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1. ​
2025 JHS INSET - SCIENCE


THEME: “Designing, Facilitating, and Assessing Student Learning of the Revised K-10 Curriculum in Blended Learning Environments Amid Disruptions.”
RUN: Dates:
Track & Subject:

Coach:


GOOGLE DRIVE LINK FOR HANDOUTS: ​Science Handouts Part 1

A.​WORKSHOP TOPIC PER GROUP

Workshop Topic
Grade 8 – 2
nd
Quarter of Matatag Curriculum
Science of Materials

B.​TASK DELEGATION

Members
(Arrange the Names of the Members in Alphabetical Order)
Tasks
(Please be specific of the task(s) assigned

2. C.​The following are the prerequisite outputs needed for crafting the curriculum map.


A.​TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES (Q2)

3. SUBJECT: ​ SCIENCE GRADE LEVEL: 8 QUARTER: SECOND QUARTER
TOPIC: SCIENCE OF MATERIALS

CONTENT STANDARD:
Learners learn that:

PERFORMANCE STANDARD:
The learners shall be able to:


COMPETENCIES R E A L POWER OR SUPPORTING?
develop a timeline for the
historical background of the
development of the current Atomic
Model that identifies tiny particles
as atoms;
/ X / X Supporting
draw the structure of an atom in
terms of the nucleus and electron
shells;
/ X / X Supporting
differentiate the subatomic
particles protons, neutrons, and
electrons in terms of their symbol,
mass, charge, and location within
an atom;
/ X / X Supporting
describe the properties of pure
substances as:
a. having fixed chemical
composition, examples of which
are elements and compounds, and
b. that all the atoms of an element
have a unique number of protons;
/ / / / Power
discuss the significant
contributions of early scientists in
/ X / X Supporting

4. the development of the periodic
table;
identify the names and symbols of
the first 20 or several common
elements of the periodic table;
/ X / X Supporting
explain that the arrangement of
elements in the periodic table as 7
periods and 18 groups is based on
their atomic structure and
chemical properties, such as
reactivity;
/ / / / Power
explain that the electron structure
of an atom determines its position
on the periodic table;
/ X / / Supporting
calculate the number of protons,
neutrons, and electrons in the
atom of several elements, such as
aluminum; and
/ X / X Supporting
explain that the elements within a
group in the periodic table have
the same number of valence
electrons.
/ X X X Supporting




B.​UNPACKING CURRICULUM UNIT STANDARDS AND
LEARNING COMPETENCIES GUIDE

SUBJECT: ​___________________________________________ GRADE LEVEL: _____________ QUARTER: _____________
TOPIC: ___________________________________________

CONTENT STANDARD:

5. Learners learn that:
●​…
●​…
●​….


PERFORMANCE STANDARD:
The learners shall be able to:



1
MATATAG CURRICULUM
GUIDE UNIT LEARNING
COMPETENCIES

(underline nouns and encircle
verbs; define key terms)
2
UNPACKED CONTENT

(restate the LC with additional
information that denotes content’s
number, type or scope; additions
inserted before or after the noun)
3
SKILL

(state encircled verb)
4
SKILL’S LEARNING
GOAL

(Classify the verb if A for
Acquisition,
M for Making Meaning,
T for Transfer)
5
BUDGET OF TIME
develop a timeline for the
historical background of the
development of the current
Atomic Model that identifies tiny
particles as atoms.
develop a timeline for the
historical background of the
development of the current
Atomic Model (i.e. Democritus
Dalton’ atomic model,
Thomson’s plum pudding model,
Rutherford’s nuclear model,
Bohr’s planetary model, and
quantum mechanical model) that
identifies tiny particles as atoms;
Develop A 45 minutes
draw the structure of an atom in
terms of the nucleus and
electron shells;
draw the structure of an atom
(i.e. p
+
, n
0
, e
-
) in terms of the
nucleus and electron shells;
Draw A 45 minutes
differentiate the subatomic
particles protons, neutrons, and
electrons in terms of their
symbol, mass, charge, and
location within an atom;
differentiate the subatomic
particles (i.e. protons, neutrons,
and electrons) in terms of their
symbol, mass, charge, and
location within an atom;
Differentiate A 45 minutes

6. describe the properties of pure
substances as:
a. having fixed chemical
composition, examples of which
are elements and compounds,
and
b. that all the atoms of an
element have a unique number
of protons;
Describe the properties of pure
substance (e.g. melting and
boiling point) as
a. having fixed chemical
composition example of which
are elements (e.g. Gold and
Silver) and compounds (e.g.
Sodium bicarbonate and Sodium
chloride) and,
b. that all the atom of an element
(e.g. Gold and Silver) have a
unique number of protons.
Describe A 90 minutes
discuss the significant
contributions of early scientists
in the development of the
periodic table;
discuss the significant
contributions of early scientists
(e.g. Aristotle, Archimedes, and
Ptolemy) in the development of
the periodic table;
Discuss A 50 minutes
identify the names and symbols
of the first 20 or several
common elements of the
periodic table.
identify the names and symbols
of the first 20 (e.g. carbon,
nitrogen, oxygen) or several
common elements of the periodic
table.
Identify A 45 minutes
explain that the arrangement of
elements in the periodic table as
7 periods and 18 groups is
based on their atomic structure
and chemical properties, such
as reactivity;
explain that the arrangement of
elements in the periodic table as
7 periods (e.g. I, II, III) and 18
groups (e.g. Alkali Metals,
Alkaline Earth Metals, Transition
Metals) is based on their atomic
structure (such as number of
electron shells and valence
electrons) and chemical
properties, such as reactivity;
Explain M 120 minutes
explain that the electron
structure of an atom determines
its position on the periodic table;
explain that the electron
structure of an atom (the
arrangement if in shells and
sub-shells ) determines its
position on the periodic table;
Explain M 50 minutes

7. calculate the number of protons,
neutrons, and electrons in the
atom of several elements, such
as aluminum; and
calculate the number of the three
subatomic particles (i.e. protons,
neutrons, and electrons) in the
atom of several elements, such
as aluminum; and
Calculate A 60 minutes
explain that the elements within
a group in the periodic table
have the same number of
valence electrons.
explain that the elements within
a group (e.g. IA, IIB, IIIA) in the
periodic table have the same
number of valence electrons.
Explain M 60 minutes
1
ADDITIONAL LEARNING
COMPETENCIES
(underline nouns and encircle
verbs; define key terms)
2
UNPACKED CONTENT

(restate the LC with additional
information that denotes content’s
number, type or scope; additions
inserted before or after the noun)
3
SKILL

(state encircled verb)
4
SKILL’S LEARNING
GOAL

(Classify the verb if A for
Acquisition,
M for Making Meaning,
T for Transfer)
5
BUDGET OF TIME

8. I – CURRICULUM MAP
UNIT CURRICULUM MAP
UNIT TITLE: SCIENCE OF MATERIALS
SUBJECT: SCIENCE ​​​​​ ​​​ GRADE LEVEL: 8 QUARTER: SECOND
TOPIC: CHEMISTRY
Topic/
Quarter
UNIT TOPIC
CONTENT
STANDARDS
PERFORM
ANCE
STANDARD
S
POWER/
SUPPORTING
COMPETENCIES
ASSESSMENT ACTIVITIES RESOURCES
INSTITUTIONAL
CORE VALUES
2 Science of
Materials




















Learners learn
that:
The learners
shall be able
to:
TIMELINE AND CHARTS
ACQUISITION

1. The use of
timeline and
charts can
illustrate
scientific
knowledge of
the structure of
the atom has
evolved over
time.

2. The current
structure of the
atom includes
subatomic
particles, their
symbol, mass,
charge, and
location.

By the end
of the
Quarter,
learners
demonstrat
e an
understandi
ng of the
structure of
the atom
and how
our
understandi
ngs have
changed
over time.
They draw
models of
the atom

ATOMIC MODEL
ACQUISITION

SUBATOMIC PARTICLES
ACQUISITION
Calculate the number of
protons, neutrons, and
electrons in the atom of
several elements, such
as aluminum.


Problem Solving 1. Atomic
Detective
(case-based
questions)
2.
Build-an-Atom
Simulation
- Periodic
Table- PhET
Simulation:
Build an
Atom- Dice
and
worksheets-
Case cards or
Understanding
atomic structure
helps students
appreciate the
order in God’s
creation

9. ​
3. Elements
and
compounds are
identified as
pure
substances.

4. The
periodic table
is a useful tool
to determine
the chemical
properties of
elements.








and use
tables to
represent
the
properties
of
subatomic
particles.
They
demonstrat
e their
knowledge
and
understandi
ng of the
periodic
table by
identifying
the
elements,
their
symbols,
their
valence
electrons,
and their
positions
within the
groups and
periods.
They
design
and/or





3. Mystery
Element Puzzle
4. Atomic Dice
Game
5. Exit Card
Challenge
printed clues (God-centered),
seek accurate
knowledge
(Truthseeker),
use science to
serve others
(Servant Leader),
and work
collaboratively in
learning
communities
(Community
Builder).











ELEMENTS & COMPOUNDS
ACQUISITION
Describe the properties
of pure substance (e.g.
melting and boiling
point) as
a. having fixed chemical
composition example of
which are elements (e.g.
Gold and Silver) and
compounds (e.g.
Sodium bicarbonate and
Sodium chloride) and,
b. that all the atom of an
element (e.g. Gold and
Essay Synchrnous
“Pure or Not?
Let's
Investigate!”




Asynchronous
“Choose What
Am I!”
Power point
and cards






Google form

10. create
timelines or
documentar
ies as
interesting
learning
tools.
Silver) have a unique
number of protons.





PERIODIC TABLE
ACQUISITION
Identify the names and
symbols of the first 20
or several common
elements of the periodic
table.




Matching Type In-Person:
Element
Symbol Relay
Game




Synchronous:
Virtual
Periodic Table
Match-Off








Asynchronous
: Memory
Game: Name
that Element!
Periodic
table of
elements
Flashcards
(Elements
name and
Symbols)

Kahoot (First
20 Elements
Quiz):
https://create
.kahoot.it/det
ails/first-20-
elements-sy
mbols/9ba9a
ee1-cfe0-4cf
5-a2a9-2e4b
56c627a3

LearningApp
s.org
Memory
Cards:
Create or
use:
https://learni
ngapps.org/d
Discipline

11. isplay?v=pb
uwnwxja22













MAKE MEANING

12. TRANSFER





















II. UNIT LEARNING PLAN

13. UNIT LEARNING PLAN

LEARNING PLAN​

EXPLORE
Topics:




Content Standards:
1. The use of timeline and
charts can illustrate
scientific knowledge of the
structure of the atom has
evolved over time.
2. The current structure of the
atom includes subatomic
particles, their symbol,
mass, charge, and location.
3. Elements and compounds
are identified as pure
substances.
4. The periodic table is a useful
tool to determine the
chemical properties of
elements.

Performance Standard:
By the end of the Quarter, learners
demonstrate an understanding of the
structure of the atom and how our
understandings have changed over time.
They
draw models of the atom and use tables to
represent the properties of subatomic
particles. They demonstrate their knowledge
and understanding of the
periodic table by identifying the elements,
their symbols, their valence electrons, and
their positions within the groups and periods.
They design and/or

14. create timelines or documentaries as
interesting learning tools.


LEARNING COMPETENCY FIRM-UP (ACQUISITION)
Competency A1.

Learning Targets:


Success Criteria:


Activity 1:
Instruction:


Questions to Answer:


Learning Resources/Materials/Handout/Worksheet:
Clickable Links:

Online Activity:

Assessment 1:


Competency A2.

Learning Targets:


Success Criteria:


Activity 2:
Instruction:

Questions to Answer:

Learning Resources/Materials/Handout/Worksheet:
Clickable Links:

Online Activity:

Assessment 2:

Competency A3

Learning Targets:


Success Criteria:

Activity 3:
Instruction:

Questions to Answer:

Learning Resources/Materials/Handout/Worksheet:
Clickable Links:

Online Activity:

15. Assessment 3:



Competency A6

Identify the names and symbols of the first
20 or several common elements of the
periodic table.

Learning Target:
At the end of the lesson, the students can:
1.​Name and match the symbols of 20
elements in the periodic table.

Success Criteria:
A matching activity or quiz with atleast 80%
correct answer linking elements name and
their symbols.
Look for:
Correct pairs like Hydrogen (H), Carbon (C
), Calcium , etc., with minimal errors.

In-Person activity:


Competency A7

Learning Targets:
At the end of the lesson, the students can:
1. identify the atomic number and mass
number of an element from the periodic
table.


2. explain how the atomic number and mass
number are used to determine the number of
protons, neutrons, and electrons.


3. accurately compute the number of
protons, neutrons, and electrons in a given
element and justify my answers.

Activity 3: Atomic Detective (case-based questions)
Instruction: The students will be provided with a “Case File” containing clues like atomic number, mass number, and sometimes the charge. Students will calculate
the number of protons, neutrons, and electrons. Students present their findings and how they arrived at the answer.

??????️ Case 1: The Shiny Mystery
• A soft, silvery metal is found with an atomic number of 11 and a mass number of 23. What is the element? How many protons, neutrons, and electrons does it
have?

??????️ Case 2: The Lightweight Gas
• A balloon is filled with an element that has an atomic number of 2 and a mass number of 4. Identify the element. Calculate the number of subatomic particles.


??????️ Case 3: The Aluminum Clue
• The lab receives a foil sample. The element has 13 protons and 14 neutrons. What is the mass number? How many electrons does it have if it is neutral?

Questions to Answer:
1. What happens if the atom gains or loses electrons?
2. How would the mass number affect your calculation?

16. Success Criteria:
The student accurately calculates protons,
neutrons, and electrons for at least one
element.



Learning Resources/Materials/Handout/Worksheet: Periodic Table, Case cards or printed clues
Clickable Links: https://www.epa.gov/radtown/radtown-radioactive-atom-activity-2-atomic-math-and-shorthand?utm_source=chatgpt.com

Online Activity:
Synchronous Activity (Live via Zoom/Google Meet):

Title: "Atomic Number Crunch – Live Calculation Practice"

Instruction: The teacher will present a short review using a digital whiteboard (Jamboard or Slides).
The students are given atomic numbers and mass numbers of 3 elements (e.g., C, Al, O). In breakout rooms, students work in pairs to calculate protons, neutrons,
and electrons. Back in plenary, students present their solutions and reasoning.

Asynchronous Activity (Self-paced via LMS or Google Classroom):

Title: "Periodic Table Detective Worksheet"

Instruction: The students watch a recorded video tutorial explaining how to compute subatomic particles. Then, they will complete a downloadable worksheet
where they calculate p⁺, n⁰, and e⁻ for 5 elements. Students must show their steps and upload a photo of their work or submit answers in a Google Form.

Assessment 3: Problem Solving
Instruction: Given the atomic number and mass number, students calculate protons, neutrons, and electrons for 3 elements. Show solutions.

1. Carbon

Atomic Number: 6
Mass Number: 12

Protons: ____________________
Neutrons: ___________________
Electrons: ___________________

Solution:




2. Aluminum

Atomic Number: 13
Mass Number: 27

Protons: ____________________
Neutrons: ___________________
Electrons: ___________________

17. Solution:




3. Oxygen

Atomic Number: 8
Mass Number: 16

Protons: ____________________
Neutrons: ___________________
Electrons: ___________________

Solution:




LEARNING COMPETENCY DEEPEN (MAKE MEANING)
Competency A4.

Learning Targets:


Success Criteria:


Activity 4:
Instruction:

Questions to Answer:

Learning Resources/Materials/Handout/Worksheet:
Clickable Links:

Online Activity:

Assessment 4:

Holistic Rubric:

Competency A5.

Learning Targets:


Success Criteria:

Activity 5:
Instruction:

Questions to Answer:

Learning Resources/Materials/Handout/Worksheet:
Clickable Links:

18. Online Activity:

Assessment 5:

Holistic Rubric:

LEARNING COMPETENCY TRANSFER
Performance Standard:

Competency A6.

Learning Targets:


Success Criteria:

Introduction

Scaffold Activities: Modelling, Guided Practice

Performance Task



Analytic Rubric



Values Integration and Reflection



2025 In-Service Training for Junior High School Teachers
THEME:
Designing, Facilitating, and Assessing Student Learning of the Revised K-10 Curriculum
In Blended Learning Environments Amid Disruptions

EVALUATION OF PARTICIPANTS’ WORKSHOP OUTPUTS
Direction: Use the following form to review the group output. Revise accordingly if certain items are partially or not accomplished at all.
LEVELS OF ACCOMPLISHMENT ACCOMPLISHED
PARTIALLY
ACCOMPLISHED
NOT
ACCOMPLISHED

19. PART I. DESIGN OF A SAMPLE GRADE 8 UNIT CURRICULUM MAP
1.​The Learning Competencies are unpacked and classified according to learning goals:

A.​Acquisition (A)

B.​Make Meaning (M)

C.​Transfer (T)

2.​The Unit Curriculum Map follows the diary format.

3.​The Revised Grade 8 Unit Standards and Learning Competencies for the selected topic are
stated in the Unit Curriculum Map.

4.​There is general alignment of the selected unit’s standards, competencies, learning goals,
assessments, activities, resources and values in the sample Unit Curriculum Map.

5.​The sample Unit Curriculum Map addresses the various items of the PEAC Certification
Assessment Instrument sections on Curriculum, Assessment and Instruction.

PART II. DESIGN OF SAMPLE GRADE 8 UNIT LEARNING PLAN
6.​The Unit Content and Performance Standards are stated and align with the corresponding
Unit Curriculum Map.

7.​The learning plan has clearly marked sections for Explore, Firm Up, Deepen and Transfer.

8.​The unit learning objectives, learning targets, success criteria and look fors are stated and
spread in the different sections.

9.​The Explore section states an engaging Essential Question.

10.​Students’ initial ideas about the Essential Question are elicited through a map of
conceptual change and later on revisited and compared.

11.​The Firm Up section shows Acquisition activities with procedures for students to follow.
The Acquisition activities use varied learner-centered and research-based strategies. A
sample Table of Blended Learning Activities is given for teaching Acquisition
competencies in various modalities (i.e., in person, online, and modular).

12.​The Deepen section shows Making Meaning activities using the strategies of either
sentence choice or direct instruction with procedures for students to follow. A sample
Table of Blended Learning Activities is attached for teaching Make Meaning competencies

20. with Claim-Evidence-Reasoning and direct instruction in various modalities (i.e., in
person, online, and modular).
13.​Sample assessments for detecting students’ misconceptions and corresponding
interventions are spread out in the different sections. .

14.​The Transfer section shows the Performance Task.

15.​The Performance Task is aligned with the Unit Performance Standard.

16.​The Performance Task is in GRASPS format.

17.​A sample output of the Performance Task is described with corresponding templates and
step-by-step guides.

18.​Activities for scaffolding using the strategy of direct instruction for students’
accomplishment of the Performance Task are provided. A sample Table of Blended
Learning Activities is attached for Transfer competencies using direct instruction in
various modalities (i.e., in person, online, and modular).

19.​A rubric and self-check guide for the Performance Task are provided. These assess the
students’ skills in the transfer of learning as indicated by the unit’s transfer goal.

20.​The unit learning plan shows a coherent flow and development from one section to
another.