Science 8 Q3.pdf

PROTOTYPE AND CONTEXTUALIZED
DAILY LESSON PLANS
IN GRADE 8 SCIENCE

Quarter III

ii

DEVELOPMENT TEAM – SORSOGON DIVISION
Grade 8 – Science (Quarter 3)
WRITERS:
1. Jeanylyn S. Antonio
2. Maritess A. Baluyot
3. Rose Anne T. Caballera
4. Marcia D. Cielo
5. Ma. Jeane F. Escurel
6. Maria Sheila F. Fajardo
7. Mary Ann J. Lacra
8. Ronald M. Lomerio
9. Gina A. Galoso
10. Edwin C. Valin
QUALITY ASSURANCE TEAM/CONTENT REVIEWERS/VALIDATORS :
1. Judith N. Añonuevo
2. Dolores E. Endraca
3. Maria Sheila F. Fajardo
4. Ronald M. Lomerio
5. Mary Ann J. Lacra
6. Michelle H. Guadamor – EPS-1 (Science)/ Team Head

DEMO TEACHERS:
1. Carla C. Pavia
2. Jeanylyn S. Antonio
3. Maritess A. Baluyot
4. Marcia D. Cielo
5. Julieta D. Embile
6. Ma. Alona F. Escander
7. Ma. Jeane F. Escurel
8. Marina Julie P. Eva
9. Maria Sheila F. Fajardo
10. Esmeralda A. Hugo
11. Mary Ann J. Lacra
12. Ronald M. Lomerio
13. Gina A. Galoso
14. Rio Salve G. Magdaraog
15. Hazel C. Pacheco
16. Edwin C. Valin

OBSERVER/VALIDATOR :
1. Francisco R. Alim Jr.
2. Maria Elena E. Escolano
ILLUSTRATORS:
1. Mary Ann J. Lacra
2. Edwin C. Valin
3. Rose Ann T. Caballera
4. Maria Sheila F. Fajardo

LAYOUT ARTIST:
Roman G. Jebulan

iii

iv

TABLE OF CONTENTS

Grade 8 – Science
Quarter 3 (Chemistry)

LC 1. Explain the properties of solids, liquids, and gases
based on the particle nature of matter;
1
Lesson 1. Particle Nature of Matter: Matter vs. Non-matter 2
Activity 1.1. Which is matter, which is not?
Lesson 2: Particle Nature of Matter: What Matter is Made
Of
16
Activity 2.1. What is matter made of?
Lesson 3: Particle Nature of Matter: Particle Arrangement
of Solids, Liquids and Gases
26
Activity 3.1. Making Models (for Average Learners)
Sample Assessment 36
LC 2. Explain physical changes in terms of the arrangement
and motion of atoms and molecules.
38
Lesson 1: Atoms and Molecules (Physical Change) 39
Activity 1.1. Let’s Get Physical I! (for average
learners)

Activity 1.2. Let’s Get Physical II! (for advance
learners)

Lesson 2: Atoms and Molecules (Physical Processes) 49
Activity 2.1. Give Me Some Space and Move On!
Lesson 3: Arrangement of Atoms and Molecules (Physical
Processes)
60
Activity 3.1. Show Me! (Advance Learners)
Activity 3.2. Draw Me! (Average learners)
Lesson 4: The Particle Nature of Matter: Water Cycle 69
Activity 4.1. Water Cycle-Cycle (Advance Learners)
Activity 4.2. Water Cycle-Cycle (Average Learners)
Sample Assessment 78
LC 3. Determine the number of protons, neutrons and
electrons in a particular atom.
82
Lesson 1: Atomic Structure: Development of the Atomic
Theory
83
Activity 1.1. Learning Station (Advance Learners)

v

Activity 1.2. Puzzle Map (Average Learners)
Lesson 2: Atomic Structure: Dalton’s Atomic Theory

99
Lesson 3: Atomic Structure: Dalton’s Model vs Thomson’s
Model
111
Lesson 4: Atomic Structure 122
Activity 4.1. What’s in a Number?
Lesson 5: Atomic Structure: Rutherford’s Atomic Model 130
Activity 5.1. “Hit Me Darling”
Activity 5.2. Gold Foil
Lesson 6: Atomic Structure: Cathode Ray and
Radioactivity
140
Sample Assessment 148
LC 4. Trace the development of the periodic table from
observations based on similarities in properties of
elements
153
Lesson 1. Development of the Periodic Table 155
Activity 1.1. Tracking the Path and
Constructing the Periodic
Table

Lesson 2. Timeline of the Development of the Periodic
Table
167
Lesson 3. Similarity of Properties within Groups/Groups
and Periods
171
Lesson 4. Groups in the Periodic Table and their
Properties/ Periodic Law
214
Sample Assessment 226
LC 5: Use the periodic table to predict the chemical
behavior of an element.
230
Lesson 1: Periodic Table of Elements: Properties of
Eelemnts/ Metals and Nonmetals
231
Activity 1.1. What Am I?
Lesson 2: : Periodic Table of Elements: Metallic and
Nonmetallic Properties and Trends
238
Activity 2.1. Metallic and Nonmetallic
Periodic Trends.

Lesson 3: Periodic Table of Elements: Constructing a
Periodic Table
245
Activity 3.1. Trends in Periodic
Properties of Metals and
Nonmetals

vi

Lesson 4: Reactivity of metals in acid solution/ trends in
chemical reactivity.
251
Activity 4.1: Metal… Metal: How reactive are you?
Sample Assessment 262

1

UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Content
Content
Standard
Performance
Standard
Learning
Competency
Code
The Particle
Nature of
Matter

1.1
Elements,
Compounds,
and Mixtures

1.2 Atoms
and
Molecules

The learners
demonstrate
understanding
of:
the particle
nature of
matter as
basis for
explaining
properties,
physical
changes, and
structure of
substances
and mixtures
The learners
shall be able
to:
present how
water behaves
in its different
states within
the water
cycle

The learner
should be able to:

Explain the
properties of
solids, liquids and
gases based on
the particle nature
of matter
S8MT-
IIIa-b-8

Learning
Competency/
Code:
1. Explain the properties of solids, liquids and gases
based on the particle nature of matter

S8MT-IIIa-b-8
Unpacked
Learning
Competency:
(Objectives) Time Frame
1. Distinguish matter from non-matter
2. Define operationally what matter is
2 meetings
3. Describe what matter is made of
4. Cite evidences that matter is made
up of tiny particles;
2 meetings
5. Prepare models showing particles
of solids, liquids, and gases using
recyclable materials found within
the locality;
6. Compare particle arrangement of
solids, liquids and gases;
7. Explain the properties of solids,
liquids, and gases based on the
particle nature of matter
3 meetings
8. Sample Assessment 1 meeting

2

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (2 Meetings) Quarter 3rd

I. OBJECTIVES
A. Content
Standard
The learners demonstrate understanding of…

the particle nature of matter as basis for explaining
properties, physical changes, and structure of
substances and mixtures

B. Performance
Standard
The learners should be able to…

present how water behaves in its different states within
the water cycle

C. Learning
Competencie
s/ Objectives
(Write the LC
code
for each)
LC: The learners should be able to…

1. explain the properties of solids, liquids, and gases
based on the particle nature of
matter; S8MT-IIIcd-9

Objectives:
1. Distinguish matter from non-matter;
2. Define operationally what is matter;

II. CONTENT The Particle Nature of Matter: Matter vs Nonmatter
III. LEARNING
RESOURCES

A. References
 Teacher’s
Guide pages
pp. 117 – 121
 Learner’s
Materials
pages
pp. 171 – 173
 Textbook
pages

 Additional
Materials from
Learning
Resource (LR)
portal

B. Other
Learning
Resources

3

IV-PROCEDURE A B
A. Elicit

FOUR PICS 1 WORD

Steve Patterson, The Rubik's
Cube Solves Any Paradox,
Jan.24,2016, http://steve-
patterson.com/wp-
content/uploads/2016/01/Rubiks_
cube_by_keqs.jpg
Rodrigo Ledesma Aguilar,
"Scientists discover a new state
of matter for water", Dec. 22,
2016,
https://www.google.com/amp/s/ph
ys.org/news/2016-12-scientists-
state.amp
Ed Murrieta, Old-School Pot
Practices Dying, April 30, 2018,
http://potappetit.com/old-school-
pot-practices-dying/
Brian E. Denton, Coriolanus and
the Stone, Nov. 15, 2017,
https://medium.com/@BrianEDen
ton/coriolanus-and-the-stone-
595500b69cca

Q1: What do the pictures
represent?
Answer: MATTER

Q2: What does each picture
represent in MATTER?
Answer:
Stone – Solid
Rubik’s cube – Solid
Smoke – Gas
Water - Liquid

Post sample set of
pictures showing the 3
phases of matter (solid,
liquid and gas).

(Ask the students what
the picture represents.)
Q1: What do the pictures
represent?

Answer: MATTER

GAS
LIQUID
SOLID

4

B. Engage

•Prepare 8 meta cards that
contain written examples of
matter and non-matter.
•Let the students identify the
given examples by showing
them each meta card if it is
matter or non- matter.
•Students will thumbs up(),
if the given example in the
meta card is matter and
thumbs down (), if the
given example is non-
matter.

Words written on the meta
cards:
Air
memory
Pencil
Clothes
love
Sugar
Microwaves
information

•Prepare 8 meta cards
that contain written
examples of matter and
non-matter.
•Let students identify the
given examples by
showing them each meta
card if it is matter or non-
matter.
• Students will thumbs
up(), if the given
example in the meta
card is matter and
thumbs down (), if the
given example is non-
matter.

Words written on the
meta cards:
Air
memory
Pencil
Clothes
love
Sugar
Microwaves
information

C. Explore

 Post and let the learners
read the lesson objectives.

 Divide the class into 5 or 6
groups depending on class
size.

 Assign leader secretary,
and reporter for each
group

 Distribute activity sheets

 Tell students to read and
follow the procedure
carefully

 Perform Activity 1, “Which
is matter, which is not?”
(please refer to the
attached activity sheet)
 Post and let the
learners read the
lesson objectives.
 By group. (Divide the
class into 5 or 6
groups)
 Explain the procedure
to the class.
 Demonstrate to the
class how to use the
weighing scale.
 Explain how they are
going to be graded.
 Let the students
perform the Activity 1
entitled “Which is
matter, which is
not?”

Safety Precautions:
o Danger of handling

5

 Teacher will roam around
to monitor the students
while performing the
activity.

Safety Precautions:
o Danger of handling
glass wares.
o Weighing scale
must be set up
properly to ensure
accuracy of
measured mass.
glass wares.
o Weighing scale must
be set up properly to
ensure accuracy of
measured mass.

D. Explain

Each group presents their
work in front of the class.

The teacher processes the
groups’ output presentation.

Let students find and
identify examples of matter
and non-matter in the
puzzle. (10 pts.)
(Please refer to the
attached activity sheet)

ANSWER:

MATTER-
Stone, shirt, shirts, table,
bat

NON-MATTER-
Light, thunder feelings,
heat, dreams

H C T J B F E
T L I G H T E Y
O D F W R A E G
N T R I G B L A
E L X E B L I N
M S J K A E N V
U H E A T M G T
X I G L I H S A
C R K E V T C L
H T H U N D E R
K S A F T Y F K
L W D R A I B H
Each group presents
their work in front of the
class.

The teacher processes
the groups’ output
presentation.

Prepare 6 strips of paper
with the following words
written on it:

rainbow, sound, Wi-Fi,
computer, blood, soy
sauce

Prepare the table below
and post it on the board
(or via ICT)

MATTER
NON-
MATTER

Let 6 volunteer students
identify each word
whether it is matter or
non-matter.
(Ask each student to
explain why they classify
it as matter or non-
matter.)
QUESTION: Define
matter based from the

6

QUESTION:
 Define matter based
from the activity.
ANSWER: (Students may
have varied answers, some
are….)
 Examples of matter
are those which can
be touched, seen
and hold while non-
matter are not
 Matter has mass/
weight while non-
matter has no mass/
weight

(Teacher will give the
conceptual definition of
matter after the students
give their own definition)
ANSWER:
 Matter has mass and
occupies space while
non-matter does not.
activity.
ANSWER: (Students
may have varied
answers, some are….)
 Examples of matter
are those which can
be touched, seen and
hold while non-matter
are not
 matter has weight
while non-matter has
no weight

(Teacher will give the
conceptual definition of
matter after the students
give their own definition)

ANSWER:
Matter has mass and
occupies space while
non-matter does not.
Let the students add
examples on each
column.

E. Elaborate

Q1. Why do you classify it
as matter and non- matter?
Q2. Give more examples of
matter and non- matter in a
creative way (diagram,
poem, song, drawing)
Q3. What is the importance
of studying matter in your
daily lives?

What is the importance
of studying matter in
your daily lives?

F. Extend

Choose any TV
advertisement then identify
examples of matter and
non-matter.

The teacher will provide
selected videos of TV
advertisements that will
be shown to the
students. (shampoo,
food chain, and soap tv
advertisements)

Then let them identify
examples of matter and
non-matter from videos
shown.

7

G. Evaluate

1. Refer to the given items
below and complete the
diagram:

1. fog
2. snow
3. sunlight
4. energy
5. sun
Matter Non- matter

ANSWER:

Matter Non-matter

Fog sunlight
Snow energy
sun

2. Do you think all the things
around us, even the things
that we cannot see are
matter? Explain your
answer.

RUBRICS:
3
Answered “Yes’
explained that matter
has mass and
occupy space.
2
Answered “Yes’
explained that matter
has mass only or
occupy space only.
1
Answered “No” or
has incorrect
explanation.

1. Refer to the given
items below and
complete the diagram:

1. apple
2. time
3. a person
4. a fingernail
5. gravity

Matter Non-matter

ANSWER:

Matter Non-matter

apple time
a person gravity
fingernail

2. What is the difference
between matter and non-
matter? (Include the
word mass and volume
in your answer)

IV. REMARKS
V. REFLECTION

8

VI. OTHERS
A. No. of learners who
earned 80% on the
formative assessment

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 it work?

F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

9

Activity 1 - Which is matter, which is not?

Objectives:

After performing this activity, you should be able to:

1. describe common properties of matter;
2. distinguish matter from non-matter; and
3. develop the skill of measuring mass.

Materials Needed:

1 teaspoon sugar in a plastic cup or small beaker
½ cup tap water
1 piece, stone or small rock
1 piece, ball (basketball, volleyball, or small beach ball)
3 pieces of leaves (from any plant or tree)
5 small wide-mouthed bottles or cups or 150-mL or 200-mL beakers
1 platform balance or weighing scale
1 small air pump

Procedure:

1. Among the materials displayed in front of you, which do you think is
classified as matter? Put a check (√) under the appropriate column in
Table 1. You may make a table similar to the one below. With your group
mates, discuss the reason to explain your answer for each sample. Write
your answer in the last column.

2. Measure the mass of each sample of matter using a balance or a weighing
scale and record the mass for each sample.

Table 1. Identifying which is matter

10

3. If your group cannot agree on a common answer, you may put a
check mark under “not sure” and write all the reasons given by the
members of your group.

GUIDE QUESTIONS:

Q1. What similarities do you observe among the first five given samples?
Write these common characteristics.

Q2. Does each sample have a measurable mass? Prove your answer by
demonstrating how you measure the mass of each sample. Record the
mass you got for each sample.

Q3. Do you think that each sample occupies space? Write the reason(s) for
your answer.

Q4. How about smoke? Does it have mass? Does it occupy space? Explain
your answer.

Q5. Do you think that heat and light have mass? Do they occupy space?
Explain your answer.

11

(Explain part activity sheet)

Direction: Identify and encircle examples of matter and non-matter in the
puzzle. (10 pts.)

S H C T J B F E
T L I G H T E Y
O D F W R A E G
N T R I G B L A
E L X E B L I N
M S J K A E N V
U H E A T M G T
X I G L I H S A
C R K E V T C L
H T H U N D E R
K S A F T Y F K
L W D R A I B H

Q1. Explain why you classify it as matter or non-matter.
Q2. List down more examples of matter and non-matter.

12

13

GAS
SOLID
LIQUID
GAS

14

Answers to Questions

Table 1. Identifying which is matter

Answers to Questions

Q1. The mass of the first 6 samples (sugar granules, water, stone,
air inside ball, leaves, smoke) can be measured.
Q2. The mass of heat and light cannot be measured.
Q3. Not all of the samples occupy space.
Q4. If collected in a container and covered afterwards, it will be
observed that smoke occupies space and its mass can be
obtained.
Q5. No, heat and light do not have mass. They do not occupy
space because these are not matter. Heat is energy in transit
and light is a form of energy.

15

Remedial Activity
MATTER AND NON -MATTER

READ:
 Matter has mass and occupies space while non-matter does not.
 All matter has mass and volume. There are other properties of matter
such as hardness, texture, color, flexibility, malleability, and electrical
conductivity which vary from one sample to another.
 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.
 Examples:

MATTER NON-MATTER
Sugar Energy
Water Electromagnetic waves
Stone Light
Smoke Heat
Fog Rainbow
Air Sound
Leaves Wi-Fi

CHECK YOUR UNDERSTANDING:

For numbers 1-9, identify whether the following words are matter or
non-matter.

1. an apple
2. a person
3. gravity
4. snow
5. Love
6. time
7. A fingernail
8. The sun
9. sunlight

For number 10, answer the question below.
10. What is the difference between matter and non-matter?
(Include the word mass and volume in your answer.)

16

LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (2 Meetings) Quarter 3rd

I. OBJECTIVES
A. Content
Standard
The learners demonstrate understanding of…

the particle nature of matter as basis for explaining
properties, physical changes, and structure of
substances and mixtures

B. Performance
Standard
The learners should be able to…

present how water behaves in its different states within
the water cycle

C. Learning
Competencies/
Objectives
(Write the LC
code for each)
LC: The learners should be able to…

1. explain the properties of solids, liquids, and gases
based on the particle nature of
Matter (S8MT-IIIcd-9)

Objectives:
1. Describe what matter is made of;
2. Cite evidences that matter is made up of tiny
particles;

II. CONTENT The Particle Nature of Matter: What Matter is Made of
III. LEARNING
RESOURCES

A. References
 Teacher’s
Guide
pages
pp. 121-122
 Learner’s
Materials
pages
pp. 174-177
 Textbook
pages

 Additional
Materials
from
Learning
Resource
(LR) portal

17

B. Other
Learning
Resources

IV. PROCEDURE A B
A. Elicit

• Recall

Guide Questions:

 What is the
difference between
matter and non-
matter?
 Give some
examples of matter
and non-matter.

• Show a piece of chalk to
the class then divide it into
4 smaller pieces.

Guide Question:

 If I am going to
continuously divide
this chalk into
smaller pieces,
what do you think
will happen?

