DETAILED_LESSON_PLAN_SCIENCE8_REGIONS_PERIODIC_TABLE.docx

LESSON PLAN PERIODIC TABLE

1. Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF CITY OF SAN JOSE DEL MONTE
SAN JOSE DEL MONTE HEIGHTS ELEMENTARY SCHOOL
MUZON EAST, SAN JOSE DEL MONTE CITY
DETAILED LESSON PLAN IN SCIENCE 8
CLASSROOM OBSERVATION 1
Date: October 18, 2025
I. OBJECTIVES
At the end of the lesson, the learners are expected to:
1. Describe how elements are arranged in the periodic table according to periods and groups;
2. Differentiate metals, non-metals, and metalloids based on their properties;
3. Classify elements into representative, transition, and inner transition elements;
4. Appreciate the importance of the periodic table in everyday life.
II. SUBJECT MATTER
A. Topic: Regions in the Periodic Table
B. Most Essential Learning Competency: Describe the arrangement of elements in the periodic
table (S8MT-IIe-19).
C. Materials: PowerPoint presentation, periodic table chart, element cards, colored stickers,
worksheets
D. References: Science 8 Learner’s Module; Teacher Manuel’s Presentation (Q2 W6 Day 1)
E. Integration: Values Education – appreciating the order and purpose in nature.
III. PROCEDURE
Parts of the
Procedure
Teacher’s ActivityLearners’ ActivityPPST Indicator
A. Preliminary
Activities
• Start with a short
prayer and greetings.
• Check attendance.
• Ask: 'What do you
remember about the
structure of an
atom?'
• Participate in the
prayer and greeting.
• Answer the
teacher’s question.
Indicator 3.1.1 –
Establishes a learner-
centered
environment.

2. B. Review • Review the
previous lesson about
atomic structure and
symbols.
• Ask: 'Why is
understanding
atomic structure
important before
studying the periodic
table?'
• Recall concepts and
share answers.
Indicator 4.1.2 –
Connects new
concepts to prior
knowledge.
C. Motivation • Show a colorful
periodic table and
say: 'This is like a
map of all elements.
What patterns can
you notice?'
• Relate it to a
seating chart in class
(periods = rows,
groups = columns).
• Observe the
periodic table and
share insights.
Indicator 1.1.2 – Uses
real-life analogies to
engage learners.
D. Presentation of the
Lesson
• Present the
PowerPoint: ‘Regions
in the Periodic
Table.’
• Discuss periods,
groups,
representative,
transition, and inner
transition elements.
• Emphasize metals,
non-metals, and
metalloids.
• Listen attentively
and take notes.
• Ask questions for
clarification.
Indicator 1.3.2 –
Applies content
knowledge across
concepts.
E. Lesson Proper• Explain each region
with visuals and
examples.
• Show real-life
applications: copper
(wires), oxygen (life),
silicon (computers).
• Participate in class
discussion.
• Relate examples to
daily life.
Indicator 4.1.2 –
Promotes meaningful
learning through
connections.
F. Guided Activity• Conduct the
'Periodic Table
Treasure Hunt.'
• Groups use element
cards to classify as
representative,
transition, or inner
transition elements;
label with colored
stickers.
• Guide and give
• Work in groups
sorting element
cards.
• Present findings to
class.
Indicator 3.4.2 – Uses
varied teaching
strategies and
cooperative learning.

3. feedback.
G. Values Integration• Ask: 'How does
order in the periodic
table reflect the
order in nature?'
• Highlight values of
curiosity and
appreciation of
science in daily life.
• Reflect and share
thoughts.
Indicator 5.1.2 –
Integrates values in
learning.
H. Generalization• Ask guide
questions: 'What
have we learned
about the
organization of the
periodic table?' 'Why
is it important to
classify elements?'
• Summarize key
points.
Indicator 5.2.1 –
Encourages
reflection and
synthesis.
I. Application • Provide a
worksheet: Identify
given elements and
classify them.
• Let students relate
each element to a
practical use.
• Complete
worksheet
individually.
Indicator 4.3.2 –
Provides learning
opportunities to
apply understanding.
IV. EVALUATION
Directions: Write True or False.
1. Periods are the vertical columns in the periodic table.
2. Elements in the same group have similar properties because they have the same number of
valence electrons.
3. Transition elements are found in Groups 3–12 and are often strong metals used in jewelry and
construction.
4. Non-metals are shiny, malleable, and good conductors of electricity.
5. Metalloids have properties of both metals and non-metals and are often used as
semiconductors.
V. ASSIGNMENT
Create a mini poster illustrating the three main types of elements: metals, non-metals, and
metalloids. Include examples and their uses in daily life. Be creative!
Prepared by:

4. MARIA TERESA A. OBSID
Teacher III
Observed by: