video clips
philosophers, they thought the atom is indivisible, that it has no parts.
 Scientist has proven, however, that the atom is composed of even
smaller particles. From experiments conducted in the latter part of the
19th century to the early half of the 20 th century, scientists collected
evidence that atoms are composed of three types of particles. These
components of the atom are collectively referred to as subatomic
particles.
 With the discoveries about the atom that are yet to come, the students
can be enjoined to partake in this exciting possibility. They can start by
equipping themselves with knowledge as they explore the atoms inside
out.

ENGAGE (ICT)
 The students will perform the activity: Meterstick
“Charge it to Experience! Balloons
Procedure: String
A1. Inflate the two balloons. Tie each using a length of string. Place the Chairs or any stand for the
meter-long stick across two chairs. Suspend the two balloons so that stick
they hang freely about two inches apart. Glass (from a picture frame)
2. With each hand holding one balloon, rub the balloons simultaneously Cloth (Silk cloth)
against your hair several times. Let go of the balloons. Observe.
Q1. What happened with the balloons?
Q2. Did the balloons acquire the same charge or different charges?
What made you say so?

B1. Rub the piece of glass with a silk cloth. Bring the piece of glass
between the two balloons. Observe.
Q3. What happened with the balloons?
Q4. Does the glass have a different or same charge as the balloons?
What made you say so?
EXPLORE (MATH/LANGUAGE)
 Let the students compare the masses of the subatomic particles using Pencil/Pen
different ways of visual representation. Crayons
 Infer which subatomic particle contributes to the mass of the atom.
 The next activity is entitled,
“The big difference”

EXPLAIN (LANGUAGE)
1. Group Presentation: Manila Paper
 Let students present to the class the result of their activity. Markers
34
  Show to the class some properties of the three main subatomic particles.
ELABORATE (LANGUAGE/MATH)
1. Discuss the following Key Concept: Pen and paper
 The three subatomic particles are: 1. Protons (which carry positive Calculator
charge), 2. Neutrons (which carry neutral charge) and 3. Electrons
(which carry negative charge).
 Atoms in their most stable state are neutral with an equal number of
protons and electrons.
 Neutron was detected 30 years after the electron and the proton were
discovered.
 Electrons are very much lighter than the protons and neutrons, to the
point that its mass does not significantly contribute to the mass of the
entire atom. In effect, the mass of the electron is negligible.
 The massive part of the atom, then, comes from the masses of the
protons and neutrons. Collectively, they are called NUCLEONS.
 NUCLEUS is the central part of the atom.
 Atoms having the same number of protons but different number of
neutrons.
 The isotopes are identified through their MASS NUMBER which is the
sum of the number of protons and the number of neutrons in an atom.

EVALUATE (MATH)
 Do the next activity, to determine the number of protons, electrons and Pen and Paper
neutrons of an atom.

“What’s in a Number?”

Isotope Element Name # of p+ # of e- # of no Charge

B-6 5 1 0
N-14 7 0
Mg-24 12 10
Al-27 +3
K-35 +1
EXTEND (LANGUAGE/ART)
 Perhaps, you had felt the same excitement as what our scientists felt Pen and paper
when they are trying to determine what was inside the atom, its Crayons
structure. The excitement comes from guessing about something that is
unseen, much like guessing what is inside a box that you received as
gift on your birthday! The scientists had to look for ways to find out
what the eyes cannot see.
 Now, let the students explore the possibility. Discuss to them the
models of an atom proposed by different scientist. Let them draw the
model, as the teacher describes each.

References
DepEd K to 12 CG, TG and LM in Science 8
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/ Title: 3. Periodic Table of Elements

3.1 Development of the Periodic Table
3.2 Arrangement of Elements
3.3 Reactive and Nonreactive Metals

Grade Level: Grade 8

Time Allotment: 240 minutes (4 days)
Learning Competencies and Objectives:

35
At the end of the session, student should be able to:
4. Trace the development of the periodic table from observations based on similarities
in properties of elements.
5. Use the periodic table to predict the chemical behavior of an element.

ELICIT (LANGUAGE, ART) MATERIALS

● At the start of the session, the teacher will show a flash card of different Flash card or LCD Projector
element symbol ,then ask the students if they eat the element. The students
will share their answer and describe the element they ate.

ENGAGE (LANGUAGE)
 Element cards are posted on the board. The element’s properties and the Elements Flash card
compounds it can form are listed in each card. Each group will go over
each card and classify the element symbol according to their properties,
put elements with similar properties in same column.

EXPLORE
Designing the Experiment. A piece of copper wire-4cm
long
● Divide the class into 3 groups. Using the materials prepared in the A strip of aluminum 4x1 cm
learner’s module, the students must perform the said activity answer the An iron nail I inch long
activity guide questions pp.214-216. Sand paper or steel wool
4 clean glass bottles
40 ml commercially sold
muriatic acid.
EXPLAIN (LANGUAGE)
Group presentation. Manila paper/marker
Activity sheet
 Each group will present their data to the class.
 Let the 3 groups compare and analyze their results.
 The students must be able to justify their answers.

ELABORATE (ICT/LANGUAGE)
 Present a power point presentation on the Periodic Table of Elements, LCD Projector
the activity series of metals by comparing the least and most reactive Powerpoint presentation
elements.

 Give emphasis on the following concept:

The reactivity of metals tends to decrease from left to
across the periodic table and increases from top to bottom
in a family.

EVALUATE(LANGUAGE)
Written test: Pen and paper

Refer to the table in the activity series of metals:

1. 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

EXTEND(VALUES)
 Instruct the students to identify some ways of preventing corrosion of Pen and paper
metals.

 And cite some harmful change/s is/are brought about when a metal reacts
or mixes with acids.

36
References
DepEd K to 12, TG and LM in Science 8.

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/ Title: 1. The Digestive System

1.1 Organs of the Digestive System and their Interaction with Organs
of the Respiratory, Circulatory and Excretory Systems
1.2 Changes in food as it undergoes physical and chemical digestion
Grade Level: Grade 8
Time Allotment: 180 minutes (3 days)
Cluster/ School: CLUSTER V
Learning Competencies and Objectives:

At the end of the session, student should be able to:

1. Explain ingestion, absorption, assimilation, and excretion.

ELICIT ( 10 mins.)LANGUAGE MATERIALS

 Ask the students to describe the breakfast they had before the class. Tell
them to guess what happened to the food they ate.

ENGAGE ( 20 mins.)ART
 Provide a large illustration of the digestive system. Cut out labels in their Picture of digestive system
proper places.

 Using the same illustration let the students trace the pathway of food.

37
EXPLORE ( 30 mins.)ICT/SOCIAL SCIENCE
 Have students to do the activity in small groups to infer how the organs LCD Projector
of the digestive system work together to carry out digestion of food and Powerpoint presentation
assimilation of nutrients. Video clip
(Activity- A journey in the digestive system.)

EXPLAIN ( 20 mins.)LANGUAGE
 Have students to discuss about the digestion of food and the changes Manila paper
happened as it was moved through the digestive tract. Ask them to have Marker
an illustration to aid them to their discussion.

ELABORATE ( 20 mins.)ICT
 Present a powerpoint presentation on the digestion of food. LCD Projector
Powerpoint presentation

EVALUATE ( 15 mins.)ART
Written test: Pen and paper
 Label the different organs involve in the digestion of food and trace the
pathway of food.

EXTEND ( 5 mins.)VALUES
 Let students give some health practices related to the care of our Pen and paper
digestive system.

References
DepEd K to 12, TG and LM in Science 8.
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/ Title: 1. The Digestive System

1.3 Diseases resulting from nutrient deficiency and ingestion of
harmful substances

Grade Level: Grade 8

Time Allotment: 120 minutes (2 days)
Cluster/ School: CLUSTER V
Learning Competencies and Objectives:

At the end of the session, student should be able to:

2. Explain how diseases of the digestive system are prevented, detected, and treated

ELICIT (LANGUAGE) MATERIALS

 Show a picture of an ulcerated stomach and let the students react on the Pictures
picture.

ENGAGE (LANGUAGE)
 Ask the students if they have experienced stomach upset or LBM or Pictures
loose bowel movement? Metacards

EXPLORE (LANGUAGE)
1. Do the activity on the digestive system. Match the pictures with the Pictures
metacards that contain the name of the diseases, its detection, prevention Metacards
and treatment.

2. The group will be given 30 minutes to figure out the cards that match.

EXPLAIN (LANGUAGE)
 The group will present their output. Manila paper
Marker

38
ELABORATE (ICT)
 The teacher will use a video to elaborate more on the diseases of Video clips
digestive system as well as how to prevent and treat them.

EVALUATE (LANGUAGE/VALUES)
 Answer the following questions: Pen and paper
1. What are some of the digestive diseases that you have experienced?
2. What do you think have caused that certain disease?
3. As a student, what do you suggest to prevent a particular disease in the
digestive system?

EXTEND (VALUES)
 Go to the school’s herbal garden and find out some herbal plants that can Pen and paper
cure or prevent some digestive system diseases.
References
DepEd K to 12, TG and LM in Science 8.
www.everydayhealth.com
www.youtube.com
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic/ Title: 1. The Digestive System

1.4 Prevention, detection, and treatment of diseases of the digestive
system

Grade Level: Grade 8

Time Allotment: 120 minutes (2 days)
Cluster/ School: CLUSTER V
Learning Competencies and Objectives:

At the end of the session, student should be able to:

3. Identify healthful practices that affect the digestive system

ELICIT (LANGUAGE) MATERIALS

 Show pictures of malnourished and healthy children and ask the learners Pictures
to give their reaction.

ENGAGE (LANGUAGE)
 Ask the learners which snack would they prefer to eat, a boiled banana
or potato chips? Why?

EXPLORE (LANGUAGE)
1. Students will do the activity on brainstorming about their healthful Pen and Paper
practices when it comes to feeding and take care of their digestive
system.

2. The group will be given 30 minutes to share their ideas.

EXPLAIN (LANGUAGE)
 The group will present their output. Manila paper
Marker
ELABORATE (ICT)
 The teacher will use a power point presentation to discuss further on the Power point presentation
healthful practices that affect the digestive system.

EVALUATE (LANGUAGE/VALUES)
 Answer the following questions: Activity paper

1. Why do you need to include fiber-rich food in your diet?

39
 2. Why do you need to limit foods that are high in fat?
3. As a student, do you think eating at the right time is important? Why?

EXTEND (VALUES)
 What are some of the bad habits that should be avoided to maintain a Pen and paper
healthy digestive system?

References
DepEd K to 12, TG and LM in Science 8.
www.everydayhealth.com
www.youtube.com

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department
Topic/ Title: 2. Heredity: Inheritance and Variation of Traits
2.1 Stages of Mitosis
2.2 Stages of Meiosis

Grade Level: Grade 8

Time Allotment: 120 minutes (2 days)
Prepared by: EVA MARIE A. PANLILIO
Cluster/ School: CLUSTER V /SAN CARLOS HS
Learning Competencies and Objectives:

At the end of the session, student should be able to:

4. Compare mitosis and meiosis, and their role in the cell-division cycle

ELICIT (LANGUAGE) MATERIALS

 Show pictures of a family in three generations and ask the learners to Pictures
give their reaction.

ENGAGE (LANGUAGE/VALUES)
 Ask the learners the following questions:
1. Why do you think family members look alike?
2. Why do you keep on growing physically?
3. Why does you wounds or cuts heal after several days?

EXPLORE (ART)
1. Students will do the activity on mitosis and meiosis by creating Recyclable materials
models using recyclable materials found in the campus.

2. The group will be given 40 minutes to make their models.

EXPLAIN (LANGUAGE)
 The group will present their output. Models of cell division

ELABORATE (ICT)
 The teacher will use a video to discuss further on the role of mitosis and Video clips
meiosis in the cell cycle.

EVALUATE (LANGUAGE/VALUES)
 Answer the following questions: Activity paper

1. Why is meiosis important in the process of inheritance of traits?

2. Why is mitosis important in the growth of organisms/
3. What will happen if cell division does not occur?

EXTEND (VALUES)
 What happens in the meiotic cell division that results in Down Syndrome Pen and paper
and Cri du chat Syndrome?
40
References
DepEd K to 12, TG and LM in Science 8.

Topic / Title: 2. Heredity: Inheritance and Variation of Traits

2.2 Stages of Meiosis

Grade Level: Grade 8

Time Allotment 120 minutes
Prepared by ERICA T. DAVID
Cluster/ School: CLUSTER V / MAPANIQUI HS
Learning Competency and Objective

At the end of the cycle the students should be able to:

5. Explain the significance of meiosis in maintaining the chromosome number.

ELICIT (5 minutes) (ICT) MATERIALS

 Ask the students to observe the pictures presented and tell what stage of Pictures and Images
mitosis it represents

ENGAGE (5 minutes)(ICT)
1. Play a video presentation Video Clip
https://www.youtube.com/watch?v=IUEMx9eRqOk

2. Ask the following questions:

2.1. What have you notice with regards to the organisms
presented in the video.

2.2. Are all organisms have the ability to have an offspring?

EXPLORE (40minutes) (ART)

1. Do the Meiosis Activity with Gummy Worms

2. Let the students go to their respective groups and ask them to prepare the Activity Sheet
materials needed for the activity
2.1. gummy worms
2.2. pins
2.3. colored bond papers
2.4. rubber bands

Group 1: Prophase I & II

Group 2: Metaphase I & II
Group 3: Anaphase I & II
Group 4: Telophase 1 & II

3. The groups will be given 20 minutes to illustrate the stages of meiosis using
the pictures shown presented in the Power point

EXPLAIN (25minutes) (ENGLISH)

 Let the representative of each group present their output and explain the Activity Sheet Output
stage of meiosis assigned to them.

ELABORATE (20 minutes) (ICT/ VALUES)

1. The teacher will use an interactive activity in presenting and explaining stages Powerpoint presentation/
of meiosis and its significance. Click the link for reference Interactive Videos
http://www.cellsalive.com/meiosis.htm
41
2. Let the students explore the interactive activity and identify the stages of
meiosis and ask them the significance of having meiosis, its significance and its
role to continue life

EVALUATE (15 minutes)(ENGLISH)

Quiz.
Answer the following: Activity paper
1. What is meiosis?
Observe the following figures; state the phase of each figure.

4. How many chromosomes does a sperm and egg cell have? How about if they
join together? Use the illustration to answer.

Sperm cell Egg cell

Offspring
5. What will possibly happen when something goes wrong during meiosis?

EXTEND (10 minutes) (ENGLISH)

 Using white boards – have a review game with students using basic White board, white board
questions about meiosis, the process, quick sketches of the stages, marker, flash cards
spelling of the names of the stages, number of chromosome present in a
sex cell etc.

References
Science 8 Learner’s Module 324-329
Science 8 Teacher’s Guide 222-225

42
Topic / Title: 2. Heredity: Inheritance and Variation of Traits
2.3 Mendelian Genetics

Grade Level: Grade 8

Time Allotment 180 minutes
Prepared by ERICA T. DAVID
Cluster/ School: CLUSTER V / MAPANIQUI HS
Learning Competency and Objective

At the end of the cycle the students should be able to:

6. Predict phenotypic expressions of traits following simple patterns of inheritance.

ELICIT (5 minutes) (ICT) MATERIALS

 Show a chromosome diagram. Ask the students about their insights Chromosome diagram
about chromosome. What makes up a chromosome? How significant is
chromosome to every living creature.

ENGAGE (5 minutes)(ICT/ VALUES)

1. Take a look at the family picture presented. Compare the physical appearance Family picture
of each member.

2. Answer the following question:

2.1. Is the hair of the mother straight or curly? How about the
father?
2.2. What is the color of the skin of the mother and the
father?
2.3. How many of their children have straight hair? Curly
hair? brown skin complexion? white skin complexion?

EXPLORE (60minutes)(ENGLISH/ART/HISTORY)
1. Let the students do “The Inheritance Game” Plastic cups
Colored bond papers
2. Answer the following questions: Activity sheet
2.1. What is inheritance? Trait?
2.2. How many traits do we get from our grandparents?
parents?
2.3. Are the siblings have the same traits? Why or why not?

3. Students will be grouped into two:

Group 1: Mendelian Genetics
Group 2: Non-Mendelian Patterns of Inheritance

For Mendelian Genetics group:

Do the activity “Genetics with a smile”.
http://sciencespot.net/Media/gen_smilewkst1.pdf

For Non –mendelian Patterns of Inheritance Group

Do the activity “Blending of colors” and Activity 7, p. 347

EXPLAIN (40 minutes) (ENGLISH)

 Let the representatives of each group present their output and explain the Activity sheet/ output
result of their activity.

ELABORATE (35minutes) (ICT/VALUES)

1. The teacher will use an animation on how Mendelian Genetics works Video Clip
https://www.youtube.com/watch?v=Mehz7tCxjSE Powerpoint presentation

2.Let the students state the reason on how pink color is the result of the blending
of color of white and red

EVALUATE (20 minutes) (MATH)

Do Activity 5: Activity sheet
Filling up the Punnett square for a dihybrid cross, pp.342-343

43
EXTEND (15minutes) (ICT)
The teacher will use interactive learning about the topic.
Refer to the link below
https://www.ck12.org/biology/Non-Mendelian-Inheritance/

References
Science 8 Learner’s Module 329-349
Science 8 Teacher’s Guide 222-228

Topic / Title: 3. Biodiversity

3.1 Species Diversity
Grade Level Grade 8
Time Allotment 180 minutes (3 days)
Cluster/ School: CLUSTER V/ SALAPUNGAN NHS
Learning Competency and Objective
At the end of the cycle the students should be able to:
7. explain the concept of a specie
ELICIT (5 minutes) (ICT) MATERIALS
 Ask the students to observe the pictures presented and tell what’s Pictures and images
common and differ among them
ENGAGE (5 minutes) (HISTORY)
44
  Let the students put the pictures of the specie they have to their Pictures
appropriate habitat represented by three boxes. First box, they are going Boxes
to place specie who live on land, second on water and third on air
EXPLORE (15minutes) (SOCIAL SCIENCE/VALUES)
1. Do an outdoor activity Pen and paper
2. Students will be grouped into three and ask each group to proceed to the
following places inside the school
Group 1: Garden 1
Group 2: Garden 2
Group 3: Garden 3
3. Let the students list down all specie (plants and animals) that they will see in
their designated area
4. Ask the following questions
4.1. How many plants and animals do you have on your list?
4.2.Do they differ in sizes, shapes, kinds and habitats?
4.3. Why are there different kinds of plants and animals in a certain area?
4.3. What is their significance in our ecosystem?
EXPLAIN (10minutes) (ENGLISH)
 Let the students present their output. Activity sheet
ELABORATE (10minutes) (ICT/ ENGLISH)
The teacher will ask questions and let students answer the following: Power point
1. If there are a lot more of the organisms in the world that you can count, how
will you be able to know about them?
2. Does an organism you see in your place, can be seen to other places on Earth
3. Do they have the same name in another place?
EVALUATE (5 minutes)(ENGLISH)
Board Game:
Name different kinds of dog that you know. The group which have the greatest
number will get the highest point
EXTEND (10 minutes) (ICT)
 Show different pictures of birds. How many species of bird do you Images of birds
know? Let the students give the names of the birds presented.

References
Science Learner’s Module 223-225
Science Teacher’s Guide 169-172
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic / Title: 3. Biodiversity

3.2 Hierarchical Taxonomic System of Classification

Grade Level Grade 8

Time Allotment 60 minutes

Cluster/ School: CLUSTER V / SALAPUNGAN NHS

LEARNING COMPETENCIES/ OBJECTIVES

At the end of the lesson, students should be able to:

8. Classify organisms using hierarchal taxonomical system
ELICIT (5 minutes) ICT MATERIALS

 Ask students to observe the pictures presented. PowerPoint Presentation/video

clip
ENGAGE (5 minutes)

45
1. Play video presentation Video clip
2. Ask the following questions
2.1 What are the organisms in the video presentation?
2.2 Recall that local and common names created confusion.
EXPLORE (20 minutes) (ICT/Social Studies)

1. Do the activity entitled “What’s in a name?” Activity Paper

2. Let the students go to their respective groups and write their output by
answering the following questions.
2.1 Which organisms are similar up to the order category?
2.2 Which organisms are most closely related? Why do you say so?
EXPLAIN (10 minutes) LANGUAGE

 Let the representative of each group present their output. Manila Paper, Marker

ELABORATE (15 minutes) ICT/LANGUAGE

1. The teacher will provide Computer Aided Instruments in presenting two PowerPoint Presentation
samples of classification of organisms.
2. Let the students read the sample of classification.
EVALUATE (5 minutes) ICT/LANGUAGE

Quiz . Activity Notebook

Classify organisms using hierarchal taxonomical system.
Category Cat Dog Bangus Man
Kingdom
Phylum
Class
Order
Family
Genus
Species

EXTEND (5 minutes) LANGUAGE

The teacher will guide the students on how to write the Scientific Name. This Pen and paper
way of naming organisms is referred to as the BINOMIAL SYSTEM OF
CLASSIFICATION.
References

Grade 8 Learner’s Module pp. 226- 228

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic / Title: 3. Biodiversity

3.3 Protection and Conservation of Endangered and
Economically Important Specie

Grade Level Grade 8

Time Allotment 60 minutes

Cluster/ School: CLUSTER V / SALAPUNGAN NHS

LEARNING COMPETENCIES/ OBJECTIVES

At the end of the activity, the students should be able to:

9. Explain the advantage of high biodiversity in maintaining the stability of an ecosystem.

46
ELICIT (5 minutes) ICT MATERIALS

 Ask the students to observe the pictures presented and tell something Pictures/Image
about that.

ENGAGE (5 minutes) ICT

1. Play video presentation PowerPoint Presentation

2. Ask the following questions
2.1 How will you describe an ecosystem with low biodiversity?

EXPLORE (20 minutes) SOCIAL STUDIES

1. Do the activity “What is the importance of Biodiversity to ecosystem? Pictures/Image

2. Let the students go to their respective group and show photos of different
ecosystems.
3. The group will be given (20 minutes) to write their observations
3.1 Which ecosystem has high biodiversity? Low biodiversity?
3.2 Does it have a high or low biodiversity?

EXPLAIN (20 minutes) LANGUAGE

 Let the representative of each group present their output. Manila Paper
Marker
ELABORATE (15 minutes) ICT

1. The teacher will give (CAI) in presenting about high biodiversity. PowerPoint Presentation
2. Let the students explain the advantage of high biodiversity in maintaining the
stability
Of an ecosystem.
EVALUATE (10 minutes) ICT

Quiz 2 Pictures/Image
1. Showing three different pictures of biodiversity choose one (1) write the high
biodiversity and explain the importance of it in maintaining the stability.

EXTEND (5 minutes) LANGUAGE

1. A good way to remember the causes of specie decline is through the acronym
HIPPO:
H – Habitat destruction
I – Invasion of introduced specie
P – Population increase
P – Pollution
O – Overcollection/Overharvesting of resources
2. Think of the biodiversity in your community at present. What would it look like
in the future?
References

Grade 8 Learner’s Module pp. 266-269

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic / Title: 4. ECOSYSTEMS

4.1 Transfer of Energy in the Trophic Levels

Grade Level Grade 8

Time Allotment 120 MINUTES
Prepared by MA. VICTORIA T. RODRIGUEZ

47
Cluster/ School: CLUSTER V / BAHAY PARE HS
LEARNING COMPETENCIES/ OBJECTIVES

At the end of the lesson the students should be able to:

10. Describe the transfer of energy through the trophic level.

ELICIT (5 minutes) ICT MATERIALS

 Ask the students to observe the pictures presented and tell about them. Projector
Video clip
ENGAGE (5 minutes) ICT
Projector
1. Play video presentation on food web Video clip
2. Ask the following questions. Speaker
2.1 What are the organisms involved the video presentation?
2.2 What are the producers, consumers and decomposer?
2.3 Why do they need each other?

EXPLORE (40 minutes) SOCIAL STUDIES

Activity Paper
1. Do the activity entitled “Food web and building Food pyramid”
2. Let the students go to their respective group.
3. The group will be given 20 minutes to write their consolidated food they ate
using the guide questions.
 What are the foods that you ate at home?
 What do you think are the reasons why these foods are prepared by
your parents?

EXPLAIN (30 minutes) LANGUAGE

Let the representative present their output. Manila Paper
Marker
ELABORATE (25 minutes) ICT/MATH/VALUES
1. The teacher will utilize CAI in presenting the pyramid of biomass and energy Projector
pyramid. Speakers
2. Let the students describe the transfer of energy through the trophic liquid. Video clip

EVALUATE (15 minutes) MATH

Quiz Activity Notebook
The teacher shows the pyramid of biomass and energy pyramid.
 Describe the transfer of energy through the trophic level
 Solve loses at each trophic level

EXTEND
People are the top consumers in many food webs. To increase food production,
they use methods which may disrupt food chains or food webs. They have to
learn how to make decisions to correct these mistakes.
References
Grade 8 Learner’s Module pp. 280-282

Topic / Title: 4. ECOSYSTEMS

4.2 Cycling of Materials in the Ecosystem
4.2.2 Carbon-Oxygen Cycle
4.2.3 Nitrogen Cycle

Grade Level Grade 8

Time Allotment 120 minutes
Prepared by VINA R. BALAGTAS
Cluster/ School: CLUSTER V / MANDILI HS
LEARNING OBJECTIVE/COMPETENCIES

48
At the end of the lesson the students should be able to:
11A. Analyze the roles of organisms in Carbon-Oxygen and Nitrogen Cycle
12A. Explain how materials cycle in Carbon-Oxygen and Nitrogen Cycle
12B. Identify the human activity that affects the cycles.
13A. Suggest ways on how to minimize the impacts of human activities to the
Biogeochemical cycle.