(Let the students give
their predictions and let
them justify their
predictions)

• Recall

Guide Questions:

 What is the
difference between
matter and non-
matter?
 Give some
examples of matter
and non-matter.

•Show a piece of paper to
the class.

Guide Question:

 Into how many
small pieces can
we divide this
paper?

(Let the students explain
their answer)

B. Engage

Divide the class into 6
groups.

Activity:

Show to the class this set-
up.

1.) a glass, half-filled
with water.

2.) a glass, half-filled
with stones

3.) an inflated balloon
Divide the class into 6
groups.

Activity:

Show to the class this set-
up.

1.) a glass, half-filled
with water.

2.) a glass, half-filled
with stones

3.) an inflated balloon

18

Guide Questions:

1. What are the similarities
and differences on the set-
up in terms of the phases
of matter?

2. Draw the particles of
(a.) water inside the glass,
(b.) stones inside the
glass, (c.) air inside the
balloon.

3. Let each group post
their output on the wall.

4. Ask the students to
explain their output.

Guide Questions:

1. What are the similarities
and differences on the set-
up in terms of the phases
of matter?

2. Draw the particles of
(a.) water inside the glass,
(b.) stones inside the
glass,
(c.) air inside the balloon.

3. Let each group post
their output on the wall.

4. See the similarities and
differences on the
students’ output.

C. Explore Divide the class into 6
groups.

The teacher divides the
procedure of the activity
“What is matter made of?”
into two sets.

Set A:
Procedure 1-5(Groups 1-
3)
Set B:
Procedure 6-8(Groups 4-
6)

•The teacher explains how
they are going to be
graded.

(Present the rubrics to the
class)

Precautionary
measures:
Clean all glassware &
containers very well since
you will be tasting the
mixture.
Divide the class into 6
groups.

The teacher explains the
procedure of the activity
“What is matter made of?”

The teacher divides the
questions among the
groups.

Question 1-2 will be
answered by Groups 1&2

Question 3-5 will be
answered by Groups 3&4

Question 6-8 will be
answered by Groups 5&6

•The teacher explains how
they are going to be
graded.

(Present the rubrics to the
class)

•Let the students perform

19

•Let the students perform
the activity, What is
matter made of?

the activity, What is
matter made of?
D. Explain

The teacher asks each
group to present their
output and discuss the
result.

The teacher asks the
students to assess the
similarities and differences
on the result and answers
on the questions given.

If there are some
misconceptions on the
concepts, the teacher
guides the students to
correct their own
misconceptions.

1. The teacher shows to
the class a jar filled with
marbles.

Teacher: Imagine this jar
as one kind of matter and
the marbles inside are its
atoms.

Guide Question:
 Describe the
arrangement of
atoms inside the
matter.
(Students’ answers may
vary)
2. The teacher will show to
the class a cup of sand.

Teacher: Imagine that this
sand is an atom of another
matter.

Guide Question:
 Since this matter
(jar) is filled with its
The teacher asks each
group to present their
output and discuss the
result.

The teacher asks the
students to assess the
similarities and differences
on the result and answers
on the questions given.

If there are some
misconceptions on the
concepts, the teacher
guides the students to
correct their own
misconceptions.

1. The teacher shows to
the class a jar filled with
marbles.

 Describe the
arrangement of
marbles inside the
jar.

2. The teacher shows to
the class a cup of sand.

 Do you think this
sand can still fill in
the jar filled with
marbles?

3. The teacher shows to
the class a cup of water.

 Do you think this
water can still fill in
the jar filled with
marbles and sand?

Teacher: For instance, the

20

atoms; can we still
fill in another kind
of atom coming
from another
matter? Why or
why not?

(Students’ answers may
vary)

Teacher: The teacher
requests one student to
pour the sand into the jar
filled with marbles.

Guide Question:
 What have you
observed?

3. The teacher shows to
the class a cup of water.

Teacher: Imagine that this
water is an atom of
another matter.

Guide Question:
 Since this matter (jar)
is filled with atoms; do
you think a third kind
of atom can still fill in?

(Students’ answers may
vary)

Teacher: The teacher
requests one student to
pour the water into the jar.

Guide Question:
 What have you
observed?
 Why do you think
other atoms can fill
in to the other
matter?
 Justify your answer.

marbles, sand and water
are all atoms of different
kinds of matter

Guide Question:

 Why do you think
other atoms can fill
in to other matter?

(Students’ answers may
vary)

21

E. Elaborate

Give situations showing
evidences that atoms are
made of tiny particles and
has spaces between
particles then explain.

Explain why the following
situations show evidences
that atoms are made of
tiny particles and has
spaces between particles?
 Adding milk powder
into a glass of
water
 Dissolving rock salt
into a glass of
water
 pouring milk to a
glass of halo-halo
 pouring soda in a
glass full of ice
cubes
 mixing soy sauce
and vinegar
F. Evaluate

Through a drawing,
illustrate what composes
matter. Your illustration
must answer the question
what is matter made of?
Put labels or an
explanation below the
drawing.
(15 pts)

Through a drawing,
illustrate what composes
matter. Your illustration
must answer the question
what is matter made of?
Put labels or an
explanation below the
drawing.
(15 pts)

G. Extend

A- Enrichment Activity
(Video Presentation)
Power of Positivity, "The Jar of Life”, June 27, 2017,
https://m.facebook.com/story.php?story_fbid=1015461
9923437371&id=107787352370

Criteria 5pts 3pts 1 pt

Content
Label/
explanation is
complete and
clear.
Label/
explanation is
incomplete.
Label/
explanation
is
not clear.

Cleanliness

Very clean Clean Not clean
at all

Relevance
of the
drawing
The drawing
shows what
matter is
made of.
The drawing
shows only a
part of what
matter is made
of.
The
drawing
does not
show what
matter is
made of.

22

B- Assignment
Bring any available recyclable materials found in your
home which can be used in making particle models of
matter (e.g plastic balls, bottles, beads, buttons, tie
wire, barbeque sticks, plastic straw….)

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment

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 it
work?

F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?

G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

23

Rubrics for the Activity:

Criteria 5 pts 3 pts 1 pt
Quality of
Answers
All questions
were
answered
correctly and
clearly.
One question was
not answered
correctly and
clearly.
All questions were
not answered
correctly and
clearly.
Creativity of the
output
Greater
creativity was
shown in the
drawing.
Little creativity
was shown in the
drawing.
The drawing lacks
creativity.
Cooperation of
group members
All members
are
cooperating in
the activity.
1-3 members are
not cooperating in
the activity.
4 or more
members are not
cooperating in the
activity.

24

Activity 2 - What is matter made of?

Objectives:

After performing this activity, you should be able to:

1. infer from given situations or observable events what matter is made
of; and
2. explain how these observed situations or events give evidence that
matter is made up of tiny particles.

Materials Needed:

½ cup refined sugar
1 cup distilled or clean tap water
1 piece, 100-mL graduated cylinder
1 measuring cup (1 cup capacity)
1-piece transparent bottle (can hold one cup of water) or 250-mL
beaker
food coloring (blue, green, or red)
1 dropper
1 stirrer (plastic coffee stirrer or stirring rod)

Procedure:
1. Using a clean and dry graduated cylinder, pour sugar until the 20
mL mark of the graduated cylinder.

2. Transfer the measured sugar into a 250-mL beaker or transparent
bottle.

3. Measure 50 mL of distilled or clean tap water using graduated
cylinder.

4. Add the 50-mL water to the sugar and mix thoroughly until all the
sugar dissolves. Taste the resulting solution. (CAUTION: Do not
taste anything in the laboratory unless specifically told to do so by
your teacher)

Q1. What is the taste of the resulting mixture?

Q2. Think about sugar and water as made up of tiny particles. With your
group mates, discuss and give your reason(s) for the observations you
made in Q1. You may draw illustrations to further explain your reason(s).

5. Transfer the sugar mixture into a graduated cylinder.

25

Q3. What is the volume of the sugar and water mixture?

Q4. Is the volume of the resulting sugar mixture equal, more than or
less than the sum (20 mL sugar + 50 mL water) of the volumes of
the unmixed sugar and water?

Q5. Think about sugar and water as made up of tiny particles. With your
group mates, discuss and give your reason(s) for the observations
you made in Q3. You may draw illustrations to further explain your
reason(s).

6. Pour one cup of tap water into a transparent glass bottle.

7. Add one small drop of food coloring slowly along the side of the
transparent bottle.

Q6. Describe what you observe after adding the food coloring.

8. Set aside the bottle with food coloring in a locker or corner of your
room without disturbing the setup. Describe the appearance of the
contents of the bottle after one day. Compare it with the
appearance when you left the bottle the previous day.

Q7. What happens to the food coloring dropped in the bottle containing
water? Write all your observations in your notebook.

Q8. Think about food coloring and water as made up of particles. With
your group mates, discuss and give your reason(s) for the
observations you made in Q6. You may draw illustrations to further
explain your reason(s).

26

LESSON PLAN IN SCIENCE 8
School

Grade Level Grade 8
Teacher

Learning Area SCIENCE
Time & Date (3 Meetings) Quarter 3rd

I. OBJECTIVES
A. Content
Standard
The learners demonstrate understanding of…

the particle nature of matter as basis for explaining
properties, physical changes, and structure of
substances and mixtures

B. Performance
Standard
The learners should be able to…

present how water behaves in its different states
within the water cycle

C. Learning
Competencies/
Objectives
(Write the LC
code
for each)
LC: The learners should be able to…

1. explain the properties of solids, liquids, and gases
based on the particle nature of
matter; S8MT-IIIcd-9

Objectives:
1. Prepare models showing particles of solids, liquids,
and gases using recyclable materials found within the
locality.
2. Compare particle arrangement of solids, liquids
and gases;
3. Explain the properties of solids, liquids, and gases
based on the particle nature of
matter.

II. CONTENT

The Particle Nature of Matter: Particle
Arrangement of Solids, Liquids and Gases
III. LEARNING
RESOURCES

A. References
 Teacher’s Guide pages pp. 122-124
 Learner’s Materials pages pp. 178 - 181
 Textbook pages
 Additional Materials from
Learning Resource (LR)
portal

B. Other Learning Resources

27

IV. PROCEDURE A B

A. Elicit

*Recall previous
discussion.

Q1: What is matter
made of?
Q2: What is the reason
why after combining
water and sugar the
volume decreased?

ANSWER:
1.Matter is made up of
tiny particles.
2.The combined volume
is less than the sum of
sugar plus water. This
shows that water is
made up of tiny particles
with spaces between
them. The sugar
particles are able to fit
into these spaces
because the sugar
particles that dissolved
in water are very small.
These could not even be
observed with the
unaided eye.
*Recall previous
discussion.

Q: What is matter made
of?
Q: What is the reason why
after combining water and
sugar the volume
decreased?

ANSWER:
1.Matter is made up of tiny
particles.
2.The combined volume is
less than the sum of sugar
plus water. This shows
that water is made up of
tiny particles with spaces
between them. The sugar
particles are able to fit into
these spaces because the
sugar particles that
dissolved in water are very
small. These could not
even be observed with the
unaided eye.
B. Engage

*Show 3 plastic bottles
to the class.

bottle A = filled with
marbles
bottle B = filled with
water
bottle C = filled with
smoke

Ask students to compare
the contents of three
bottles in terms of:

a. volume and shape
b. compressibility
c. particle arrangement

ANSWER:

bottle A :
*Show 3 plastic bottles to
the class.

bottle A = filled marbles
bottle B = filled with water
bottle C = filled with
smoke

Ask students to compare
the contents of three
bottles in terms of:
a. volume and shape
b. compressibility
c. particle arrangement

ANSWER:

bottle A :
a. definite volume and
shape
b. cannot be compressed

28

a. definite volume and
shape
b. cannot be
compressed
c. particles are closely
attached

bottle B:
a. definite volume but no
definite shape
b. cannot be
compressed
c. the particles are
closer to one another
compared to solid

bottle C:
a. no definite volume
and no definite shape
b. can be compressed
c. distance between
particles is large
c. particles are closely
attached

bottle B:
a. definite volume but no
definite shape
b. cannot be compressed
c. the particles are closer
to one another compared
to solid

bottle C:
a. no definite volume and
no definite shape
b. can be compressed
c. distance between
particles is large

C. Explore

Divide the class into four
groups.

Ask them to create
models showing
particles of solids,
liquids, and gases using
recyclable materials
found within the locality.

Note:
They will make their
own strategy/techniques
on how to create their own
models.

Present to them the
criteria in giving grades
for each group output.

(Refer to the attached
criteria)

Divide the class into four
groups.

Given the following
materials create a particle
model of matter using:
permanent marker pen
ruler or tape measure
pair of scissors
cutter
juice drink straw/
barbeque stick
hot melt glue or super
glue
masking tape
nails
100 pcs plastic bottle
caps
(Note: plastic caps color
must be similar for each
state of matter)
35 pcs.- red
35 pcs. – yellow
30 pcs. - blue

29

Present to them the
criteria in giving grades for
each group output. (Refer
to the attached procedure
and criteria)
D. Explain

Presentation of outputs
for each group.
Using the models, they
have created; students
will explain the
difference between the 3
states of matter in terms
of the following
properties:

1.volume
2. shape
3. mass
4. distance between
particles
5. compressibility
6. movements of
particles
7. attraction between
particles
Presentation of outputs for
each group.
Using the models they
have created; students will
explain the difference
between the 3 states of
matter in terms of the
following properties:

1.volume
2. shape
3. mass
4. distance between
particles
5. compressibility
6. movements of particles
7. attraction between
particles
E. Elaborate

•Why is it that when you
spray perfume inside
your classroom, almost
all of your classmate can
smell the odor?

Using 1 sample of
matter (bottle C)
presented during the
start of the lesson
teacher will further
explain the properties of
gases based on the
particle nature of matter
by pulling the illustration
hidden from bottle C
sample showing the
particle arrangement of
gas.

•Why is it that a pitcher of
orange juice flow smoothly
when you transfer it to
another container?

•Do you think it has
something to do with the
particle arrangement of
liquid orange juice?
Support your answer.

Using 1 sample of matter
(bottle B) presented during
the start of the lesson
teacher will further explain
the properties of gases
based on the particle
nature of matter by pulling
the illustration hidden from
bottle B sample showing
the particle arrangement
of gas

30

F. Evaluate

A- Draw and compare
the particle arrangement
model of the 3 states of
matter.
1. Gas
2. Liquid
3. Solid

B- Choose from the
given properties of
matter below that
explains the following
situation. Write the letter
of the correct answer in
the space provided for.

1. An inflated balloon
pricked with a piece of
tire wire and slowly
reducing its size. _b__
2. When you sit down in
a rubber chair, you
noticed that the shape of
the chair changes; and
when you stand up it
return to its original
shape. _e__
3. Breaking a chalk is
easier than breaking a
nail. _f_
4. Transferring a bottle
of oil to a plastic bag.
_d_
5.

a. It is not compressible
b. Its particles move at
random motion quickly
c. It has fixed shape and
volume
d. It assumes the shape
of the container
e. It is easy to compress
f. It has the greatest
attraction between
particles

A- Draw and compare the
particle arrangement
model of the 3 states of
matter.
1. Gas
2. Liquid
3. Solid

B- Choose from the given
properties of matter below
that explains the following
situation. Write the letter
of the correct answer in
the space provided for.

1. An inflated balloon
pricked with a piece of tire
wire and slowly reducing
its size. _b__
2. When you sit down in a
rubber chair, you noticed
that the shape of the chair
changes; and when you
stand up it return to its
original shape. _e__
3. Breaking a chalk is
easier than breaking a
nail. _f_
4. Transferring a bottle of
oil to a plastic bag. _d_
5.

a. It is not compressible
b. Its particles move at
random motion quickly
c. It has fixed shape and
volume
d. It assumes the shape of
the container
e. It is easy to compress
f. It has the greatest
attraction between
particles

G. Extend

Why is it that a chef in a
restaurant already
When you are in the living
room at home, why is it

31

knows the taste of the
dishes he is preparing
through its smell?
that you can smell the
pork adobo that your
mother is cooking?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment

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 it work?

F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?

G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

32

Rubrics for the activity (Advance Learner)

Criteria

4 3 2 1
Details and
Information
Has included
at
least 5
properties of
each of the
three states
of matter
Has included
at
least 4
properties of
each of the
three states
of matter

Has included
at
least 3
properties of
each of the
three states
of matter

Has included
at
least 2
properties of
each of the
three states
of matter

Method of
presentation
Presentation
is
easy to
understand
and
unique
Presentation
is
unique but
not
organized
Presentation
is
not unique
but
organized
Presentation
is
not unique
and
not
organized
Techniques/
Creativity
Well-
prepared
with a variety
of
materials
used
to create a
powerful
model
about the
particle
nature of
matter
Well-
prepared
but limited
materials
used to
create an
interesting
model about
the particle
nature of
matter

Variety of
materials
used
to create an
adequate
model
moderately
suitable
about the
particle
nature of
matter
Limited
materials
used to
create
a model
which
minimally
appeals to or
is
not suitable
about the
particle
nature of
matter

33

Rubrics for the activity (Average Learner)

Criteria 4 3 2 1
Details and
Information
Has included
at
least 5
properties of
each of the
three states
of matter
Has included
at
least 4
properties of
each of the
three states
of matter

Has included
at
least 3
properties of
each of the
three states
of matter

Has included
at
least 2
properties of
each of the
three states
of matter

Method of
presentation
Presentation
is
easy to
understand
and
unique
Presentation
is
unique but
not
organized
Presentation
is
not unique
but
organized
Presentation
is
not unique
and
not
organized
Techniques/
Creativity
Creates a
powerful
model
about the
particle
nature of
matter
Creates an
interesting
model about
the particle
nature of
matter

Creates an
adequate
model
moderately
suitable
about the
particle
nature of
matter
Creates a
model which
minimally
appeals to or
is
not suitable
about the
particle
nature of
matter

34

Procedure of the activity (Average Learner)

ACTIVITY – Making models

Objectives:
At the end of the activity, you should be able to:
 construct particle model of solid, liquid and gas using recyclable
materials

Materials Needed:
permanent marker pen
ruler or tape measure
pair of scissors
cutter
juice drink straw (hard)/barbeque stick
hot melt glue or super glue
masking tape
100 pcs plastic bottle caps (Note: plastic caps color must be similar for
each state of matter)
nails

Safety Precautions:
Danger of injury from the pair of scissors and cutter.
Danger of eye or skin injury from glue

Procedure:

A – Solid Particle Model

1. Prepare plastic caps with same color.
2. Plug in the glue gun.
3. Start to glue one cap to another cap by putting small amount of hot glue on
the center of each cap.
4. Continue to attach another cap until you create the desired shape of solid
particle arrangement.

B – Liquid Particle Model

1. Prepare another set of plastic caps with different color from solid model.
2. Measure and cut the plastic straw/stick at least 1 ½ inch long. The straw
will serve as connector of the particle model.
3. Light the candle and bring the nail near the flame .
4. When nail is already hot make a small hole in each side of the cap just
enough to fit in the straw/stick.
5. Continue to attach another cap until you create the desired shape of liquid
particle arrangement.

35

C – Gas Particle Model

1. Prepare another set of plastic caps with different color from
liquid model.
2. Measure and cut the plastic straw/stick at least 4 inches long.
The straw will serve as connector of the particle model.
3. Light the candle and bring the nail near the flame .
4. When nail is already hot make a small hole in each side of the
cap just enough to fit in the straw/stick.
5. Continue to attach another cap until you create the desired
shape of gas particle arrangement.

36

SAMPLE ASSESSMENT LC1 ( S8MT-IIIcd-9)

DIRECTIONS: Choose the letter of the best and correct answer.

1. The following are examples of matter EXCEPT
A. soil B. water C. air D. heat

2. According to John Dalton’s theory, matter is made up of
___________small discrete particles
A. medium sized particles
B. large sized particles
C. none of the above

3. A particular phase of matter has the following properties; definite mass,
shape and volume, incompressible and particles are closely packed. What
phase of matter is it?
A. solid B. liquid C. gas D. plasma

4. Substance A was found to have indefinite shape and volume, easy to
compress and particles are widely separated and fast moving. This is an
indication that substance A is a ___________
A. solid B. liquid C. gas D. plasma

5. An element Gold has a very close particle arrangement in which state of
matter?
A. solid B. liquid C. gas D. plasma

6. When you pour a bottle of water in a glass and it overflow it shows that
liquid cannot be
A. compressed C. boiled
B. changed in to any shape D. moved

7. While you are heading home, you smelled an aroma which smells like a
fish was being fried. You suddenly had a thought that you will be having a
fried fish for dinner, this is an evidence that gas particles are _________
A. very close to each other C. moving fast
B. far apart from each other D. slowly moving

8. Which of the following shows that particles are arranged in regular rows?
A. solids B. liquids C. gases D. all of these

9. The attractive forces between particles is weakest in _________
A. solids B. liquids C. gases D. all of these

37

10. Which of the following is not a characteristic property of matter?
A. Boiling point B. Volume C. Shape D. Weightless

11. It refers to the amount of matter in an object _______
A. Density B. Mass C. Matter D. Volume

12. Which of the following best describes movement of particles in a liquid?
A. completely unmoving C. more freely moving than a solid
B. less freely moving than a solid D. more freely moving than a gas

13. Kardo get a big balloon filled with air and transfer the air inside to a small
plastic bag. He noticed that air from the big balloon can fit in the small
plastic bag, why do you think so?
A. because gases can be expanded and can be compressed
B. because gases can be expanded but cannot be compressed
C. because gases can be compressed but cannot be expanded
D. because gases can be stretch

14. Particles with more energy move __________ than particles with less
energy
A. slower and farther apart C. faster and farther apart
B. faster and closer together D. slower and closer together

15. What determines a material's state of matter?
A. motion and strength of attraction between particles
B. how hard or soft a material is
C. strength of attraction only
D. motion of particles only

ANSWERS: (IMPORTANT! This must not be included in students’ copy)
1. D
2. D
3. A
4. C
5. A
6. A
7. C
8. A

9. C
10. D
11. B
12. C
13. A
14. C
15. A

38

UNPACKED LEARNING COMPETENCIES
SCIENCE 8

Content
Content
Standard
Performance
Standard
Learning
Competency
Code
The
Particle
Nature of
Matter

1.1
Elements,
Compoun
ds, and
Mixtures

1.2 Atoms
and
Molecules
The learners
demonstrate
understanding of:
the particle nature of
matter as basis for
explaining
properties, physical
changes, and
structure of
substances and
mixtures
The learners
shall be able
to:
present how
water behaves
in its different
states within
the water
cycle

The learner
should be able
to:

Explain
physical
changes in
terms of the
arrangement
and motion of
atoms and
molecules.
S8MT-
IIIc-d-9

Learning
Competency
/ Code:
2. Explain physical changes in terms of the
arrangement and motion of atoms and molecules;
S8MT-IIIc-d-9
Unpacked
Learning
Competency
(Objectives)
Time
Frame
1. Define physical changes.
2. Identify physical changes.
1
meeting
3. Enumerate the processes involve in physical
changes in terms of the arrangement and
motion of atoms and molecules.
4. Describe the processes involve in physical
changes in terms of the arrangement and
motion of atoms and molecules.
3
meetings

5. Illustrate the arrangement and motion of
atoms and molecules of matter as it undergo
physical change.
2
meetings
6. Present an output applying the concept of
physical changes on how water behaves in
its different states within the water cycle.
7. Appreciate the importance of knowing the
physical changes involve in water cycle.
3
meetings
8. Sample Assessment 1
meeting

39

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (1 Meeting) Quarter 3rd

I.OBJECTIVES
A. Content
Standard
The learners demonstrate understanding of the particle
nature of matter as basis for explaining properties,
physical changes, and structure of substances and
mixtures.
B. Performanc
e Standard
The learners should be able to present how water
behaves in its different states within the water cycle.
C. Learning
Competenci
es/
Objectives
(Write the
LC code for
each)
LC: Explain physical changes in terms of the
arrangement and motion of atoms and molecules.
(S8MT-IIIcd-9)
Objectives:
1. Define physical change.
2. Identify examples of physical changes around
them.
II. CONTENT ATOMS and MOLECULES (Physical Change)
III.LEARNING
RESOURCES

A. References
 Teacher’s
Guide
pages
126-129
 Learner’s
Materials
pages
182-189
 Textbook
pages

 Additional
Materials
from
Learning
Resource
(LR) portal
Changes in Matter, Teacher Resource Sheet 3, page 22,
Project BEAM, year 3.

B. Other
Learning
Resources
Chemistry, Teacher’s manual by Mapa and Fedelino, p.
232
The Physical Changes of Matter,
www.cpalms.org/Public/PreviewResourceLesson/Previe
w46489, visited January 30, 2019
Physical Change; Anne Marie Helmenstine, ph.D.;
www.thoughtco.com updated April 11, 2018, visited
January 30, 2019

40

IV.PROCEDURE A B
A. Elicit Ask the question:
 What determines the
identity of matter? (The
students should come
with an answer that
matter is determined by
its properties, e.g. color,
texture, mass, etc.)
 Does matter undergo
changes? (Yes.)
 What are examples
of changes that
matter undergo?
(physical change)
Show a tomato to the
class and call a student to
describe the tomato.
Q1. What property of
tomato was described?
(Color, size)
Q2. Does the color of
tomato give its identity?
(Yes)
Q3. What other property of
tomato could you identify?
(Shape)
Q4. Can you identify
matter through its
properties? (Yes)
B. Engage Some materials will be
made available to the class.
(Suggested materials:
stone, cotton, cardboard,
clay, scissors, alcohol, etc.)
1. By pair or in triads,
student will select a
material and should
be able to change it
physically.
2. Let some of the
students share to the
class the change that
their material
undergoes by
describing the
appearance of the
material before and
after the change.
1. By pair or in triads,
student should have a
piece of any paper and
instruct them to change
the paper physically.
2. Let some of the
students share to the
class the change that their
paper undergoes by
describing the appearance
of paper before and after
the change.
C. Explore Introduce the activity: “Let’s
Get Physical II”
Discuss precautionary
measures as students are
going to do set-ups on
heating and boiling. Remind
the class to observe
cleanliness while doing the
activity since they are going
to taste the sugar solution.
Procedure:
1. Dissolve 2 tsp of
sugar in a glass of
water. Observe and
Introduce the activity:
“Let’s Get Physical I”
1. You are given
several materials.
Observe its
properties. Write
your description in
column 2 of the
table below.
2. Break the chalk into
several pieces, and
crumple the
newspaper.
3. Leave the ice

41

taste the solution.
2. Tear a piece of tissue
paper into small
pieces. Observe the
edges of the torn
tissue paper.
3. Powder a piece of
chalk using a mortar
and pestle. Observe.
4. Put a small amount
of shredded candle
wax in a metal
spoon. Put it over a
lighted alcohol lamp
for 30 seconds.
Observe.
5. Put 20 ml of water in
a beaker and boil it
for 5 minutes.
Observe.
Data table:

unattended/un-
disturbed for 3
minutes. Write your
descriptions on
column 3 on the
table below.

Make sure that all
students are involved and
the materials (e.g.
scissors, crayons, water,
etc.) that will be used by
the students are made
available.

D. Explain Let each group present their
data and output to the class.
Q1. Where did the sugar
go? It is dissolved in water.
Did sugar retain its property
after dissolving it in water?
Let each group present
their data and output to
the class.
Discussion of answers to
guide questions.
Data table:

42

Support your answer. Yes,
the water with sugar tastes
sweet. The water becomes
light brown which is the
color of sugar.

Q2. Is there a change in
phase of the torn tissue
paper? No. Can you make
the tissue paper to be whole
again? How? Yes, by
recycling it.

Q3. What happened to the
particles of chalk? It
becomes smaller. How will
you classify its phase? It is
still a solid.

Q4. What happened to the
candle wax after applying
heat on it? It melted. Is
there a change in phase?
Yes. How are you going to
classify the phase of the
candle wax after heating?
From solid it becomes
liquid.

Q5. What did you observe
as water boils? Bubbles are
formed as it boils and steam
is formed. Did water
undergo change in phase?
Yes. What phase change
did it undergo? From liquid
it becomes gas as shown by
the bubbles and steam
(water vapor) that escaped
from the water.

Q6. What kind of change
did sugar, tissue, chalk,
candle wax and water
undergo? Physical change.
Is it reversible? Some of the
change can be reversed.

Q7. Define physical change
in your own words.
Answers to Guide
Questions:
Q1. What do you notice
about the length of the
chalk? It becomes shorter
than its original length.
Can you transform it to its
original length? How?
Yes, by molding it again.
Q2. Can you still read the
words printed on the
newspaper after crumpling
it? Yes. Can you
smoothen it again? How?
Yes, by ironing it.
Q3. What happened to ice
after leaving it for a
while/for some time? It
melted. Can you return it
to being solid again?
How? Yes, by putting it in
the refrigerator.
Q4. What kind of change
happen on the materials?
Physical change. Is the
change reversible? Yes.
Q5. Define physical
change in your own
words. (Answers may vary
but they should come up
with an answer that
physical change is a
process that alters only
the physical (extrinsic)
property of matter.

43

(Answers may vary but they
should come up with an
answer that physical
change is a process that
alters only the physical
(extrinsic) property of
matter.
E. Elaborate What happens to the particles of chalk, paper and ice
when they undergo physical change? What is physical
change?

Emphasize that:
 Physical change is a process that matter
undergoes wherein no new substance is formed.
The size, shape and other physical properties
may be altered but no chemical reaction occurs.

 When a substance undergoes physical change,
the composition of its molecules remains the
same and the substance does not lose its
chemical identity. Physical change is usually
reversible. In a reverse process, the original
substance can be obtained. Melting, evaporating,
and freezing are examples of physical change.
For example, water is a liquid that freezes to form
the solid ice, then ice can be exposed to air and
be melted again to water. Physical change
includes any change in the shape and size of a
substance. For example cutting, grinding,
crushing, dissolving, and crumpling produce
physical changes in matter.

F. Evaluate 1. Arrange the given words and form a sentence that
define physical change.
(for advance)
change no process new
physical a is substance
wherein formed is reaction
(for average)
change no process new
physical a is substance
wherein formed is
2. Given are examples of physical processes.
Identify which is a physical change. Show a
thumbs-up sign if it is a physical change and a
thumbs-down sign if it is not.
1. Wounds heal 6. water boils
2. Meat is cooked 7. clay is molded
into pots

44

3. Water freezes 8. metal rusts
4. Chocolate melts 9. leaves decay
5. Glass breaks 10. firecracker
explodes

G. Extend

Let the students do a simple
research activity on
observing and recording
physical changes that
matter undergo. For
example, a collected
rainwater may be observed
for 3 days and let the
students record its volume
before and after. A change
observed must be
supported with data.
Let the students cite
different physical changes
around them, at home and
in the school
V.REMARKS
VI.REFLECTION
VII.OTHERS
A. No. of learners who
earned 80% on the
formative assessment

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 it work?

F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

45

Activity: Let’s Get Physical I! (for average learners)
Objective: Define physical change.
Materials:
Piece of chalk, newspaper, ice cubes
Procedure:
1. You are given several materials. Observe its properties. Write your
description in column 2 of the table below.
2. Break the chalk into several pieces, and crumple the newspaper.
3. Leave the ice unattended/undisturbed for 3 minutes. Write your
descriptions on column 3 on the table below.

REMINDER: Do not play around while doing this part.
Data Table:
MATERIALS OBSERVABLE PROPERTIES
Before the change After the change
1. Chalk
2. Newspaper
3. Ice

Guide Questions:
Q1. What do you notice about the length of the chalk? Can you transform it to
its original length? How?
Q2. Can you still read the words printed on the newspaper? Can you
smoothen it again? How?
Q3. What happened to ice after leaving it for a while/for some time? Can you
return it to being solid again? How?
Q4. What kind of change happen on the materials? Is the change reversible?
Q5. Define physical change in your own words.

46

Let’s Get Physical II! (for advance learners)
Objective: Define physical change.

Materials:
sugar granules, water, tissue paper, powdered chalk, mortar and pestle,
shredded candle wax, 2 metal spoons, alcohol lamp with denatured alcohol,
transparent drinking glass(for dissolving sugar) and beaker(for boiling water).
Procedure:
1. Dissolve 2 tsp of sugar in a glass of water. Observe and taste the
solution. (Make sure that the glass and metal spoon are clean as you
perform this part).
2. Tear a piece of tissue paper into small pieces. Observe the edges of
the torn tissue paper.
3. Powder a piece of chalk using a mortar and pestle. Observe.
4. Put a small amount of shredded candle wax in a metal spoon. Put it
over a lighted alcohol lamp for 30 seconds. Observe.
5. Put 20 mL of water in a beaker and boil it for 5 minutes. Observe.
6. Record your observations on the table below.
Data table:
MATERIALS Observable Properties
Before the Change After the Change
1. Sugar
2. Tissue paper
3. Chalk
4. Candle wax
5. Water

PRECAUTIONARY MEASURES:
1. Wear goggles, gloves and safety apron in performing this
activity in a well ventilated area.
2. Do not play around while doing procedure No.4 and 5.
3. Be careful in extinguishing fire after the activity.
Guide Questions:
Q1. Where did the sugar go? Did sugar retain its property after dissolving it in
water? Support your answer.
Q2. Is there a change in phase on the torn tissue paper? Can the tissue paper
be made whole again? How?
Q3. What happened to the particles of chalk? How will you classify its phase?
Q4. What happened to the candle wax after applying heat on it? Is there a
change in phase? How are you going to classify the phase of the candle wax
after heating?
Q5. What did you observe as water boils? Did water undergo change in
phase? Why?
Q6. What kind of change did sugar, tissue, chalk, candle wax and water
undergo? Is it reversible?
Q7. Define physical change in your own words

47

EVALUATION KEY:

1. Physical change is a process wherein no new substance is formed.

2.

Data table for Let’s Get Physical II

48

Data table for Let’s Get Physical I

49

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (3 Meetings) Quarter 3rd

I.OBJECTIVES
A. Content
Standard
The learners demonstrate understanding of the
particle nature of matter as basis for explaining
properties, physical changes, and structure of
substances and mixtures.
B. Performance
Standard
The learners should be able to present how water
behaves in its different states within the water cycle.
C. Learning
Competencies/
Objectives
(Write the LC
code
for each)
LC: Explain physical changes in terms of the
arrangement and motion of atoms and molecules.
(S8MT-IIIcd-9)

Objectives:

1. Enumerate the processes involved in physical
changes in terms of the arrangement and
motion of atoms and molecules.

2. Describe the processes involve in physical
changes in terms of the arrangement and
motion of atoms and molecules.

II. CONTENT ATOMS and MOLECULES (Physical Processes)
III.LEARNING
RESOURCES

A. References
 Teacher’s Guide
pages
125-129
 Learner’s
Materials pages
182-189
 Textbook pages
 Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

IV.PROCEDURE A B
A. Elicit How do the particles of solid, liquid and gas differ in
terms of its arrangement and movement?
B. Engage Spray a perfume in the class. Ask the students the
following.
What happened to the molecules of perfume as it
gets out of the container?

50

Answers of the students may vary, some of the
possible answers are:
•The molecules of the perfume combined with the
molecules of the air.
•The liquid perfume becomes gas.
•The molecules of perfume spread in the entire room.
C. Explore Activity: “Give Me Some Space and Move On!”

(In average learners, the teacher may demonstrate
Part D. Sublimation and Deposition and guide the
students during the observation phase in order to
process correctly the answers to the guide questions.
D. Explain Let the students present their output to the class.

PART A. Evaporation
Q1. Draw the arrangement of particles of acetone
before and after it undergo physical change.
Q2. Describe the motion of the particles of acetone
before and after it undergo physical change. At first
the motion of the particles of acetone is slow, then
the motion becomes fast.
Q3.What do you call the process wherein the
substance changes from liquid to gas? Evaporation.
PART B. CONDENSATION
Q1. What happens to water as it boils? As the water
boils, bubbles are formed and water vapor
evaporates.
Q2. Where did some of the particles of water go?
Some of the particles of water in the form of vapor
and steam go upward and is trapped into the lid of
the beaker.
Q3. What do you see in the lid of the beaker?
Droplets of water are seen in the lid of the container.

Q4. Draw the arrangement of particles of water
before and after cooling.

Before the change

After the change

Before the change

After the change

51

Q5. Describe the arrangement of the particles
of water before and after cooling. The particles
of water moved closer to each other and
become more orderly after cooling.
Q6.Describe the motion of the particles of
water before and after cooling. Before cooling,
the motion of the particles is fast, after cooling
it becomes slow.
Q7. What do you call the process wherein a
substance changes from gas to liquid?
Condensation.
PART C. MELTING
Q1. Does ice undergo physical change? Yes.
Q2. Draw the arrangement of particles of ice
before and after it undergo physical change.
Before the change

After the change

Q3. Describe the motion of the particles of ice
before and after it undergo physical change.
The particles of ice vibrate in their position
before the change, after the change, the
particles collide and move away from each
other.
Q4. What do you call the process wherein a
substance changes from solid to liquid?
Melting.
(You may end session 1 at this point.)
PART D. SUBLIMATION and DEPOSITION
Q1. Do you still see the particles of mothballs
in the watch glass after heating it? Not
anymore. What happened to the particles of
mothballs? It evaporated. Is it still in the watch
glass? No. Why? It becomes vapor and moved
upward.
Q2. Draw the particles of mothballs before and
after heating.
Before the change

After the change

52

Q3. What happens to the motion of the
particles of mothballs before and after
heating? The particles moved away from each
other.
Q4. What do you call the process wherein a
substance changes directly from solid to gas
without passing into the liquid state?
Sublimation.
Q5. Did you observe visible particles inside the
funnel after heating the mothballs for 1
minute? No. After heating the mothball for 3
minutes? Yes.
Q6. Why are particles of mothballs not visible
to the eyes as they pass through the
perforated paper? Because it is in gas phase.
Q7. After the set-up has cooled, what particles
are found in the funnel? Mothball.
Q8. Draw the arrangement of particles of
mothball after heating it for two minutes and
after it has cooled down.

Before the change After the change

Q9. Describe the motion of the particles of
mothball after they cooled down. The mothball
particles moved slower and closer to each
other.
Q10. What do you call the process wherein a
substance changes from gas to solid?
Deposition
PART E. SOLIDIFICATION
Q1. What happened to the melted ice candy
after 30 min? It becomes solid.
Q2. Draw the particles of ice candy before and
after the physical change.
Before the change

After the change

53

Q3. Describe the motion of the particles of ice
candy before and after the physical change. At
first the motion of the particles is fast then it
becomes slow.
Q4. What do you call the process wherein a
substance changes from liquid to solid?
Solidification.
(The teacher may end session 2 at this point.)
E. Elaborate The teacher should emphasize that sublimation is a
direct transformation in phase of a substance from
solid to gas and deposition is a direct transformation
in phase of a substance from gas to solid.

The teacher should explain further that mothball
sublime at room temperature, but because the
temperature applied (heat from alcohol lamp) is
higher than room temperature, the mothball may
liquefy during the sublimation process.
F. Extend What are the other materials that sublime?
(Air freshener or deodorizer, dry ice (solid carbon
dioxide and solid iodine are possible answers.)
G. Evaluate

Enumerate and describe what happens to atoms and
molecules of matter as it undergo physical change in
terms of their motion and arrangement by completing
the table below:

For advance learners:

Process of
Physical
Change
Chang
e
(from…
to…)
Final
Phase
Arrang
ement
of
particle
s
(ordere
d/disor
dered)
Motion
of
particle
s (very
high,
high,
low,
very
low

54

For average learners:

Process of
Physical
Change
Change
(from__
_to__)
Final
Phase
Arrang
ement
of
particle
s
(ordere
d/disor
dered)
Motion
of
particle
s (very
high,
high,
low,
very
low
Liquid
to gas

Condensation Quite
disorde
red

Melting high
Sublimation
Gas to
solid

Solidification solid

KEY:
Process of
Physical
Change
Change
(from__
to__)
Final
Phase
Arrang
ement
of
particle
s
(ordere
d/disor
dered/v
ery
disorde
red)
Motio
n of
particl
es
(very
high,
high,
low,
very
low
Evaporation Liquid
to gas
gas Very
disorde
red
high
Condensation Gas to
liquid
liquid disorde
red
low
Melting Solid to
liquid
liquid disorde
red
low
Sublimation Solid to
gas
gas Very
disorde
red
high
Deposition Gas to
solid
solid ordered Very
low

55

Solidification Liquid
to solid
solid ordered Very
low

V. REMARKS

VI.REFLECTION

VII.OTHERS
A. No. of learners who
earned 80% on the
formative assessment

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 it work?

F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized material/s did I
use/ discover which I
wish to share with other
teachers?

56

Activity: Give Me Some Space and Move On!
Objectives: Infer how atoms and molecules of matter behave as it undergo
change.
Materials:
A. Acetone or denatured alcohol Petri dish or similar container
Dropper
B. 50 mL beaker Watch glass (as lid of beaker)
Alcohol lamp with denatured alcohol tripod and wire gauze
C. Ice cubes
D. Powdered mothball Alcohol lamp
Tripod and wire gauze Funnel
Perforated paper Cotton

Note: A perforated paper is a piece of paper with small holes that will
serve as passage for camphor vapors.

E. Melted ice candy Plastic container (gravy container)
Ice cubes 100 g Table salt
Ice cream container/Styrofoam box or similar container

Procedure:
PART A. Evaporation
1. Put 5 drops of acetone or denatured alcohol in a petri dish. Observe
Record the time for it to become dry.

Q1. Draw the arrangement of particles of acetone before and after it
undergo physical change.
Q2. Describe the motion of the particles of acetone before and after it
undergo physical change.
Q3.What do you call the process wherein the substance changes from
liquid to gas?

PRECAUTIONARY MEASURES:
4. Wear goggles, gloves and safety apron in performing this
activity in a well ventilated area.
5. Follow the procedures carefully. You are about to use flammable
materials.
6. Do not play around while heating/boiling substances.

PART B. CONDENSATION
1. Measure 20 mL of water in a beaker. Cover it with a watch glass and
boil it for 2 minutes.

Q1. What happens to water as it boils?

57

Q2. Where did some of the particles of water go?

2. Remove the boiled water from heat and let it cool without removing the
lid. Observe.

Q3. What do you see in the lid of the beaker?
Q4. Draw the arrangement of particles of water before and after
cooling.
Q5. Describe the arrangement of the particles of water before and after
cooling.
Q6. What process of physical change is observed before and after
cooling?
Q7. What do you call the process wherein a substance changes from
gas to liquid?

PART C. MELTING
3. Leave an ice undisturbed in a container. Observe changes on the ice
after 2 minutes.
Q1. Does ice undergo physical change? Describe.
Q2. Draw the arrangement of particles of ice before and after it
undergo physical change.
Q3. Describe the motion of the particles of ice before and after it
undergo physical change.
Q4. What do you call the process wherein a substance changes from
solid to liquid?

REMINDER: Do not play around while doing this part of activity.

(End of session 1)

58

PART D. SUBLIMATION and DEPOS ITION
1. Put a powdered mothball (camphor) in a watch glass covered with a
funnel. Put the perforated paper in between the funnel and the
container containing powdered mothball. (See the figure below).

Sublimation set-up

2. Apply heat and observe changes after 2 minutes.
Q1. Do you still see the particles of mothball in the watch glass after
heating it? What happened to the particles of mothball? Is it still in the
watch glass? Why?
Q2. Draw the particles of mothball before and after heating.
Q3. What happens to the particles of mothballs before and after
heating?
Q4. What do you call the process wherein a substance changes
directly from solid to gas without passing into the liquid state?
Q5. Did you observe visible particles inside the funnel after heating the
mothball for 1 minute? After heating the mothball for 2 minutes?
Q6. Why are particles of mothball not visible to the eyes as it passes
through the perforated paper?
Q7. After the set-up has cooled, what particles are found in the funnel?
Q8. Draw the arrangement of particles of mothball after heating it for
two minutes and after it has cooled down.
Cotton plug

Inverted funnel

Perforated paper

Petri dish (with
powdered
mothballs)

Wire gauze
Tripod
Alcohol lamp

59

Q9. Describe the motion of the particles of mothball after it has cooled
down.
Q10. What do you call the process wherein a substance changes from
gas to solid?

PART E. SOLIDIFICATION
1. Put the melted ice candy in a plastic container (salad or gelatin
container, gravy container in fast foods)
2. Prepare a mixture of crushed ice and salt. Put it in a 1.5 L empty ice
cream container.
3. Put the melted ice candy at the center of the ice cream container.
Make sure that the crushed ice and salt mixture completely covers
it.
Note: It’s much better if it is put inside a styrofoam box.
Q1. What happened to the melted ice candy after 30 min?
Q2. Draw the particles of ice candy before and after it undergo physical
change.
Q3. Describe the motion of the particles of ice candy before and after it
undergo physical change.
Q4. What do you call the process wherein a substance changes from
liquid to solid?

(End of session 2)

60

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (2 Meetings) Quarter 3
rd

I.OBJECTIVES
A. Content
Standard
The learners demonstrate understanding of the
particle nature of matter as basis for explaining
properties, physical changes, and structure of
substances and mixtures.
B. Performance
Standard
The learners should be able to present how water
behaves in its different states within the water cycle.
C. Learning
Competencie
s/ Objectives
(Write the LC
code
for each)
LC: Explain physical changes in terms of the
arrangement and motion of atoms and molecules.
(S8MT-IIIcd-9)

Objectives:
1. Illustrate the arrangement and motion of
atoms and molecules of matter as it undergo
physical change.
2. Appreciate the benefits of knowing the
processes of physical change that matter
undergo.
II. CONTENT ARRANGEMENT OF ATOMS and MOLECULES
(Physical Processes)
III.LEARNING
RESOURCES

A. References
 Teacher’s Guide pages 125-129
 Learner’s Materials
pages
182-189
 Textbook pages
 Additional Materials
from Learning Resource
(LR) portal
Changes that Matter Undergo; Module 15;
pp. 4-6; Science project EASE
B. Other Learning
Resources
https://www.fs.fed.us/biology/nsaec/assets/physical_proc
esses_cc_v5.pdf; visited February 6, 2019
IV.PROCEDURE A B
A. Elicit Recall the six
processes of physical
change in the previous
activity. Describe
briefly each process
Complete the concept map
below.

61

B. Engage Ask the students:
What happens to the particles of matter as it change
from solid to liquid, liquid to gas or gas to solid?
C. Explore Let the students
illustrate the
arrangement and
motion of particles of
matter as it undergo
phase changes. The
students may present
this through role play,
poster and other
similar activities.

Note: Groupings and
role assignment
(if applicable) should
be done a week before
the presentation to
ensure that all students
will have their task
accomplished on time.

(You may end session
1 at this point)
Present the activity for the
day.
The materials needed like,
bond paper, pencil and
coloring materials should
be announced a day before
the activity to ensure that
all students will have their
task accomplished on time.

(You may end session 1 at
this point)
D. Explain A. Let the students present their output to the
class.
B. Based from your presentation/outputs, when
will the molecules or atoms of matter:
 increase in space between them?
 decrease in space between them?
 increase its speed of motion?
 decrease its speed of motion?
E. Elaborate Question: What is added to the system that causes a
solid to become a liquid? What is removed from the
system that causes the liquid to become a solid?
(heat energy)
Emphasize that …
 Raising the temperature or adding heat
provides kinetic energy to the particles that
makes the particles of matter overcome the
attraction between them. This happens when
the solid becomes liquid, liquid becomes gas
and solid becomes gas.
 Lowering the temperature or removing heat
causes the particles to be attracted to each
other and so they move closer to each other.
This time the kinetic energy is also lowered.

62

This happens when the gas becomes liquid or
solid and liquid becomes solid.
Example: Melting and freezing are reverse
processes. Melting is the change of solid to liquid. In
this process, the system absorbs heat energy that
makes the particles disorderly and therefore
considered as ENDOTHERMIC PROCESS.
Freezing/Solidification is the change from liquid to
solid. In this process, the system releases heat
energy and therefore considered as EXOTHERMIC
PROCESS. These changes are influenced by raising
or lowering the temperature.

Diagram:

What are the other endothermic and exothermic
processes in the diagram above?
F. Extend The following situations
are physical processes
that are the
result/evidences of
climate change.
Describe each process
and evaluate its impact
in your community.
1. Melting of ice
glaciers.
2. Increased
evaporation/
great loss of soil
moisture (El
Niño)
3. Increased
condensation
(La Niña)
Increased condensation
(La Niña) is a physical
process as a result of
climate change. Describe
the process involved in the
occurrence of La Niña and
evaluate its impact in your
community.
G. Evaluate

Journal writing:
A. Narrate one
lifetime
experience
wherein atoms
and molecules
are involved in
By pair:
Give an example of a
physical change. Identify
the processes that the
change undergo and
describe the arrangement
and motion of atoms and
molecules for each

63

physical
processes
thereby
undergoing
physical
change.
B. How is the
knowledge in
physical
processes
beneficial to you
as a student?
process.

V.REMARKS
VI.REFLECTION
VII.OTHERS
A. No. of learners who
earned 80% on the
formative assessment

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 it work?

F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized material/s did
I use/discover which I
wish to share with
other teachers?

64

ACTIVITY: Show Me! (Advance Learners)

Objective: Illustrate the particles of matter as it undergo physical change
through a role play, a poster or other similar activities.

Materials: May vary for each group of students.
Procedure:
1. Illustrate the arrangement and motion of particles of matter as it
undergo phase changes.
2. Be ready to present this through a role play, a poster or other similar
activities.

RUBRIC FOR SCORING:

CRITERIA POINTS
5 3 1
Presentation Presents
correctly the
whole
description of the
process
Presents
correctly some of
the description of
the process
Presents
incorrectly the
description of the
process
Originality and
creativity
The presentation
shows the
creative skill of
students.
The presentation
slightly shows
the creative skill
of students.
The presentation
does not show
the creative skill
of students.
Essential
features
All required
information and
additional ideas
are included
All required
information are
included
Few required
information are
included

65

Activity: Draw Me! (Average learners)
Objective: Illustrate the particles of matter as it undergo physical change.
Materials:
Coloring materials, bond paper, pencil
Procedure:
1. Choose a partner.
2. Give an example of a phase change for each physical process.
Illustrate the arrangement of molecules from the original phase to its
final phase.
MELTING Example:
SOLID LIQUID

SUBLIMATION Example:
SOLID GAS

EVAPORATION Example:
LIQUID GAS

SOLIDIFICATION Example:
LIQUID SOLID

DEPOSITION Example:
GAS SOLID

CONDENSATION Example:
GAS LIQUID

66

KEY:

Activity: Draw Me! (average learners)

MELTING Example:
SOLID LIQUID

SUBLIMATION Example:
SOLID GAS

EVAPORATION Example:
LIQUID GAS

SOLIDIFICATION Example:
LIQUID SOLID

67

DEPOSITION Example:
GAS SOLID

CONDENSATION Example:
GAS LIQUID

FIGURES/ILLUSTRATIONS:

Elicit

68

Elaborate

69

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (3 Meetings) Quarter THIRD

I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
The particle nature of matter as basis for
explaining properties, physical changes,
and structure of substances and mixtures.
B. Performance
Standard
The learners should be able to…
Present how water behaves in its different
states within the water cycle.
C. Learning
Competencies/Obje
ctives
(Write the LC code
for each)
LC:
Explain physical changes in terms of the
arrangement and motion of atoms and
molecules.
S8MT-IIIc-d-9

Objectives:
1. Present an output applying the
concept of physical changes on how
water behaves in its different states
within the water cycle.
2. Appreciate the importance of
knowing the physical changes
involve in water cycle. (3 days)

II. CONTENT The Particle Nature of Matter: Water Cycle
III.LEARNING
RESOURCES

A. References
 Teacher’s Guide
pages
126-127
 Learner’s Materials
pages
171-190
 Textbook pages

 Additional Materials
from Learning
Resource (LR)
portal

B. Other Learning
Resources

70

IV.PROCEDURE A B
A. Elicit Name the six ways the
phase (state) of matter
changes.

Identify the phase change
that occurs in each
number indicated in the
illustration

Show the picture and ask
the following questions:
1. Which material
undergoes phase
change/s?
2. How does the material
undergo phase change?

B. Engage Divide the class into 4.
Each group will be asked
to simulate the following
situations using only their
fingers :
Group 1. Drizzle
Group 2. Rain
Group 3. Hard Rain
Group 4. Snow

From the given activity,
ask the following
questions:
1. How do the given
situations formed?
2. How important are they
in our daily living?

Show the picture of the
water cycle, and let
students identify the
different processes
involved.

C. Explore  Group students into 2.
 The first group will
serve as participants
while the second group
will serve as the
observer.
 Distribute the activity
sheets
 Let student perform
Activity 1. (see
attached Activity
Sheets)

 Group students into 2.
 Distribute the activity
sheets
 Let student perform
Activity 2.
(see attached Activity
Sheets)
D. Explain  Let the observer group
present their answers.
 Conduct a teacher-lead
discussion based on

71

 Conduct a teacher-
lead discussion based
on their output,
 Answer the guide
questions
 Process the student
answers
their output.
 Answer the guide
questions
 Process the student
answers

E. Elaborate Students will be divided
into 5 groups. Each group
will show the importance
of the concept of water
cycle by choosing one
strategy among the given
choices below. (Note: No
repetition of strategy per
group)
a. Song
b. Poem
c. Poster
d. Tigsik
e. Essay
f. Comic strips
Students will be divided into
4 groups. Each group will
show the importance of the
concept of water cycle by
choosing one strategy
among the given choices
below. (Note: No repetition
of strategy per group)
a. Song
b. Poem
c. Poster
d. Tigsik
e. Comic strips

F. Extend

Ask the student to present
their output per group and
answer the following
questions:
1. What are the
processes in water
cycle that was shown?
2. Cite the importance of
the water cycle from
the chosen ways?

Ask the student to present
their output per group and
answer the following
questions:
1. What are the processes
in water cycle that was
shown?
2. Cite the importance of
the water cycle from the
chosen ways?
G. Evaluate

 (Evaluation will be
based from the
student’s performance
throughout the
activity.)

 Construct a simulating
water cycle device out
of recycled materials.
This will be rated using
the attached Rubric
No.2
(this may be given as a
quarter output)

 (Evaluation will be
based from the
student’s performance
throughout the activity.)

 Construct a 3D diagram
simulating water cycle
out of the recycled
materials. This will be
rated using the attached
Rubric No.3
(this may be given as a
quarter output)

V. REMARKS
VI.REFLECTION

72

VII.OTHERS
A. No. of learners who earned
80% on the formative
assessment

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 it work?

F. What difficulties did I encounter
which my principal or
supervisor can help me solve?

G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?

73

Activity No. 1
WATER CYCLE-CYCLE

OBJECTIVE:
Perform a simulation on water cycle through a role play.

MATERIALS:
a. References
b. Cartolina
c. Pentel pen
d. Other available materials

PROCEDURES:

Participants
a. Brainstorm with your group mates about the behavior of water
during the phase change in water cycle.
b. Plan for a script. Every member should have a role to play.
c. Present your script.
d. Your performance will be evaluated using the following criteria –
presentation, relevance, creativity and originality.

Observer
1. Observe carefully the role play.
2. Answer the following guide questions based from the role play:
Q1. Identify the characters in the role play and describe each role.
Q2. What are the different processes involve in the water cycle that
was seen in the role play?
Q3. Cite examples of the processes.
Q4. Identify the relevance of the water cycle that was shown in the
role play.

74

Activity No. 2
WATER CYCLE-CYCLE

OBJECTIVE:
Perform a simulation on water cycle through a role play.

