Name Mary Ann J.

Rupinta School Arkong Bato NHS

Grade Level Eight Quarter Third
Learning Teaching
Science December 3, 2018
Area Date/s:

I. OBJECTIVES
A. Content The learners demonstrate an understanding of: the identity of a substance
Standards according to its atomic structure;
B. Performance The Learners shall be able to:
Standards 1. Illustrate how the sub-atomic particles are distributed in an atom

The Learners should be able to…

1. Determine the number of protons, neutrons, and electrons in a
C. Learning particular atoms.
Competencies/ S8MT-IIIe-f-10
Objectives. Write
the LC code for Specific objectives:
each 3.6 Illustrate how the sub-atomic particles are distributed in an
atom/anion/cation
S8MT-IIIe-f-10.6
II. CONTENT ATOMIC STRUCTURE (Protons, Neutrons and Electrons)
III. LEARNING
RESOURCES
D. References
1. Teacher’s
Guide pages Pages 131-144
2. Learner’s
Materials pages Pages 191-208
3. Textbook
pages
4. Additional
Materials
from
Learning Worksheets, Pencil, Ballpen,
Resource
(LR) portal
Brady, J.E.,& Senese, F. (2004). Chemistry: Matter and its changes (4th ed.). River Street
Hoboken, NJ: John Wiley & Sons, Inc.
Bucat, R.B. (Ed.). (1984). Elements of chemistry: Earth, air, fire and water, Vol. 2.
Canberra City, A.C.T., Australia.
Elvins, C., Jones, D., Lukins, N., Miskin, J., Ross, B., & Sanders, R. (1990). Chemistry one:
Materials, chemistry in everyday life. Port Melbourne, Australia: Heinemann Educational
Australia.
Hill, J.W. & Kolb, D.K. (1998). Chemistry for changing times (8th ed.).Upper Saddle River,
5. Other NJ: Prentice Hall.
Learning Resources Philippines. Department of Education. (2004).Chemistry: Science and technology
textbook for 3rd year. (Revised ed.). Quezon City: Author.
Silberberg, M.S. (2007). Principles of General Chemistry. McGraw-Hill: New York
Links
Interactive Simulations: http://phet.colorado.edu/ Some rights reserved. Please
read about the organization’s terms and conditions on the use of their
software. You may access this in http://phet.colorado.edu/en/about/licensing
NISMED’s AgIMat website: http://curriculum.nismed.upd.edu.ph
IV. PROCEDURES

Describe the following pictures based on the phase changes.

A. Reviewing
previous lesson or
presenting the new
lesson
(Elicit)

B. Establishing a In spite of having a billions of matter around us, can you think of a matter
purpose for the which has a three states?
lesson Do you know class that the water we use has been on our planet for billions of
(Engage) years, have you ever wonder why water did not run out or lose?
C. Presenting Present a short video showing water cycle.
examples/instances
of the new lesson Ask the students to write down all the terms they will hear in their notebook and
(Engage) add definitions as they learn them.
Group the students into five and give them different tasks to do showing how
D. Discussing new they understand water cycle.
concepts and Group 1- Sing a song about water cycle in a tune of K-pop song “Idol”.
practicing new skills Group 2- Recite and act a poem about water cycle
#1 Group 3- Poster making about water cycle
(Explore)
Group 4- Create a water cycle illustration using lego
Group 5- Make a skit to portray the water cycle.
E. Discussing new
concepts and
practicing new skills Presentation of the output
#2
(Explore)
Discuss the following terms: (Time to check the vocabulary terms.)
1. Water cycle
F. Developing 2. Condensation
mastery (leads to
Formative 3. Evaporation
Assessment 3) 4. Precipitation
(Explain) 5. Collection
6. Run-off
G. Finding practical
applications of
What Fractions of Earth’s Water is Usable?
concepts and skills in
daily living (Mathematics)
(Elaborate)
H. Making Can you match the words below to the correct definitions?
generalizations and
abstractions about Clouds Water falling from clouds to the
the lesson ground, rivers and ocean
(Elaborate)
 Condensation The circulation of water around
the world, between the oceans,
atmosphere and land

Evaporation A mass of condensed water

vapour that floats in the
atmosphere.

Precipitation The process of gas cooling down

and becoming a liquid

Water cycle The process of liquid heating up

and becoming a gas.

Run-off The process in which water pools

in large bodies of water like
oceans, seas, and lakes.

Rain Rain, snow melt, or other water

that flows in surface streams, rivers
and canals.

collection Moisture condensed from the

atmosphere that falls visibly in
separate drops.

Multiple choice: Choose the letter of the best answer:

1. Where does the energy that powers the water cycle come from?
a. Plants b. animals c. electrical outlets d. the sun
2. What is evaporation?
a. Water freezes
b. Water vapor meets cold air and changes back into liquid
c. Water gets warm and changes from liquid water to water vapor
d. Plants take in water from the soil
3. What is the correct term for moisture that falls to the ground from
clouds?
I. Evaluating learning a. Condensation
(Evaluate)
b. Precipitation
c. Hibernation
d. Precipitation
4. What is the correct term fro rising water vapor meeting colder air and
turning back into water droplets
a. Condensation
b. Dehydration
 c. Precipitation
d. Evaporation
5. What is the only thing in nature that can be a solid, liquid and gas?
a. Helium
b. Water
c. Oxygen
d. hydrogen

Label the water cycle diagram.

Make sure to use all the processes listed below at least once.

J. Additional
activities for
application or
remediation
(Extend)

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?