ELICIT (ENGLISH/ICT) MATERIALS

Vocabulary words Multimedia materials
atmosphere
decomposer
photosynthesis
respiration

ENGAGE (ENGLISH/ICT)
 The teacher will ask a three volunteer from the class to play a puzzle Multimedia materials, picture
game within 60 secs.
 After the game, the teacher will collect ideas from the class about the
image formed.
 The teacher will give short introduction about the topic.

EXPLORE (ENGLISH/ICT)
 Ask the students to go to their respective group. Multimedia materials, pictures,
 The students will watch a short-film about carbon and nitrogen cycle. activity paraphernalia
 Ask the students to take down notes.
 Ask the students to make an illustration of each cycle.

Guide Questions:
1. What are the organisms involved in the biogeochemical cycles shown in the
video? State each of their roles.
2. Why are gases released in the atmosphere during photosynthesis and
respiration?

3. State the benefits of carbon, nitrogen, and oxygen cycles in the ecosystem.
4. What are the different human activities that affect the water cycle?
5. Suggest ways on how to minimize the impacts of human activities in
biogeochemical cycle.

EXPLAIN (ENGLISH/ICT)
 Each group will choose a representative to present their works. Multimedia materials

ELABORATE (ENGLISH/ICT)
 Using illustration of each cycle, the students will define and discuss the Multimedia materials
process in the biogeochemical cycle guided by video presented in the
activity.
 The teacher will use a computer-aided instruction in presenting the
lesson.
EVALUATE (ENGLISH)
Activity paraphernalia
Essay (5pts)
Why are biogeochemical cycles important?

49
EXTEND (ENGLISH/ART)
 Make your own illustration of Carbon-Oxygen Cycle and Nitrogen
Cycle using pictures and materials available in your surroundings. Be
creative and resourceful.

References
DepEd K to 12, TG and LM in Science 8.
Web-based
Science Link Book
Topic / Title: 4. ECOSYSTEMS
4.2 Cycling of Materials in the Ecosystem
4.2.4 Water Cycle
4.3 Impact of Human Activities in an Ecosystem

Grade Level Grade 8

Time Allotment 120 minutes
Prepared by VINA R. BALAGTAS
Cluster/ School: CLUSTER V / MANDILI HS
LEARNING OBJECTIVE/COMPETENCIES

At the end of the lesson the students should be able to:

11B. Analyze the roles of organisms in water cycle
12C. Explain how materials cycle in water cycle.
12D. Identify the human activities that affect the water cycle.
13B. Suggest ways on how to minimize the impacts of human activities to the water cycle.

ELICIT (ENGLISH/ICT) MATERIALS

Vocabulary words Multimedia materials
Groundwater
Run off
Water vapour

ENGAGE (ENGLISH/ICT)
 Picture Analysis: Multimedia materials, pictures
Show pictures of children playing under the rain.

Ask the students the following questions:

50
 1. When was the last time you experienced a hard rain?
2. Where did the water go after it rained?
3. How did the water get in the atmosphere in the first
place?
4. Collect their ideas.

EXPLORE (ENGLISH/ICT)
 Word Analysis/Role Playing Multimedia materials, pictures,
activity paraphernalia
1. Display the word water cycle in the board. Break it down into
two words.
2. Ask the students what they know about each word to help us
develop a meaning about water cycle.
3. With the term displayed on the board, explain to students that
they are going to read a play about the water cycle process.
4. Group the class in 3, assigned to them each scene.
Prepare hand out props to create visual replica of the role they are portraying.
(see the attached Script)

EXPLAIN (ENGLISH/ICT)
 After reading/portraying the water cycle, ask the students/groups to Multimedia materials
gather the different changes that take place in the selection accordingly.
1. What is happening to the water?
2. How is it changing?
3. Where is it going?

 Let the representative of each group present their observation.

ELABORATE (ENGLISH/ICT)
 Using a graphic organizer, the students will define and discuss the Multimedia materials
process in the water cycle guided by the descriptions cited in the
selection/scene in the play.

 The teacher will use a computer-aided instruction in presenting the

lesson.
Follow up question:
What are the different human activities that affects the
water cycle?

EVALUATE (ENGLISH)
 Label the diagram of water cycle. Activity paraphernalia

 Create an illustration of water cycle.

 Pen and paper quiz.

EXTEND (VALUES)
 As a youth, suggest ways on how can you help in minimizing the
impacts of human activities in water cycle.

51
References
DepEd K to 12, TG and LM in Science 8.
I-Science by Gil Nonato C. Santos and Alfonso C. Danac

Topic / Title: 3. Biodiversity

Archaea Domain: Kingdom Archaebacteria

Grade Level Grade 8

Time Allotment 60 minutes
LEARNING COMPETENCIES/ OBJECTIVES

At the end of the activity, the students should be able to:

1. Describe the characteristics of archaebacteria.

ELICIT (5 minutes) ICT MATERIALS

 Ask the students to observe the pictures presented and tell something Pictures/Image
about that.

ENGAGE (5 minutes) ICT

1. Play video presentation PowerPoint Presentation
2. Ask the following questions
2.1 Ask the question: What are characteristics of Archaebacteria?

EXPLORE (20 minutes)

1. Observe different pictures of Methanogens, Halopliles and Thermophiles. Pictures/Image
2. Explain what makes Achaebacteria different from Eubacteria.
3. Explain the importance of Methaogens, Halophiles and Thermophiles.

EXPLAIN (20 minutes) LANGUAGE

 Let the representative of each group present their output. Manila Paper
Marker
ELABORATE (15 minutes)
1. The teacher will give (CAI) in presenting about Archaebacteria. PowerPoint Presentation
2. Let the students explain the importance of Archaebacteria.
EVALUATE (10 minutes) ICT
Quiz 2 Pictures/Image
1. Showing three different pictures identify the representatives of Methanogens,
Thermophiles & Halophiles.

EXTEND (5 minutes) LANGUAGE

Read about the Dead Sea and the Great Salt Lake of Utah, USA. What do these
have in common.
References
Grade 8 Learner’s Module pp. 228- 229

Prepared by: Noted by:

52
 ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS
Science Teacher TIC- Science Department

Topic / Title: 3. Biodiversity

Bacteria Domain: Kingdom Eubacteria

Grade Level Grade 8

Time Allotment 60 minutes
LEARNING COMPETENCIES/ OBJECTIVES

At the end of the activity, the students should be able to:

1. Describe the characteristics of bacteria according to shape
2. Identify the useful & harmful effects of bacteria
ELICIT (5 minutes) ICT MATERIALS
 Ask the students to observe the pictures presented and tell something Pictures/Image
about that.

ENGAGE (5 minutes) ICT

1. Play video presentation PowerPoint Presentation
2. Ask the following questions
2.1 Ask the question: What is the difference between archaebacteria and
eubacteria.
EXPLORE (20 minutes)
1. Given the worksheet, the students will analyze and interpret the data. Pictures/Image
2. Answering the guide questions given in the worksheet.

EXPLAIN (20 minutes) LANGUAGE

 Let the representative of each group present their output. Manila Paper
Marker
ELABORATE (15 minutes)
1. The students will read each statement that can be supported by combining ideas PowerPoint Presentation
found in the reading selection with your own knowledge & experiences.
EVALUATE (10 minutes) ICT
Are the bacteria present in dairy products helpful or harmful? Explain. Pictures/Image

EXTEND (5 minutes) LANGUAGE

`What is the role of bacteria in the ecosystem?
References
Grade 8 Learner’s Module pp. 228- 229
Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

53
Topic / Title: 3. Biodiversity
Kingdom Protista

Grade Level Grade 8

Time Allotment 120 minutes
LEARNING COMPETENCIES/ OBJECTIVES

At the end of the activity, the students should be able to:

1. Describe the characteristics of protest
2. Explain the point of distinction among phyla of subkingdom Protozoa.
3. Explain the beneficial effects and harmful protest.
ELICIT (5 minutes) ICT MATERIALS
 Ask the students to observe the pictures presented and tell something Pictures/Image
about that.

ENGAGE (5 minutes) ICT

1. Play video presentation PowerPoint Presentation
2. Ask the following questions
2.1 Ask the question: Do you know them?

EXPLORE (20 minutes)

1. Given the worksheet, the students will analyze and interpret the data. Pictures/ Image
2. Answering the guide questions given in the worksheet.

EXPLAIN (20 minutes) LANGUAGE

 Let the representative of each group present their output. Manila Paper
Marker
ELABORATE (15 minutes)
1. Through powerpoint presentation the teacher will give more insights to the PowerPoint Presentation
students about protist.
EVALUATE (10 minutes) ICT
Quiz Pictures/Image
1. Name the distinguishing characteristics of protist.
2. How are animal- like protist classifies into phyla?
3. What protozoa is useful to termites?
4. Name some harmful protozoan. Explain why they are harmful.

EXTEND (5 minutes) LANGUAGE

`Why do you have to wash your hands after the activity?
References
Grade 8 Learner’s Module pp. 234- 240

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

54
Topic / Title: 3. Biodiversity
Kingdom Fungi

Grade Level Grade 8

Time Allotment 60 minutes
LEARNING COMPETENCIES/ OBJECTIVES

At the end of the activity, the students should be able to:

1. Identify the general characteristics of fungi
2. Enumerate the harmful effects of these organisms
ELICIT (5 minutes) ICT MATERIALS
 Ask the students to observe the pictures presented and tell something Pictures/Image
about that.

ENGAGE (5 minutes) ICT

1. Play video presentation PowerPoint Presentation
2. Ask the following questions
2.1 Ask the question: Are you familiar with these organisms?

EXPLORE (20 minutes)

3. Given different pictures of fungi, the students will analyze. Pictures/Image
4. Answering the guide questions given in the worksheet.