MATERIALS:
a. References
b. Cartolina
c. Pentel pen
d. Other available materials

PROCEDURES:

Participants
1. Brainstorm with your group mates about the behavior of water
during the phase change in water cycle.
2. Plan for a script. Every member should have a role to play.
3. Present your script.
4. Your performance will be evaluated using the following criteria –
presentation, relevance, creativity and originality.

GUIDE QUESTIONS:
Q1. Identify the characters in the role play and describe each role.
Q2. What are the different processes involve in the water cycle that
was seen in the role play?
Q3. Cite examples of the processes.
Q4. Identify the relevance of the water cycle that was shown in the role
play.

75

Rubric No. 1

Performance Task: ROLE PLAYING Topic: Water Cycle

Suggested Rubric to be used in rating:

Category 20 15 10 5
Presentatio
n
The role play
clearly
communicate
s the main
idea
The role play
communicate
s some of the
important
ideas.
The role play
indirectly
communicate
s the idea.
The role
play does
not
sufficiently
communicat
e any idea.
Creativity
and
Originality
All the terms
in the script
reflect an
exceptional
degree of
students’
ingenuity in
their creation.
Most of the
terms in the
script used in
the jingle
reflect
students’
ingenuity in
their creation.
The terms in
the script
were made by
the student
but were
copied from
the ideas of
others.
The terms in
the script
were not
made by the
student.
Accuracy
and
Relevance
of the
Content
The contents
of the role
play are
accurate and
related to the
topic.
Most of the
contents of
the role play
are accurate
and related to
the topic.
Some
contents in
the role play
are accurate
and related to
the topic.
The contents
of the role
play are
neither
accurate nor
related to the
topic.
Required
Elements
The role play
includes all
required
elements as
well as
additional
details
All required
elements are
included
Few required
elements are
included
Required
elements are
missing.

76

Rubric No. 1
Rubric for Water Cycle Project
Category 20 15 10 5
Key
Concepts
All major
concepts are
present,
complete, can
be understood
and
demonstrated
fully.
Major
concepts
identified
and
generally
understood.
Major
concepts
identified.
No major
concepts
seen
Explanatory
Details
Explanatory
details given
provide hint,
show deep
understanding
and are
relevant and
interesting.
Adequate
explanatory
details are
given which
demonstrate
general
understandin
g of water
cycle.
Some
details
given
which are
connected
to the
topic, but
order or
significanc
e are not
clear.
No or
irrelevant
contradictory
explanatory
details given,
showing
fundamental
misundersta
nding.
Presentation
Project shows
considerable
effort and
attention to
matters of
correctness,
detail,
audience
understanding
, and interest
in the topic.
Relevant
criteria have
been
considered to
show depth of
understanding
and
knowledge of
the audience
for the project
Project
shows solid
effort and
some
attention to
matters of
correctness
and detail.
Main area
unit of
organization
and clarity
are attended
to for
audience
understandin
g.
Project
shows
‘bare
bones’ or
confused
details.
Organizati
on is not
clear, and
so
understand
ing and
audience
interest are
sacrificed.
Project
doesn’t show
enough
effort or care
and a focus
to the
audience
understandin
g or interest.

77

Rubric No. 2

Rubric for 3D Water Cycle Simulating Diagram
Category 20 15 10 5
Key Concepts
All major
concepts are
complete,
accurate, can
be understood
fully in the
diagram
Major
concepts
identified and
generally
understood.
Major
concepts
identified.
No major
concepts
seen
Explanatory Details
Explanatory
details given
provide hint,
show deep
understanding
and are
relevant and
interesting.
Adequate
explanatory
details are
given which
demonstrate
general
understanding
of water cycle.
Some details
given which
are connected
to the topic,
but order or
significance
are not clear.
No or
irrelevant
contradictory
explanatory
details given,
showing
fundamental
misundersta
nding.
Presentation

Project shows
considerable
effort and
attention to
matters of
correctness,
detail,
audience
understanding
, and interest
in the topic.
Relevant
criteria have
been
considered to
show depth of
understanding
and
knowledge of
the audience
for the project
Project shows
solid effort and
some attention
to matters of
correctness
and detail.
Main area unit
of organization
and clarity are
attended to for
audience
understanding
.
Project shows
‘bare bones’
or confused
details.
Organization
is not clear,
and so
understanding
and audience
interest are
sacrificed.
Project
doesn’t show
enough
effort or care
and a focus
to the
audience
understandin
g or interest.

78

SAMPLE ASSESSMENT
1. All of the following are examples of physical change EXCEPT:
A. Glass breaks C. Wounds heal
B. Chocolate melts D. Water freezes

2. Water is heated on a stove until steam is given off. What phase change
is this?
A. Melting
B. Freezing
C. Vaporization
D. Condensation

For questions No. 3 to 5, refer to the diagram below. Identify the process
involved in the following:

3. Liquid to solid
4. Solid to gas
5. Gas to Liquid

6. A mothball becomes smaller after it was exposed for several days in
the air. What is the process called?
A. Condensation C. Solidification
B. Evaporation D. Sublimation

7. On a hot summer day, you decided to buy a gallon of ice cream and
you place it in a table for a while. Suddenly, you noticed that the upper
portions of the ice cream liquefy. What physical change is involved?
A. evaporation
B. condensation
C. freezing
D. melting

79

8. A bottle of acetone is left open at room temperature. Which of the
following shows the arrangement of particles of acetone before and
after it undergoes physical change?
A.

B.

C.

D.

9. Water is boiled. Then drops of water are seen on the lid of the
container after cooling. Describe the arrangement of the particles of
water before and after cooling.
A. The particles of water moved closer to each other and become
more orderly after cooling.
B. The particles of water moved farther from each other and
become disorderly after cooling.
C. The particles of water moved closer to each other and become
disorderly after cooling.
D. The particles of water moved farther to each other and become
more orderly after cooling.

10. Which of the following is a correct description of what happens to
the molecules of water when you place it in the freezer?
A. The molecules become far apart from each other.
B. The molecules become closer to each other.
C. The molecules become very far apart from each other.
D. The molecules move apart then moves closer to each other.
Before the change

After the change

Before the change

After the change

Before the change

After the change

Before the change

After the change

80

11. You've been playing really hard on a hot summer day. You have been
perspiring. When the perspiration disappears, your body feels cooler.
What part of the water cycle occurs when your perspiration
disappears?
A. Evaporation
B. Condensation
C. Precipitation
D. Run-off

12. After taking a shower, you noticed the presence of a fog in the mirror,
thus you can’t able to see your reflection. What has the water vapor
from your hot shower done to your bathroom mirror? What part of the
water cycle does this represent?
A. The water has evaporated on the mirror - evaporation.
B. The steam from your shower has precipitated on the mirror -
precipitation.
C. The water is running down the mirror - run-off.
D. The steam has cooled and condensed onto the mirror -
condensation.

13. You bought a soft drink at your favorite fast-food restaurant to get rid of
your thirst. You notice that the glass is "sweating". What part of the
water cycle is the "sweat" on the side of your soft drink glass an
example of?
A. Evaporation
B. Condensation
C. Precipitation
D. Run-off

14. You have a bad cold, so your mother decided to fill the vaporizer with
water, plugged it in, and a stream of steam filters into the air. In the
water cycle, what process is involved when steam vaporizes?
A. Evaporation
B. Condensation
C. Precipitation
D. Run-off

15. On a summer morning, drops of water have collected on the grass. It
has not rained for days. Where did the drops come from?
A. The sun warm and melted frozen water
B. blowing wind carried and dropped water
C. water vapor in the air cooled enough to turn into liquid water
D. water drops fell from the atmosphere

81

Answers Key:

1. C
2. C
3. Freezing
4. Sublimation
5. Condensation
6. D
7. D
8. A
9. A
10. B
11. B
12. D
13. B
14. A
15. C

82

UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Content
Content
Standard
Performance
Standard
Learning
Competency
Code
Atomic
Structure

2.1
Protons

2.2
Neutrons

2.3
Electrons

The learners
demonstrate
understanding
of:
the identity of
a substance
according to
its atomic
structure
The learners
shall be able
to:

The learner
should be able to:

Determine the
number of
protons, neutrons
and electrons in a
particular atom.
S8MT-IIIe-
f-10

Learning
Competency/
Code:
3. Determine the number of protons, neutrons and
electrons in a particular atom.
S8MT-IIIe-f-10
Unpacked
Learning
Competency:
(Objectives)
Time
Frame
1. Trace the development of atomic theory.
2. Name the early scientists involved in the
development of atomic theory.
1
meeting
3. Describe atom based on Dalton’s Concept
4. Explain Dalton’s Atomic Theory
1
meeting
5. Compare Dalton’s Atomic Model from J. J.
Thompson’s Raisin Bread Model;
1
meeting
6. Describe the electron, protons and neutron
of an atom.
7. Compute the number of protons, electrons
and neutrons in a particular atom and
8. Identify the atomic number and mass
number of a given element
2
meetings
9. Describe alpha-scattering particles
experiment.
10. Explain the existence of nucleus using
Rutherford’s alpha-particles.
11. Create Rutherford’s atomic model using
recyclable materials.
2
meetings
12. Explain the significance of the cathode ray
and radioactivity in the study of atom.
2
meetings
13. Sample Assessment 1
meeting

83

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (1 Meeting) Quarter THIRD

I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of
the identity of a substance according to its
atomic structure.

B. Performance
Standard
The learners should be able to trace the
development of the atomic theory through a
puzzle map/ learning station activity.

C. Learning
Competencies/
Objectives
(Write the LC code
for each)
LC: Determine the number of protons,
neutrons and electrons in a particular
atom. (S8MT-IIIe-f-10)

Objectives: 1. Trace the development of
atomic theory.

2. Name the early scientists
involved in the development of
atomic theory.

II.CONTENT Atomic Structure: Development of the
Atomic Theory

III.LEARNING
RESOURCES

A. References
 Teacher’s Guide
pages

 Learner’s Materials
pages

 Textbook pages Science and Technology III-Chemistry
textbook
pp.250-252

 Additional Materials
from Learning
Resource (LR)
portal

B. Other Learning
Resources

84

IV.PROCEDURE A B
A. Elicit Matter is said to be made
up of tiny particles. What
kind of particles are these?
Say something about these
particles.
What comes into your
mind when you hear the
word ‘atom’?
B. Engage What is atomic theory?
How did the atomic theory
evolve? Why do you think
early scientists studied on
the development of atom?
Are there people
behind the develop-
ment and discovery of
atom? Who are they?
Why do you think they
studied on the develop
-ment of atom?
C. Explore (The following tasks are
done one week prior to the
activity: groupings, brief
discussion on the diagram
to be prepared by each
group, tasking, which
includes the two
representatives per group
who will stay in their post
and will answer the
questions during the
learning station activity,
designated area for the
diagram of each group, and
the learning stations to be
visited by each group every
3 minutes).

Assign each group to put
the diagram in the
designated area inside the
classroom. Two
representatives from the
group will stay in the station
as posts.

Ask the rest of the members
per group to do rotational
learning station where
students
take down notes on the
development of atomic
theory and the names of
early scientists behind its
discovery. The group stays
for 3 minutes in one station
and proceed to the next
Group the class into five.
Provide each group with
a puzzle map. (The
teacher decides whether
he will provide each
group with an enlarged
copy of the puzzle map
or give each member of
the group a photocopy of
the template of the
puzzle map). Ask each
group to trace the
development of the
atomic theory and the
scientists involved in the
study through a puzzle
map.
Assign each member of
the group to take down
notes while tracing the
puzzle map
in order to answer all
the questions written
on the activity sheet.

Guide Questions:
1.Who are the Greek
philosophers? How did
they describe an atom?
Indicate the year his
idea was published.
2. How did John Dalton
describe an atom?
Indicate the year his
idea was published.
3. Who is the scientist
next to John Dalton?

85

station after the task.
The process is repeated
until all the stations have
been visited.
Remind the class to
observe task-on-time.

Guide Questions:
1.Who are the scientists in
Station No.1? How did they
describe an atom? Indicate
the year
their idea was
published.
2. Who is the scientist in
Station No.2? How did he
describe an atom? Indicate
the year
his idea was published.
3. Who is the scientist in
Station No.3? How did he
describe an atom? Indicate
the year
his idea was published.
4. Who is the scientist in
Station No.4? How did he
describe an atom? Indicate
the year
his idea was published.
5. Who is the scientist in
Station No.5? How did he
describe an atom? Indicate
the year
his idea was published.
6. Who is the scientist in
Station No.6? How did he
describe an atom? Indicate
the year
his idea was published.

(See Attachment No.1)
How did he describe an
atom? Indicate the year
his idea was published.
4.What is Thomson’s
complete name? What
did he say about atoms?
What year did he work
on his idea on atoms?
5.What is Ernest
Rutherford’s idea about
atoms? On what year
did he study on atoms?
6.What is Henry
Moseley’s idea on
atoms? Indicate the year
his idea was published.

(See Attachment No.2)

D. Explain Divide the class into five
groups. Ask each group to
make a timeline diagram on
the development of the
atomic theory.
Assign every group to
present their output to the
class giving emphasis on
the development of the
Divide the class into five
groups. Give each group
a timeline diagram with
incomplete data. (The
teacher decides whether
he will provide each
group with an enlarged
copy of the timeline
diagram or give each

86

atomic theory.

(See Attachment No.3)
member of the group a
photocopy of the
template of the timeline
diagram). Ask the group
to fill in
the missing information
on the timeline diagram
about the
development of the
atomic theory. Assign
each group to present
their output to the class
giving emphasis on the
development of the
atomic theory.

(See Attachment No.4)

E. Elaborate Q. Which among the atomic
theories are true today
about atom?
Cite evidence/s.

Q. Are the early Greek’s
concept of matter
correct? Why or why
not?
F. Extend Cite a field of agency/
company where the
development of atomic
theory made a significant
contribution. Elaborate how
the development of atomic
theory made a significant
contribution on this field.
Is the development of
atomic theory important
in the field of medicine?
nutrition? agriculture?
Why or why not?
G. Evaluate

(The groupings from the
previous activity applies in
this part of the lesson. The
materials for the flowchart
making are assigned a day
before the activity).
Instruct each group to
make a flowchart on the
development of the
atomic theory. Let them
write the year, the name of
the scientist/s, and his/their
description
about atoms.
Check students’ outputs.

(The groupings from the
previous activity applies
in this part of the lesson)
Give each group a set of
concept cards.
Ask them to arrange the
concept cards according
to the sequence of
events on the
development of the
atomic theory. Assign
each group to post the
sequenced cards on the
board and write the
name of the scientist/s
opposite of each card.
Let them draw an arrow
going down after every
card to make their output

87

appear like a flowchart.
Check students’ outputs.

(See Attachment No.5)
V. REMARKS

VI.REFLECTION

VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment

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
it work?

F. What difficulties did I
encounter which my principal or
supervisor can help me solve?

G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?

88

Activity Sheet (For Advance Learners)

LEARNING STATION

Note: The following tasks are done one week prior to the activity: groupings,
brief discussion on the diagram to be prepared by each group, tasking, which
includes the two representatives who will stay in their post and will answer the
questions (if there are) during the learning station activity, designated area for
the diagram of each group, and the learning stations to be visited by each
group every 5 minutes.

Objectives:
1.Trace the development of the atomic theory.
2.Name the early scientists involved in the development of atomic theory.

Materials: (used one week before the activity for the diagram making)
Cardboard/carton/illustration board, paste/stapler, scotch or double- sided
tape, pictures of scientists, data on the scientists’ idea on atoms, color pens/
pentel pen.

Procedure:
A. Prepare the Learning Area
1. Position the diagram in your designated area.
2. Assign two representatives to post your area. The posts or
representatives will also answer all questions about the scientist and
his/their idea about atom assigned to your group.
3. Leave your area as soon as your diagram is set. The posts stay in your
area.

B. Trace the Development of the Atomic Theory
1. Visit Learning Station No.1.
2. Write the name of the scientist, year, and their idea about atoms.
Leave the station after 5 minutes.
3. Visit Learning Station No.2.
4. Write the name of the scientist, year, and his idea about atoms.
Leave the station after 5 minutes.
5. Visit Learning Station No.3.
6. Write the name of the scientist, year, and his idea about atoms.
Leave the station after 5 minutes.
7. Visit Learning Station No.4.
8. Write the name of the scientist, year, and his idea about atoms.
Leave the station after 5 minutes.
9. Visit Learning Station No.5.
10. Write the name of the scientist, year, and his idea about atoms.
Leave the station after 5 minutes.
11. Visit Learning Station No.6.
12. Write the name of the scientist, year, and his idea about atoms.
Leave the station after 5 minutes.

89

(Note: The procedure is good for one group only. The assigned stations to be
visited by each
group is given prior to the activity).

Guide Questions
1. Who are the scientists in Station No.1? How did they describe an
atom? Indicate the year their idea was published.
2. Who is the scientist in Station No.2? How did he describe an atom?
Indicate the year his idea was published.
3. Who is the scientist in Station No.3? How did he describe an atom?
Indicate the year his idea was published.
4. Who is the scientist in Station No.4? How did he describe an atom?
Indicate the year his idea was published.
5. Who is the scientist in Station No.5? How did he describe an atom?
Indicate the year his idea was published.
6. Who is the scientist in Station No.6? How did he describe an atom?
Indicate the year his idea was published.

90

Activity Sheet-Average Learners
PUZZLE MAP

Note: The teacher should prepare the puzzle map a day before the activity.
He may choose to produce an enlarged copy (cartolina-size) of the puzzle
map or give each member of the group an individual photo copy of the
template.

Objectives:
1. Trace the development of the atomic theory.
2. Name the early scientists involved in the development of atomic theory.
Materials:
Ball pen, notebook
Procedure:
1. Get the puzzle map from your teacher.
2. Find the orange arrow in the map. This is where you’re going to start
with your long journey on your quest on the different scientists who
developed the ideas about atoms.
3. Visit The Ancient Greek’s Place. Note all the information given to you
about the Greek philosophers’ idea on atoms.
4. Trace the way going to Dalton’s Laboratory. Note John Dalton’s idea
on atoms.
5. Look for an open way heading to Thomson Station. List down all the
details given by Joseph John Thomson about his idea on atoms.
6. Continue with your journey, ……have you found Rutherford’s Mini-lab?
Try looking for his data on his idea about atoms.
7. Proceed with your quest….. this time, you have to find Bohr’s Garden.
This is where he keep his secret place doing his thing about atoms. For
him, what does an atom look like?
8. Ooops, don’t skip Moseley’s Work Room. There you go! ...Don’t forget
to write what he have said about atoms.
9. Hurry!... try to find your way out, the map will close out soon. ….you
may be trapped there forever!.... look for ….until then, you can say
that you’re safe, huh!
Guide Questions:
1. Who are the Greek philosophers? How did they describe an atom?
Indicate the year his idea was published.
2. How did John Dalton describe an atom? Indicate the year his idea was
published.
3. Who was the scientist next to John Dalton? How did he describe an
atom? Indicate the year his idea was published.
4. What is Thomson’s complete name? What did he say about atoms?
What year did he work on his idea on atoms?
5. What was Ernest Rutherford’s idea about atoms? On what year did he
study on atoms?
6. What was Henry Moseley’s idea on atoms? Indicate the year his idea
was published.