EXPLAIN (20 minutes) LANGUAGE

 Let the representative of each group present their output. Manila Paper
Marker
ELABORATE (15 minutes)
1. Through powerpoint presentation the teacher will elaborate the lesson. PowerPoint Presentation
EVALUATE (10 minutes) ICT
Which part of the life cycle of the cellular slime mold is most like the tissue level Pictures/Image
of organization?
EXTEND (5 minutes) LANGUAGE
How can we help farmers prevent fungus in attacking their crops?
References
Grade 8 Learner’s Module pp. 228- 229

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

55
Topic / Title: 3. Biodiversity
Kingdom Plantae

Grade Level Grade 8

Time Allotment 180 minutes
LEARNING COMPETENCIES/ OBJECTIVES

At the end of the activity, the students should be able to:

1. Describe the characteristics of plants

ELICIT (5 minutes) ICT MATERIALS

 Ask the students to observe the pictures presented and tell something Pictures/Image
about that.

ENGAGE (5 minutes) ICT

1. Play video presentation PowerPoint Presentation
2. Ask the following questions
2.1 Ask the question: What are the major group of plants &
differentiate them?
2.2 Why do you think nonvascular plants cannot grow very large or tall?
EXPLORE (20 minutes)
1. Given the worksheet, the students will analyze and interpret the data. Pictures/Image
2. Answering the guide questions given in the worksheet.

EXPLAIN (20 minutes) LANGUAGE

 Let the representative of each group present their output. Manila Paper, Marker
ELABORATE (15 minutes)
1. The students will explain the distinguishing characteristics of plants? PowerPoint Presentation
2. Give the economic importance of plants.
EVALUATE (10 minutes) ICT
1. Differentiate the non- vascular land plants from vascular plants. Pictures/Image
2. What is the difference between gymnosperms and angiosperms?
3. What makes fern plants different from angiosperms & gymnosperms?

EXTEND (5 minutes) LANGUAGE

`Why do gardeners usually prune the top of a plant when it is being transplanted?
References
Grade 8 Learner’s Module pp. 241- 248

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic / Title: 3. Biodiversity

Animal Kingdom
(Invertebrates)
Grade Level Grade 8
Time Allotment 120 minutes
LEARNING COMPETENCIES/ OBJECTIVES

56
At the end of the activity, the students should be able to:
 Describe the morphological characteristics of animal classification.
 Enumerate the major animal phyla and their characteristics.
 Evaluate the economic importance of invertebrates.
ELICIT (5 minutes) ICT MATERIALS
 Ask the students to observe the pictures presented and tell something Pictures/Image
about that.

ENGAGE (5 minutes) ICT

1. Play video presentation PowerPoint Presentation
2. Ask the following questions
2.1 Ask the question: What are the distinguishing features will you look for to
identify invertebrates from the rest of the animals?
EXPLORE (20 minutes)
3. Given the worksheet, the students will analyze and interpret the data. Pictures/Image
4. Answering the guide questions given in the worksheet.

EXPLAIN (20 minutes) LANGUAGE

 Let the representative of each group present their output. Manila Paper
Marker
ELABORATE (15 minutes)
1. The teachers will point out the variations that exist among the following PowerPoint Presentation
mollusks: clam, squid, snail.
EVALUATE (10 minutes) ICT
Answer the worksheet. And check their output. Pictures/Image
EXTEND (5 minutes) LANGUAGE
Select an endangered species that you care about. Write a poem or draw a picture
illustrating why this species is important to you.
References
Grade 8 Learner’s Module pp. 248- 255

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

Topic / Title: 3. Biodiversity

Animal Kingdom
(Vertebrates)
Grade Level Grade 8
Time Allotment 120 minutes
LEARNING COMPETENCIES/ OBJECTIVES

At the end of the activity, the students should be able to:

 State the distinguishing characteristics of vertebrates.
57
  Compare the different classes of chordates.
 Enumerate the orders of mammals.
 Realize the importance of conserving forest.
ELICIT (5 minutes) ICT MATERIALS
 Show pictures of different chordates. Ask the students to observe the Pictures/Image
pictures presented and tell something about the chordates.

ENGAGE (5 minutes) ICT

1. Play video presentation PowerPoint Presentation
2. Ask the following questions
2.1 Ask the question: What are the distinguishing features will you look for to
identify vertebrates from the rest of the animals?
EXPLORE (20 minutes)
5. Provide students with the table of Comparison of Chordates, the Pictures/Image
students will analyze and interpret the data.
6. Answering the guide questions given in the worksheet.
EXPLAIN (20 minutes) LANGUAGE
 Let the representative of each group present their output. Manila Paper
Marker
ELABORATE (15 minutes)
1. The teachers will point out the variations that exist among the animals. PowerPoint Presentation
EVALUATE (10 minutes) ICT
Short Quiz Pictures/Image
EXTEND (5 minutes) LANGUAGE
Select an endangered species that you care about. Write a poem or draw a picture
illustrating why this species is important to you.
References
Grade 8 Learner’s Module pp. 248- 266

Prepared by: Noted by:

ANNALIZA L. RIVERA Dr. ANGELITO S. MANALASTAS

Science Teacher TIC- Science Department

58