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99

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (1 Meeting) Quarter 3
rd

I.OBJECTIVES
A. Content Standard The learners demonstrate
understanding of the identity of a
substance according to its atomic
structure.

B. Performance Standard The learners should be able to
make a concept map/ comic strip on
Dalton’s Atomic Theory.

C. Learning
Competencies/Objectives
(Write the LC code
for each)
LC: Determine the number of
protons, neutrons and electrons
in a particular atom

Objectives:
1. Describe atom based on
Dalton’s concept.

2. Explain Dalton’s atomic theory.

II. CONTENT Atomic Structure: Dalton’s
Atomic Theory

III. LEARNING RESOURCES
A. References
 Teacher’s Guide pages
 Learner’s Materials pages
 Textbook pages Science and Technology III-
Chemistry textbook pp.253-254
 Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources
IV. PROCEDURE A B
A. Elicit Ask the class to
describe John Dalton
and his contribution in
the development of
the atomic theory.
Q1) How does John
Dalton look like?
(serious, with eye
glasses, etc.)
Q2) What is his
Show a picture of
John Dalton and ask the
class who the picture is.
Ask the class to cite
Dalton’s ideas on atom.
Q1) Are you familiar
with the man in the
picture? (Yes)Who is
he? (John Dalton)
Q2) What is his idea

100

contribution in the
development of the
atomic theory? (He
gave an idea about
atoms, etc.)
about atoms?(Atoms
are tiny…,etc)

(See Attachment
No.1)
B. Engage Does John Dalton’s
theory on atom gave a
significant contribution
in our society? Why or
why not? (Yes ,his
ideas are significant
fundamental basis by
which an atom and its
sub- atomic particles
was discovered)
Ask the class to relate
John Dalton’s idea on
atom in the field of
medicine or at home.
(The fish we eat
contains a lot of atoms
in it, but we cannot see
the atoms because they
are very small particles,
so tiny that it cannot be
seen by the naked eye.
This is how Dalton
pictured his idea on
atoms.)
C. Explore Divide the class into 5
groups. Assign each
group to make a comic
strip on Dalton’s
atomic theory using
the materials(pentel
pen, color pens,
scissor, cartolina)
assigned to them a
day before the activity.
In making the comic
strip, the group should
be guided by the
following:
1) The orientation of
the comic strip is
portrait.
2) The title of the
comic strip is written at
the top, center of the
paper/ cartolina.
3) A minimum of two
characters will appear
in the comic strip.
4)The comic strip
should discuss all
assumptions about
atoms made by John
Dalton.
5) Use of colors is
necessary. Neon
Divide the class into 5
groups. Give each
member a copy of the
comic strip on Dalton’s
Atomic Theory. Let
them read the dialogue
on the comic strip. Each
group should discuss
their answers to the
given questions
considering Dalton’s
atomic theory:
Q1) Enumerate the four
assumptions/statements
made by John Dalton.
(1.Matter is composed
of tiny,indivisible, and
indestructible particles
called atoms.
2.All atoms of a given
element have the same
properties. Atoms of
different elements have
different properties.
3.Atoms cannot be
created or destroyed.
They remain unchanged
during chemical
reaction.
4.Atoms combine in
ratios of small whole

101

colors are not allowed.
6) The comic strip
should answer the
following questions:
(Consider Dalton’s
atomic theory in
answering the
questions):
Q1) Enumerate the
four assumptions/
statements on
Dalton’s atomic
theory. (1.Matter is
composed of tiny,
indivisible, and
indestructible particles
called atoms.2 .All
atoms of a given
element have the
same properties.
Atoms of different
elements have
different properties.
3.Atoms cannot be
created or destroyed.
They remain
unchanged during
chemical reaction.
4.Atoms combine in
ratios of small whole
number when they
form compounds.)
Q2) How many atoms
does an element
oxygen have? (2)
Q3) Are the atoms of
oxygen the same in
size, shape and
texture? (Yes)
Why do you say so?
(Assumption No.2
says that all atoms of
a given element have
the same properties.)

Q4)Are the atoms of
oxygen and hydrogen
alike? (No) Why?
What assumption
gave you this idea?
number when they form
compounds.)

Q2)What element is
found in the gas that we
breathe? (oxygen)

Q2)How many atoms of
oxygen are there in this
element? (2)
Q3)Are the atoms of
oxygen the same in
size, shape and
texture? (Yes) Why do
you say so?
(Assumption No.2 says
that all atoms of a given
element have the same
properties.)

Q4) Are the atoms of
oxygen and hydrogen
alike? (No) Why? What
assumption gave you
this idea?? (Assumption
No.2 states that, “Atoms
of different elements
have different
properties.”)

Q5)How
is a compound formed?
Which assumption in
Dalton’s atomic theory
mentioned on the
formation of compound
(Compounds are formed
when atoms combine in
ratios of small, whole
numbers- Assumption
No.4)

Q6) Do atoms split
duringchemicalreaction?
Why? (No,because
atoms cannot be
created or destroyed,
they remain unchanged
during chemical
reaction)

102

(Assumption No.2
states that, “Atoms of
different elements
have different
properties.”)

Q5)How is a
compound formed?
Which assumption in
Dalton’s atomic theory
mentioned
on the formation of
compound?
(Compounds are
formed when atoms
combine in ratios of
small, whole numbers-
Assumption No.4)

Q6)Do atoms split
during chemical
reaction?Why?
(No,because atoms
cannot be created or
destroyed,they remain
unchanged during
chemical reaction)
See Attachment No.2

See Attachment No.2

D. Explain Ask the representative
of each group to
present the comic
strip on Dalton’s
atomic theory. Let
their answers to the
questions in the
previous activity
(Explore) be their
guide in the flow of
their discussion.

Allow the representative
of each group to discuss
the content of the comic
strip. The discussion
should address the
questions written in the
previous activity
(Explore).
E. Elaborate When copper was
exposed to air and
heated, it was found
out that the black
compound formed has
a copper-to-oxygen
mass ratio of
4:1. The experiment
was repeated several
times and gave the
When copper was
exposed to air and
heated, it was found
out that the black
compound formed has a
copper-to-oxygen mass
ratio of 4:1. The
experiment was
repeated several times
and gave the same

103

same results. Explain
this finding based on
Dalton’s atomic
theory. (The same
result was given after
repeating the
experiment for several
times because the
same number and
kind of atoms are used
before and during the
chemical reaction. The
atoms of copper have
the same properties
and atoms of oxygen
have the same
properties, these
atoms and their
properties do not
change during
chemical reactions. In
forming compounds,
atoms combine in
ratios of small whole
numbers that’s why a
4:1 ratio of copper to
oxygen is found to be
involved during the
reaction).

results. Which
assumptions in Dalton’s
atomic theory explains
this phenomenon?
(Assumption No.2-
atoms of the same
elements have the
same properties;
Assumption No.3-atoms
do not change during
chemical reactions;
Assumption No.4-
atoms combine in ratios
of small whole numbers
to form compounds)
F. Extend 1.A sample of acetic
acid (vinegar) was
mixed with a certain
volume of water,
enough to completely
react with acetic acid
(found in
vinegar). The
container was tightly
covered and the total
mass before and after
reaction was found
constant. Explain this
observation based on
Dalton’s atomic
theory. (As stated in
assumption No.3,
atoms remain
unchanged during
chemical reaction. The
A sample of acetic acid
(vinegar) was mixed
with a certain volume of
water, enough to
completely react with
acetic acid (found in
vinegar). The container
was tightly covered and
the total mass before
and after reaction was
found constant.Which
assumption in Dalton’s
atomic theory explains
this observation based
on Dalton’s atomic
theory. (As stated in
assumption No.3, atoms
remain unchanged
during chemical
reaction. The same

104

same number and
kind of atoms
participated before
and after reaction, this
explains why the mass
before and after the
reaction is constant).

2.The light energy
coming from the sun is
captured by plants for
photosynthesis. This
energy is then
captured by humans
to perform daily
activities. Is there a
loss in the kind
/number of atoms in
plants when it is eaten
by humans?
Explain. (No,
according to John
Dalton, atoms remain
unchange during
chemical reactions.
The atoms in plants
contains chemical
energy.When it is
taken by humans, the
same chemical energy
is stored and then
transformed to
mechanical energy for
human’s daily
activities.There is no
loss of energy(occurs
in atoms) just a
transformation.
number and kind of
atoms participated
before and after
reaction, this explains
why the mass before
and after the reaction is
constant).
G. Evaluate

(An advanced input on
concept mapping was
given prior to the
activity). Using
recycled /indigenous
materials (papers,
twigs) ask the class to
make a concept map
on Dalton’s atomic
theory

(An advanced input on
concept mapping was
given prior to the
activity).Give the class a
set of recycled material
(paper) cut into specific
shape/s and indigenous
material (twig/s). Assign
them to make a concept
map on Dalton’s atomic
theory.

105

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80%
on the formative assessment

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 it work?

F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?

106

107

108

References:
Images of:
Carabao: Retrieved from https://thumbs.dreamstime.com/z/buffalo-vector-
illustration-cartoon-41107697.jpg. Retrieved February 25, 2019.

Boy No.1: Retrieved from https://clipground.com/images/juan-clipart-10.jpg.
Retrieved February 25, 2019.

Boy No. 2: Retrieved from
https://i.pinimg.com/736x/3e/0f/b2/3e0fb235b0d47925b8902149079c9935.jpg.
Retrieved February 25, 2019.

109

RUBRIC FOR COMIC STRIP

Category

Point/s

Excellent
5

Good
4

Fair
3

Poor
2

Captions
Captions
include the
complete
assumptions
on Dalton’s
atomic theory

Captions
include
almost all of
the
assumptions
on Dalton’s
atomic theory
Captions
include some
of the
assumptions
on Dalton’s
atomic theory
Captions
include at
least one of
the
assumptions
on Dalton’s
atomic theory

Characters
The main
characters
are clearly
identified,
their actions
and
dialogues are
well matched
to their
actions and
dialogues in
the story

The main
characters
are clearly
identified,
their actions
and
dialogues
match to their
actions and
dialogues in
the story

The main
characters
are clearly
identified,
their actions
and
dialogues are
too general to
show their
relationship
to the story

It is hard to
tell the main
characters in
the story

Artwork
Strong
creative
elements are
present

Creativity is
evident

The design
shows little
creativity

The design
lacks
creativity

110

CONCEPT MAP

Suggested Rubric to be used in rating:

Category 12 9 6 3
Concept

Arrangement

The
diagram
contains
one key
concept and
four sub-
concepts
clearly
identified
The diagram
contains one
key concept
and three
sub-concepts
clearly
identified
The diagram
contains one
key concept
and two sub-
concepts
fairly
identified
The diagram
contains one key
concept and one
sub-concept
fairly identified/
one key concept
and all sub-
concepts not
identified
Source Content

Student
shows
mastery of
the topic as
evidenced
by detailed
information
on the
output
Student
shows
understanding
of the topic as
evidenced by
concise
information on
the output
Student
shows a
Limited
understanding
of the topic
with some
relevant
information on
the topic
Student shows
little or no
understanding of
the topic with few
relevant
information on
the topic or no
relevant
information at all
Linking Con
tent
Together

All factual
information
corresponds
to the
appropriate
section of
the diagram
Most of the
factual
information
seemingly
corresponds
to the
appropriate
section of the
diagram
Some factual
information
attempts to
correspond to
the
appropriate
section of the
diagram
Nonfactual
information does
not correspond
to the
appropriate
section of the
diagram

111

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (1 Meeting) Quarter THIRD

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding
of the identity of a substance according
to its atomic structure.

B. Performance Standard The learners should be able to construct
a localized model of John Dalton and
Joseph John Thomson’s description of
an atom.

C. Learning
Competencies/Objectives
(Write the LC code
for each)
LC: Determine the number of protons,
neutrons and electrons in a particular
atom. (S8MT-IIIe-f-10)

Objective:

Compare Dalton’s atomic model
From J.J. Thomson’s raisin bread
model.

II. CONTENT Atomic Structure: Dalton’s Model vs.
Thomson’s Model
III. LEARNING RESOURCES
A. References
A. Teacher’s Guide pages
B. Learner’s Materials pages
Science Learner’s Module p.199
C. Textbook pages Science and Technology III
textbookpp.251-254;Chemistry Textbook
by A.P. Mapa & T.B. Fidelino pp. 76-77
D. Additional Materials from
Learning Resource (LR)
portal

B. Other Learning Resources

IV. PROCEDURE Advance Learners Average Learners
A. Elicit Which postulate in
Dalton’s atomic theory
gave a lasting
impression on you?
Why? (Atoms are
indivisible….)
Ask the class to draw an
atom based on Dalton’s
atomic theory.
(•)

B. Engage Assign the class to
look for tiny object that
Assign the class to look
for tiny object that

112

symbolizes Dalton’s
idea on atom. Ask the
class how the object
differ from Thomson’s
idea of the atom.

Q1. What tiny object
did you get? (a piece
of paper/ lead material
on the pencil, etc.)
Q2. How would you
compare it with
Dalton’s description of
an atom? (tiny) Q3.
How does Thomson’s
idea of an atom differ
from Dalton’s idea?
(Thomson’s- there are
particles inside of the
atom, Dalton’s- empty
space)

symbolizes Dalton’s
idea on atom.
Q1. What tiny object did
you get? (a piece of
paper/ lead material on
the pencil, etc.)
Q2. How does
the object reflects
Dalton’s idea of the
atom? (Dalton’s idea of
an atom is tiny, the
same as the material)
Q3. Do you
think Thomson have
the same model of the
atom with Dalton?
(Yes/No) Q4. How does
Thomson’s model of the
atom look like?
Describe.(tiny,sphere,
etc)
Q5. Do you think
Thomson have the
same idea about atom
with Dalton?(Yes/No)
C. Explore Divide the class into 5
groups. Each group is
tasked to design their
own procedure in
constructing
Thomson’s
model of the atom and
Dalton’s model of the
atom using local
goods/items (e.g.
cassava cake,
banana leaf,
peanuts).
Remind the group to:
1.) Observe
cleanliness and
precautionary
measures while doing
the activity. 2.) Wash
hands before doing
the task.

Q1) Describe your
model of the atom
Divide the class into 5
groups. By following the
procedures given for the
activity, assign the
group to construct
Thomson’s model of the
atom and Dalton’s
model of the atom using
local goods/
items (e.g. cassava
cake, banana leaf,
peanuts).
Remind
the group to:
1.) Observe cleanliness
and precautionary
measures while doing
the activity.
2.) Wash hands before
doing the task.

Q1) Describe your
model of the atom
according to John
Dalton. (It is round and

113

according to John
Dalton. (It is round
and plain).
Q2) Describe your
model of the atom
according to Joseph
John Thomson. (It is
round.There are
peanuts embedded
in/on it.)
Q3) In Thomson’s
atomic model, what
does the peanuts
stands for? (negatively
charged particles)
What other particles
are found in your
model? (positively
charged particles)
Q4) How is Dalton’s
atomic model similar
to Thomson’s atomic
model? (Their atomic
models are both
round/sphere and
tiny.)
Q5) How is Dalton’s
atomic model different
from Thomson’s
atomic model?
(Dalton’s atomic
model is an empty
sphere while
Thomson’s atomic
model is a sphere with
negatively charged
particles embedded
in/on it.)
Q6) Compare Dalton’s
atomic model from
Thomson’s atomic
model. (Dalton’s
atomic model is
similar to Thomson’s
plain).
Q2) Describe your
model of the atom
according to Joseph
John Thomson. (It is
round.There are
peanuts embedded
in/on it.)
Q3) In Thomson’s
atomic model, what
does the peanuts stands
for? (negatively charged
particles) What other
particles are found in
your model? (positively
charged particles)
Q4) How is Dalton’s
atomic model similar to
Thomson’s atomic
model? (Their atomic
models are both
round/sphere and tiny.)
Q5) How is Dalton’s
atomic model different
from Thomson’s atomic
model? (Dalton’s atomic
model is an empty
sphere while Thomson’s
atomic model is a
sphere with negatively
charged particles
embedded in/on it.)
Q6) Compare Dalton’s
atomic model from
Thomson’s atomic
model. (Dalton’s atomic
model is similar to
Thomson’s atomic
model since both atoms
are round/sphere and
tiny. Dalton’s atomic
model is different from
Thmoson’s atomic
model because its atom
is an empty space
while that of Thomson is

114

atomic model since
both atoms are
round/sphere and tiny.
Dalton’s atomic model
is different from
Thomson’s atomic
model because its
atom is an empty
space while that of
Thomson is
embedded with
negatively charged
particles.)
embedded with
negatively charged
particles.)
D. Explain Ask the representative
of the group to present
their models of the
atom based on
Thomson and Dalton’s
idea. Let them cite the
similarities and
differences among the
two models.

Ask the representative
of the group to present
their models of the atom
based on Thomson and
Dalton’s idea. Let them
cite the similarities and
differences among the
two models.

E. Elaborate Which is a more
realistic model of the
atom, Thomson’s or
Dalton’s? Cite
situational evidence to
give proof to your
choice. (Thomson’s, in
electrical wirings, the
indication that there
are electrons flowing
all throughout is that
there is an electric
current, etc.)

If you were to choose
between Thomson’s and
Dalton’s model of the
atom, which model will
you prefer considering
the reactions taking
place in our
environment?
Give an example.
(Thomson’s, chemical
reactions take place
because of the
interaction of negative
and positive particles.
Some chemical
reactions are the
curdling of milk, burning
of food in our body,
cooking fish, etc.)
F. Extend Fishbowl discussion:
Group the class into
two. Instruct them to
gather facing each
other as a group/ in a
group. Put a bowl at
Fishbowl discussion:
Instruct the class to
gather facing each other
as a group/ in a group.
Put a bowl at the center
of the group. The bowl

115

the center of the
group. The bowl
contains concepts
pertaining to John
Dalton and Joseph
Thomson’s idea of an
atom. Assign a
facilitator to each
group. (The facilitator
was oriented on his
task a day before the
activity). The facilitator
will ask a member to
pick a piece of paper
from the bowl and
identify it whether the
text on the paper
pertains to Thomson’s
or Dalton’s idea of an
atom. The facilitator
asks the member to
justify his choice by
comparing the two
models.
(See Attachment
No.1)
contains concepts
pertaining to John
Dalton and Joseph
Thomson’s idea of an
atom. Ask one student
to pick a piece of paper
from the bowl and
identify it whether the
text on the paper
pertains to Thomson’s
or Dalton’s idea of an
atom. Ask the student to
justify his choice by
comparing the two
models.

(See Attachment No.1)
G. Evaluate

By pair or in triads,
assign the class to
make a Venn diagram
on the models of the
atom
based on Thomson
and Dalton’s ideas.
(The idea on Venn
diagram should be
given as an
assignment prior to
the activity.
See Attachment No.2)
By pair or in triads, ask
the class to fill in the
Venn diagram with the
similarities and
differences in between
Thomson and Dalton’s
model of an atom.

(See Attachment No.2)
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the
formative assessment

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

116

remediation.
E. Which of my teaching strategies worked
well? Why did it work?

F. What difficulties did I encounter which
my principal or supervisor can help me
solve?

G. What innovation or localized material/s
did I use/discover which I wish to share
with other teachers?

117

A MODEL OF ATOM
By
JOSEPH JOHN THOMSON JOHN DALTON

Objectives:
1.Make models of Joseph John Thomson and John Dalton’s
description
of an atom.
2.Compare the models of Joseph John Thomson and John Dalton’s
description of an atom.

Materials:
banana leaves, cassava cake, peanuts, knife, chocolate syrup.

Procedure: Procedure:

1. Place the cassava cake at the top of 1. Place the cassava cake at
the a banana leaf. top of a banana leaf.
2. Using a knife, cut the cassava cake 2. Using a knife, cut the
cassava creating a round shape. cake creating a round shape.
3. Insert/ spread peanuts at the top 3. Below the cassava cake,
of the cassava cake. label it John Dalton’s Atomic
Model using chocolate syrup.
4. The peanuts should have enough 4. Answer the guide questions
spaces/distances in between them. below.
5. Below the cassava cake, label it Joseph
John Thomson’s Atomic Model using
chocolate syrup.
6. Answer the guide questions below.
Guide Questions:
1. Describe your model of the atom according to John Dalton.
2. Describe your model of the atom according to Joseph John Thomson.
3. In Thomson’s atomic model, what does the peanuts stands for? What
other particles are found in your model?
4. How is Dalton’s atomic model similar to Thomson’s atomic model?
5. How is Dalton’s atomic model different from Thomson’s atomic model?
6. Compare Dalton’s atomic model from Thomson’s atomic model.

118

Attachment No.1
FISHBOWL DISCUSSION

Fishbowl: Retrieved from https://www.drinkstuff.com/productimg/120919_large.jpg
Retrieved: March 13, 2019.

An atom is a solid sphere

An atom is a positive
ball of electricity.
The negatively charged
particles are embedded
in a cloud of positive
charge.
⁺
⁺
+
+++
+

Atoms are indivisible
and indestructible.
Atoms of different
elements have different
properties.
Atoms do not change
during chemical reaction

119

Attachment No.2
VENN DIAGRAM ACTIVITY
Directions:

1.Make a venn diagram (this is only for advance learners since the average
learners will be provided with a copy of the diagram).

2.Below the first sphere, label it Joseph John Thomson’s Model. Below the
second sphere, label it John Dalton’s Model.

3.Write the similarities among Joseph John Thomson’s model and John
Dalton’s
model at the center of the diagram, the part of the spheres that overlaps.
This
indicates the similarity/ies among the two models.

4.Write in the first sphere Joseph John Thomson’s description on atoms; in
the
second sphere, write John Dalton’s description on atoms.

JOSEPH JOHN THOMSON’S MODEL JOHN DALTON’S MODEL

120

Key to Correction for Venn Diagram

tiny
sphere/round
The atom is an
empty space
The atom contains
particles which are
negatively charged and
positively charged

Joseph John Thomson’s Model John Dalton’s Model

121

VENN DIAGRAM

Grading Rubric

Excellent Very Good Good Developing

Difference
(Left and
Right
Section of
Venn
Diagram)
Our venn
diagram
shows how
the two
models are
different
from each
other and
their unique
qualities

Alike
(Overlapping
Middle
Section of
Venn
Diagram)
Our venn
diagram
shows how
the two
models are
alike and the
traits that
they share
in common

Ideas and
Content
Our diagram
shows that
we
understand
the central
idea of the
topic

Final
Presentation
and Effort
We have
used our
neatest
handwriting
and our best
effort to
complete
our venn
diagram

122

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (1 Meeting) Quarter 3rd

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…

the identity of a substance according to its
structure

B. Performance Standard The learners should be able to…

C. Learning
Competencies/
Objectives
(Write the LC code
for each)
LC: Determine the number of protons,
neutrons, and electrons in a particular
atom ( S8MT-IIIe-f -10 )

Objectives:
1. Describe the electron, proton and
neutron of an atom.
2. Compute the number of protons,
electrons and neutrons in a
particular atom and
3. Identify he atomic number and
mass number of a given element.

II. CONTENT ATOMIC STRUCTURE
(Proton, Neutron, Electron)
III. LEARNING RESOURCES
A. References
 Teacher’s Guide
pages
pp. 131 – 143
 Learner’s Materials
pages
pp 203-204
 Textbook pages Science and Technology III pp.218-220
 Additional Materials
from Learning
Resource (LR) portal

B. Other Learning Resources Modern Periodic table of Element
IV. PROCEDURE A B
A. Elicit Q1. What is Thomson’s
idea about atom?

Q2. How does
Thomson’s idea differ
from Rutherford’s?
Q1. What is
Thomson’s idea about
atom?
Q2. How does
Thomson’s idea differ
from Rutherford’s?
B. Engage Let the students sing the
song “Ang Atom” ( See
Let the students sing
the song “Ang Atom”

123

attachment No.1 )
From the song, they
sung, teacher will ask
the following questions.

1. What are the
components of an
atom?

2. How do these
components of
atom differ from
each other?

3. How are these
components
arranged in the
atom?

(See attachment No.
1)
From the song, they
sung, teacher will ask
the following
questions.

1. What are the
components of an
atom?

2. How do these
components of
atom differ from
each other?

3. How are these
components
arranged in the
atom?
C. Explore The teacher will divide
the class into
5 groups. Each
group will be given
an activity sheet.
entitled “What’s
in a Number?

At the end of this
activity students will
determine the atomic
number, atomic mass,
number of protons,
electrons and neutrons
(See attachment No. 2)
The teacher will divide
the class into
5 groups. Each
group will be given
an activity sheet.
entitled “What’s
in a Number?

At the end of this
activity students will
determine the atomic
number, atomic mass,
number of protons,
electrons and neutrons
(See attachment No.2)
D. Explain After the presentation of
each group
representative in front of
the class, teacher will
explain some
misconceptions.
After the presentation
of each group
representative in front
of the class, teacher
will explain some
misconceptions.
E. Elaborate Guide Questions:
1. If you know the
number of protons in
an atom, which other
particles of atom
would you
automatically know?
Why?
2. What serves us
Guide Questions:
1. If you know the
number of
protons in an
atom, which
other particles of
atom would you
automatically
know the

124

guide in determining
the number of the
protons?
3. What is atomic
number?
4. Is atomic number
the same as the
mass number?
5. . What is mass
number?
number of?
Why?
2. What is atomic
number?

3. What is atomic
mass?

F. Extend Research on what is an
isotope and its uses.

Research on what is
an isotope and its
uses
G. Evaluate

Enrichment activity on
sub atomic particles.
(See attachment No. 3)
Enrichment activity on
sub atomic particles
(See attachment No.
3)
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80% on
the formative assessment

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 it work?

F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovation or localized
material/s did I use/discover which I
wish to share with other teachers?

125

Attachment No. 1

Ang Atom
( Tune: May Pulis )

May proton, may neutron sa loob ng
nucleus sa loob ng atom (2x)
May Electron, ( 5X )
May electron sa labas ng nucleus sa loob ng
atom

126

Attachment No. 2
ACTIVITY SHEET

What’s in a Number?
I - Objectives
1. Identify the number of electrons, protons and neutrons in a
particular atom
2. Differentiate atomic number and mass number
II- Materials
Periodic table of Element
Activity Sheet
Pen/Pencil
III - Procedures
1. Analyze and complete the table below.
2. Refer to the periodic table to locate the atomic number and atomic
mass.
Element Symbol Atomic
Number
Mass
number
Number
of
Protons
Number
of
Electrons
Number
of
Neutrons

Hydrogen

Carbon

Magnesium

Calcium

Iodine

Barium

Gold

Lead

H

C-12
C-13

Mg

Ca

I

Ba

Au

_

1

6
6

12

20

53

_

_

_

1

12
13

24

_

_

_

_

_

1

6
6

12

_

_

_

_

_

1

6
6

12

_

_

_

_

_

0

6
7

12

_

_

_

_

-

Guide Questions:

1. What is similar about the given element?
2. What is different about them?
3. What is atomic number? How about atomic mass?

IV. – Conclusion

127

Attachment No. 3

ENRICHMENT ACTIVITY

Complete the missing data in the table below.

Element
Atomic
Number
( Z )
Mass
Number
( A)
Number.
of Proton
Number of
Electron ( e)
Number of
Neutron ( n)

28
Si14

59
Ni28

79
Se34

238
U92

184
W74

222
Rn86

227
Ac89

65
Zn30

14

28

_

_

74

_

_

_

28

_

79
_
_
_
227
_

14

_

_

_

74

86

_

_

_

_

34

92

_

_

89

30

_

31

_

146

_

136

_

35

128

Attachment No. 4

Answer Key

What’s in a Number?

Element Symbol Atomic
Number
Mass
Number
Number
of
Protons
Number
of
Electrons
Number
of
Neutrons

Hydrogen

Carbon

Magnesium

Calcium

Iodine

Barium

Gold

Lead

H

C- 12
C -13

Mg

Ca

I

Ba

Au

Pb

1

6
6

12

20

53

56

79

82

1

12
13

24

40

_127

137

196

207

1

6
6

12

20

53

56

79

82

1

6
6

12

20

53

56

79

82

0

6
7

12

20

74

81

117

125

Answer to Guide Questions:

1. The number of protons and the number of electrons

2. The number of neutrons

3. Atomic number tells us the number of protons of an atom, as well as
the number of electron (since atom is neutral, the no. of protons = no.
of electrons)

4. Tell us the sum of protons and number of neutrons

129

Attachment No. 5
Answer Key

ENRICHMENT ACTIVITY

Element
Atomic
Number
( Z )
Mass
Number
( A)
Number
of Proton
(p+)
Number of
Electron
( e
-)

Number of
Neutron
( n
0
)

28
Si14

59
Ni28

79
Se34

238
U92

184
W74

222
Rn86

227
Ac89

65
Zn30

14

28

34

92

74

86

89

30

28

59

79
238
184
222
227
65

14

28

34

92

74

86

89

30

14

28

34

92

74

86

89

30

14

31

45

146

110

136

138

35

130

LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (2 Meetings) Quarter 3
rd

I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of…

the identity of a substance
according to its structure

B. Performance Standard The learners should be able to…

C. Learning Competencies/Objectives
(Write the LC code
for each)
LC: Determine the number of
protons, neutrons, and electrons
in a particular atom (S8MT-IIIe-f -
10)

Objective:
1. Describe alpha–scattering
particles experiment.
2. Explain the existence of
nucleus using
Rutherford’s alpha-
particles.
3. Create Rutherford’s
atomic model using
recyclable materials

II. CONTENT ATOMIC STRUCTURE :
Rutherford’s Atomic Model
III. LEARNING RESOURCES
A. References
 Teacher’s Guide pages PP. 136 - 140
 Learner’s Materials pages pp. 198 -201
 Textbook pages Science and Technology III
pp. 215-217
 Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources Chemistry in Action (Teacher
support materials) UPISMED vol.
VII pp.6-7

IV. PROCEDURE A B
A. Elicit Recall Thomson’s model of
the atom.

1 How did Thomson
describe his model of the
atom?
Recall Thomson’s model of
the atom.

1. How did Thomson describe
his model of the atom?

B. Engage Show a very attractive box Show a very attractive box

131

(containing a marble and a
regularly shaped object
fixed in placed )
Ask a volunteer student to
place his/her hand inside
the box without looking
what’s inside the box.

Ask the following:

1. Is there anything
inside the box?
2. What is inside
the box?
3. What is the
shape and size
of your
mystery object?
4. How were you
able to infer the
size, shape and
location of the
mystery object in
the box ?
(containing a marble and a
regularly shaped object fixed
in placed)
Ask a volunteer student to
place his/her hand inside the
box without looking what’s
inside the box.

Ask the following:

1. Is there anything
inside the box?
2. What is inside
the box?
3. What is the
shape and size
of your
mystery object?
4. How were you
able to infer the
size, shape and
location of the
mystery object in
the box?

C. Explore The teacher will divide the
class into 5 groups. Each
group will be given activity
sheet on” Hit Me Darling “
(See attachment No.1)
Note: Lesson 1 will end in
this part
The teacher will divide the
class into 6 group and let them
perform Activity C on page
201 of Learners module.
(See Attachment No.2)

Note : Lesson 1 will end in
this part
D. Explain Day 2
Ask the representative of
the group to present their
output and answer the given
guide questions

Q1. In what way(s)
is this activity
similar to Rutherford ‘s
alpha –particle
experiment?
Q2. What did the stone
represents?
How about marble?
Q3. What observation tell
you that a massive portion
of the atoms was
hit?
Q4. How was
Rutherford able to
estimate the size
of the nucleus?
Day 2
Ask the representative of the
group to present their output
and answer the given guide
questions

Q1. What happens
to the positively
charged alpha
particles that comes near the
positively charged nucleus?
Q2. What happens
when the positively charged
alpha particle
directly hits the
positively-charged
nucleus?
Q3. What do you think are the
chances of the alpha
particles directly hitting the
nucleus ?

132

E. Elaborate After the presentation of
each group representative in
front of the class, teacher
will explain some
misconceptions.

What made Rutherford
conclude that atoms contain
nucleus?
After the presentation of each
group representative in front of
the class, teacher will explain
some misconceptions.

What made Rutherford
conclude that atoms contain
nucleus?
F. Extend Interview a billiard player on
the technique of playing the
game and share it to the
class as to how it is
comparable to alpha particle
scattering experiment
Interview a billiard player on
the technique of playing the
game and share it to the class
as to how it is comparable to
alpha particle scattering
experiment
G. Evaluate

Why is Rutherford’s nuclear
model of the atom more
consistent with the results of
the alpha particle–scattering
experiment than Thomson’s
plum pudding model.
(See attachment No.4)
Students will be given a
multiple test question.
(See attachment No. 3)
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80% on the
formative assessment

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 it work?

F. What difficulties did I encounter which
my principal or supervisor can help me
solve?

G. What innovation or localized material/s
did I use/discover which I wish to share
with other teachers?

133

Attachment No.1
Activity Sheet

“HIT ME DARLING”

I –OBJECTIVE
Describe Rutherford alpha scattering experiment in relation to
the existence of the nucleus.

II –MATERIALS
2 pcs bond paper
A marble
Piece of stone
Plant extract / dye
A pc of cardboard

III- PROCEDURES
1. Paste two sheets of coupon bond together. Using a pencil, make light
lines from one end of the paper to the other end at 2 cm distance from
each other. See figure 1

Figure 1

2. Fold two side of the cardboard, the height of which should be taller than
the stone but not very tall that the stone can be seen. Place it on the top
of the bond paper so that the lines run vertically through the open ends.
See Figure 2

Figure 2 Cardboard

Lined bond paper

3. Without letting your group mates see you, place the heavy stone under
the cardboard. Cardboard must be large enough so that the stone cannot
be seen.

4. Wet the marble in the plant extract/ ink by pressing them against an ink
pad or tissue moistened with plant extract / ink.

I I I I I I I I I I I I I I I I I I I I I I I I

134

5. Following the line of the paper, roll the marble with sufficient force from
one end of the paper, passing under the cardboard to the other side. See
Figure 3

Figure 3

6. Wet the marble again, then roll it along the next line on the paper. Mark
the columns where a sound is heard as the marble hits the stone.

7. Repeat rolling the marble until you have done this from the opposite
direction. Remove the stone and the cardboard. See figure 4

Figure 4

8. From the marking left by the marble on the paper and the columns where
the sound was heard, estimate the size of the stone.

IV – INTERPRETATIONS
1. In what way (s) is this activity similar to Rutherford’s alpha scattering
experiment?

2. What did the stone represent? How about the marble?

3. Describe the path of the marble. What observation tell you that atom is
mostly empty space?

4. What observations tell you that a massive portion of the atoms was hit?

5. How can you estimate the size of the stone even if you cannot see it?

V - CONCLUSION

Note: Activity was Adapted from CONSTEL- Chemistry in action Teachers
Support materials

135

Attachment No. 2
Activity Sheet

GOLD FOIL

I - OBJECTIVE

Simulate and describe the Rutherford’s model of the atom

II- MATERIALS:
Pencil
Drawing of gold foil

III- PROCEDURES

1. Refer to figure1. Using this schematic representation of the atoms
of the gold foil, draw the path of the positively-charged alpha
particles as they move through the atoms.

Figure1

2. The representation of the gold foil that has been given to you is not quite to
scale. The nucleus is very tiny compared to the size of the atom. The ratio of the size
of the nucleus to that of the atom is 1: 100,000. If the nucleus were about 1mm in
diameter, the atom would have a diameter of 100 meters, which is about the height of
30 story building.

Source : Images.tutorvista.com
http://Chemistry.tutorvista.com/inorganic-chemistry/Goldfoil experiment .html

..

136

IV- DATA AND OBSERVATION :

1. What happens to a positively-charged alpha particle that comes
near the positively-charged nucleus?

2. What happens when the positively-charged alpha particle directly
hits the positively-charged nucleus?

3. Imagining this relative size of the nucleus compared to the atom,
would there be many more or fewer alpha particles that would
pass through the gold foil undeflected compared to the number in
your schematic representation?

4. What do you think are the chances of the alpha particle directly hitting the
nucleus?

V- CONCLUSION

137

Attachment No. 3

Multiple Choice Test. (For Average Learners)
Direction: Choose and write the letter of the correct answer.

1. Rutherford’s experiment made use of ______ as target.
a. Alpha particles c. Gold foil
b. Detecting Screen d. All of the above

2. Which of the following is NOT and an observation of Rutherford’s
experiment?
a. Most of the alpha particles passed through undeflected.
b. A few passed through with the large angles of deflection.
c. A few bounced back in the direction from which they came.
d. Most of the alpha particles bounced back from which they came.

3. Rutherford hypothesized that, if Thomson’s model was correct, most of
the alpha particles would pass through a thin foil with ____
a. A very slight deflection because the positive charges of atom were
diffused
b. Very sharp deflections because the positive charges of atom were
diffused.
c. A very slight deflection because the positive charges of atom were
the same
d. Most of the alpha particles bounced back which they came.

4. Which of the following statements best describes alpha particles?
a. Alpha particles are protons
b. Alpha particles are identified to the nuclei of helium atoms
c. The mass of an alpha particle is less than that of neutron
d. Alpha particles are identical to the nuclei of hydrogen atoms.

5. Which of the following conclusions about Rutherford’s alpha scattering
experiment is true?
a. The atom had uniform density.
b. The alpha particles were deflected
c. The alpha particles were repelled by positively-charged particles
with greater mass
d. The alpha particles supported Thomson’s model of atom

Answers Key :
1. C 2. B 3. A 4.A 5. B

138

Attachment No. 4

Scoring Rubric for Oral Presentation

C R I T E R I A POINTS
4 3 2 1 TOTAL

Organizati
ons
Students
presents
information in
logical and
interesting
sequence
which
audience can
follow
Students
presents
information
in logical
Sequence
Which
audience can
follow
Audience
has difficulty
following the
presentation
because the
student
jumps
around
Audience
cannot
understan
d
presentati
on
because
there is no
sequence
of
informatio
n

Content
Students
demonstrates
full
knowledge(
more than
required) by
answering all
questions
with
explanations
Student is at
ease with
expected
answers to
all questions,
but fails to
elaborate
Student is
uncomfortabl
e with
information
and is able to
answer only
Students
does not
have
grasp of
informatio
n students
cannot
answer
questions
about
subject

Eye
Contact
Students
maintains eye
contact with
audience
Students
maintains
eye contact
most of the
time but
frequently
returns to
notes
Student
occasionally
uses eye
contact, but
still reads
most of
report
Student
reads all
of the
report with
no eye
contact

Voice
Students
uses a clear
voice and
correct
pronunciation
Student’s
voice is clear
most words
pronounced
correctly
Student’s
voice is low
and
incorrect
pronounces
terms
Students
mumbles
incorrectly
pronounce
s terms

Mechanics
Presentations
has no
misspellings
or
grammatical
error
Presentation
s has no
more than
two
misspellings
or
grammatical
error
Presentation
s has three
misspelling
or
grammatical
errors
Students
presentati
on has
five or
more
spelling
errors

139

Attachment No. 5

Answer key to the activity question

1. Rutherford bombarded the gold foil with alpha particles. He result of the
experiment helps student imagine the inner structure of atom
2. The stone represent the nucleus of the atom and marble represents the
particles bombarding the atom
3. The marble followed a straight path. Only a few times did the marble hit
the stone
4. When marble hits the stone a sound is heard, Likewise, a sound is
heard, likewise, the marble is deflected
5. The size of the stone can be estimated by observing the area in the
paper without the marks (Remember that the marble was thrown from
both ends.

140

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (2 Meetings) Quarter 3
rd

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…

The identity of a substance according to its
structure

B. Performance
Standard
The learners should be able to…

C. Learning
Competencies/
Objectives
(Write the LC code
for each)
LC: Determine the number of protons, neutrons,
and electrons in a particular atom
(S8MT-IIIe-f -10)

Objective:
Explain the significance of the cathode ray
and radioactivity in the study of atom.

II. CONTENT Atomic Structure: Cathode Ray and
Radioactivity
III. LEARNING
RESOURCES

A. References
 Teacher’s Guide
pages
pp. 136-140
 Learner’s
Materials pages
pp. 198 -201
 Textbook pages Science and Technology III pp.215-217(1991)
Science and Technology III pp.251-257(2004)
Practical Chemistry pp. 96 -99
Chemistry and Our changing world pp.46-50
Science and technology for a Better Life pp.132-134
 Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources
Chemistry in Action( Teacher support materials )
UPISMED vol. VII pp.6-7
IV.PROCEDURE A B
A. Elicit Recall the Dalton’s
Atomic Theory

Ask the following

Recall the Dalton’s Atomic
Theory

Ask the following

141

1. How did
Leucippus and
Democritus idea
about the atom
help Dalton
develop his atomic
theory

2. How about John
Dalton’s idea of the
atom?
1. From whom did
Dalton base his
Atomic theory?

2. How about John
Dalton idea of the
Atom?
B. Engage Teacher shows
small bit of paper to the
students. Ask them to
rub ball pens against
their skirts’ or pants for
2 minutes and ask ‘.

1. What will happen
if you place the
rubbed ball pen
near the small bits
of paper? (Use
PROBEX)

Teacher shows small
bits of paper to the
students. Ask them to rub
ball pens against their
skirts or pants for 2
minutes and ask ‘

1. What will happen if
you
place the rubbed ball
pen near the small
bits of paper? (Use
PROBEX)

C. Explore
Let the students
present a role play of
the scientist who did
the experiments on the
cathode ray.
(prior to this topic,
assign students to act /
emulate on the
contribution and
background of the
following scientists:)
• Michael Faraday
• William Crookes
• Eugene Goldstein
• J.J. Thomson
• Wilhelm Roentgen
• George Johnstone
•Henri Becquerel
• Robert Millikan
• Marie Curie

Teacher shows a video
clip presentation on a
cathode ray tube and how
it works.
https://www.youtube.com/
watch?v=4QAzu6fe8rE)
Or picture of cathode ray
tube (See attachment
No.1)
Ask the following
question:
1. What is a cathode
ray tube?
2. How the cathode
ray tube does
works?
3. What are cathode
rays made off?
4. What are the
properties of
cathode rays?
5. What happened to

142

the cathode rays
when added with
metal plate in the
tube?
6. What happened to
the cathode rays
when added with
magnet on the
tube?
( See attachment
No. 1 & 2)
D. Explain Guide Questions:
1. What are cathode
rays?

2. How are cathode
rays affected by
electric and
magnetic fields?

3. What are the
characteristics/
properties
observed from the
studies of cathode
rays?

4. What is X–Ray
and Radioactivity?
Guide Questions:
1. What are cathode
rays?

2. How are cathode
rays affected by
electric and magnetic
fields?

3. What are the
characteristics/
properties observed
from the studies of
cathode rays?

4. What is X-ray and
Radioactivity?
E. Elaborate
What is the relevance
of the cathode ray and
radioactivity in the
study of atom ?

What is the relevance of
the cathode ray and
radioactivity in the study
of atom?
F. Extend Make a research on
1. the uses of X-
ray in medicine,
transportation
and business
2. old model of
televisions( with
cathode ray
tube)
Make a research on the
uses of X-Ray in
medicine.
G. Evaluate

1. What is the
importance of
the cathode ray
and radioactivity
in the study of
atom?

1. What is the
importance of the
cathode ray and
radioactivity in the
study of atom?

143

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80%
on the formative assessment

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 it work?

F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovation or localized
material/s did I use/discover which
I wish to share with other
teachers?

144

Attachment No.1

Figure 1: A cathode ray tube

 A cathode ray tube is a sealed glass tube with two electrodes
attached to a high voltage source.
 The tube is filled with a gas and reduced its pressure; an electric
discharge will appear producing uniform glow inside the tube.
 The color of the glow depended on the gas
 At extremely low pressure, the glow was converted into an invisible
radiation called the cathode ray

Properties of Cathode Rays
 Cathode rays travel in straight lines
 Cathode rays consist of negatively charged particles
 Cathode rays travel with a high speed almost equal to the speed
of the light and hence possess kinetic energy
 Cathode rays are deflected by the magnetic field
 Cathode rays produce X-rays

Figure 2: Effect of charged metal plates on cathode ray tube

Metal plate

145

Figure 3; Effect of magnetic field on cathode ray

Magnetic Field

Images.tutorvista.com
https://chemistry.tutorvista.com/inorganic-chemistry/cathode-ray-tube-
experiment.html

146

Attachment No.2

Figure1. Cathode Ray Tube

Figure 2: Effect of charged metal plates on cathode ray tube

Figure 3. Effect of magnetic field on cathode ray

Figure 4. Effect of both charged metal plates and magnetic field on cathode ray

\

Images copy from Chemistry-Technology 9 Revised Edition) pp.89 and Practical chemistry pp.97-98

147

Attachment No. 3

SCORING RUBRIC FOR ORAL PRESENTATION

CRITERIA POINTS
4 3 2 1 TOTAL
Organizations

Students
presents
information
in logical and
interesting
sequence
which
audience
can follow
Students
presents
information
in logical
Sequence
Which
audience
can follow
Audience
has difficulty
following the
presentation
because the
student
jumps
around
Audience
cannot
understand
presentation
because
there is no
sequence of
information

Content

Students
demonstrate
s full
knowledge(
more than
required) by
answering all
questions
with
explanations
Student is at
ease with
expected
answers to
all questions,
but fails to
elaborate
Student is
uncomfortabl
e with
information
and is able
to answer
only
Students
does not
have grasp
of
information
students
cannot
answer
questions
about
subject

Eye Contact

Students
maintains
eye contact
with
audience
Students
maintains
eye contact
most of the
time but
frequently
returns to
notes
Student
occasionally
uses eye
contact, but
still reads
most of
report
Student
reads all of
the report
with no eye
contact

Voice

Students
uses a clear
voice and
correct
pronunciatio
n
Student’s
voice is clear
most words
pronounced
correctly
Student’s
voice is low
and
incorrect
pronounces
terms
Students
mumbles
incorrectly
pronounces
terms

Mechanics

Presentation
s has no
misspellings
or
grammatical
error
Presentation
s has no
more than
two
misspellings
or
grammatical
error
Presentation
s has three
misspelling
or
grammatical
errors
Students
presentation
has five or
more
spelling
errors

148

SAMPLE ASSESSMENT
Direction: Write the letter of the best answer.
1. One of the Greek philosophers who thought that matter is made up of
tiny, indivisible particles called atomos was _________.

a. Archimedes b. Aristotle c. Democritus d. Empedocles

2. Who proposed the atomic model that electron travels around the
nucleus in circular orbits?

a. Neil’s Bohr c. Joseph Thomson
b. Arnold Sommerfeld d. Erwin Schrodinger

3. The “ raisin bread “ or plum pudding model of the atom was proposed by

a. James Chadwick c. Ernest Rutherford
b. Eugene Goldstein d. John Joseph Thomson

4. Which of John Dalton’s assumptions explain why mass is conserved in
a chemical reaction?

a. Matter is composed of tiny indivisible and indestructible particles
called atoms.
b. All atoms of a given element have the same properties such as
shape, size and mass. There are many different kinds of atoms as
there are elements.
c. Atoms cannot be created nor destroyed. They remain unchanged
during a chemical reaction.
d. Atoms combine in a small whole number ratio when they form
compounds.

5. When copper was exposed to air and heated, it was found out that the
black compound formed has a copper to oxygen mass ratio of 4:1.
The experiment repeated several times and gave the same results.
Which assumption in Da lton’s atomic theory explains this
phenomenon?

a. Atoms of the same elements have different properties
b. Atoms change during chemical reactions
c. Atoms combine in ratios of small whole numbers to form
compounds
d. Atoms of copper and oxygen have the mass

6. A sample of acetic acid (vinegar) was mixed with a certain volume of
water, enough to completely react with acetic (found in vinegar). The
container was tightly covered and the total mass before and after
reaction was found constant. Which assumption in Dalton’s atomic
theory explains this observation?

a. Atoms change during chemical reaction
b. Atoms remain unchanged during chemical reaction
c. Atoms of different elements have the same mass
d. Atoms of the same elements have different mass

149

7. How is Dalton’s atomic model different from Thomson’s model?

a. Dalton’s atomic model is sphere and tiny while Thompson atomic
model is oval.
b. Dalton’s atomic model is oval while Thompson atomic model is
sphere and tiny.
c. Dalton’s atomic model is empty sphere while Thomson’s atomic
model is round embedded with negatively charged.
d. Dalton’s atomic model round embedded with positively charged
while Thomson’s atomic model is empty sphere.

8. How is Dalton’s atomic theory model similar to Thompson atomic
model?

a. Dalton’s atomic model is sphere and tiny while Thompson atomic
model is sphere/round and tiny.
b. Dalton’s atomic model is oval while Thompson atomic model is
sphere and tiny.
c. Dalton’s atomic model is empty sphere while Thomson’s atomic
model is round embedded with negatively charged.
d. Dalton’s atomic model round embedded with positively charged
while Thomson’s atomic model is empty sphere.

9. Which picture below shows Dalton’s and Thomson’s atomic model?

I II III VI

a. I b. II c. I & II d. II & III

10. All of the following statements about cathode rays are true EXCEPT?

a. Cathode rays are charge particles.
b. Cathode rays flow from negative to positive electrodes.
c. The charge of cathode rays can change from negative to positive.
d. Cathode rays possess mass and momentum.

11. What is the importance of the cathode ray tube in the study of atom?

a. Cathode ray tube lead to the discovery of protons.
b. Cathode ray tube lead to the discovery of electrons.
c. Cathode ray tube lead to the discovery of the canal ray.
d. Cathode ray tube lead to the discovery of X-ray.

12. Which of the following statements best describes the properties of
cathode ray?

a. Cathode rays consist of negatively charged particles.
b. Cathode rays consist of positively charged particles.
c. Cathode rays travel with a low speed.
d. Cathode rays travel in a curve lines.

- -
- -
+ +
+ +

150

13. How did cathode ray tube experiment help in the study of the atom?

a. The path of the cathode ray was deflected downward towards the
positive plate that led to the discovery of the electrons.
b. The path of the cathode ray was deflected upward towards the
negative plate that led to the discovery of the electrons.
c. The path of the cathode ray was deflected straight towards the
positive plate that led to the discovery of the electrons.
d. The path of the cathode ray was deflected straight towards the
negative plate that led to the discovery of the electrons.

14. What has been proven when the path of the cathode ray was
deflected upward towards the negative plate?

a. It has proven that the discovered particle is positively charged.
b. It has proven that the discovered particle is negatively charged.
c. It has proven that the discovered particle is neutrally charged.
d. It has proven that the discovered particle has a charge that cannot
be detected.

15. What did the alpha scattering experiment reveal?

a. The atom is made up of very small massive and positively charged
nucleus.
b. The atom consists of negative charges embedded in sphere of
positive charges.
c. The electrons are negatively charged particles.
d. The electrons are in the nucleus.

16. Rutherford’s experiment made use of ______ as target.

c. Alpha particles c. Gold foil
d. Detecting Screen d. All of the above

17. Which of the following is NOT and an observation of Rutherford’s
experiment?
a. Most of the alpha particles passed through undeflected.
b. A few passed through with the large angles of deflection.
c. A few bounced back in the direction from which they came.
d. Most of the alpha particles bounced back from which they came.

18. Which of the following statements best describes alpha particles?

a. Alpha particles are protons
b. Alpha particles are identified to the nuclei of helium atoms
c. The mass of an alpha particle is less than that of neutron
d. Alpha particles are identical to the nuclei of hydrogen atoms.

151

19. Which of the following conclusions about Rutherford’s alpha scattering
experiment is true?

a. The atom had uniform density.
b. The alpha particles were deflected
c. The alpha particles were repelled by positively-charged particles
with greater mass
d. The alpha particles supported Thomson’s model of atom

20. Chlorine has an atomic number of 17 and mass number of 35. How
many neutrons are contained in an atom of chlorine?

a. 17 b. 18 c. 35 d.52

21. The atomic number of an element indicates the number of _________

a. Neutrons plus the number of protons in the nucleus
b. Electron in the nucleus
c. Neutron in the nucleus
d. Protons in the nucleus

22. An element has an atomic number 0f 84 and a mass number of 210.
To describe the element correctly, which number of particles will it
have?

a. 84 protons and 210 neutrons
b. 84 protons and 84 neutrons
c. 84 protons and 126 neutrons
d. 84 protons and 126 electrons

23. In describing the atoms of a given element, which will they always
have?

a. The same number of neutrons
b. The same number of protons
c. The same mass number
d. The same number of protons and neutrons

24. If two atoms of uranium have different numbers of neutrons, which
other properties would be different?

a. Electron c. Atomic number
b. Proton d. Atomic mass

25. Which of the following pairs is example of isotopes?

a.
35
X17 and
35
X18 c.
35
X17 and
37
X28

b.
35
X17 and
37
X17 d
35
X17 and
35
X17

152

ANSWER KEY:
1. C 6. B 11.B 16. C 21.D
2. A 7. C 12.A 17. D 22.C
3. D 8. A 13.A 18.A 23.B
4. C 9. D 14. B 19 B 24.B
5. C 10.D 15.A 20. B. 25. B

153

UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Content
Content
Standard
Performance
Standard
Learning
Competency
Code
Periodic Table
(PT) of
Elements

3.1
Development
of the PT
3.2
Arrangement
of elements
3.3 Reactive
and
nonreactive
metals
The learners
demonstrate
understanding
of:
the periodic
table of
elements as an
organizing tool
to determine
the chemical
properties of
elements
The learners
shall be able
to:

The learner
should be able
to:

trace the
development
of the periodic
table from
observations
based on
similarities in
properties of
elements; and
S8MT-
IIIg-h-
11

Learning
Competency
/Code:
4. Trace the development of the Periodic Table from
observations based on similarities in properties of
elements and;
S8MT-IIIg-h
Unpacked
Learning
Competency
:
(Objectives)
Time
Frame
1. Trace the development of the periodic
table from the contribution of early
scientists.
2. Identify the basis of the early scientists in
arranging elements in the periodic table.
3. Appreciate the importance of the
contribution of the early scientist in the
development of the periodic table.
3 meetings
4. Compare the arrangement of element in
the Periodic Table by early Scientist with
the Modern Periodic table.
5. Prepare a timeline on the development of
the Periodic Table.
6. Cite the relevance of knowing the
development of the Periodic Table
2 meetings

7. Determine the similarities in properties of
elements belonging to the same group;
8. Identify elements belonging to the same
group or period;
9. Cite the relevance of knowing the
similarities of elements in a group;
2 meetings

154

10. Classify elements according to their
properties based on the arrangement in
the periodic table;
11. Describe the basis of the modern periodic
law;
12. Prepare and present a creative output
highlighting the properties of a group of
elements.
13. Sample Assessment
3 meetings

155

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (3 Meetings) Quarter 3
rd

I. OBJECTIVES
A. Content Standard The learners demonstrate an
understanding of …
The periodic table of elements as an
organizing tool to determine the chemical
properties of elements
B. Performance standard The learners should be able to…

C. Learning Competencies/
Objectives
(Write the LC code
for each)
LC:
Trace the development of the
periodic table from observations based on
similarities in properties of elements and,
( S8MT-III g-h)

Objectives:
1. Trace the development of the
periodic table from the contribution
of early scientists.
2. Identify the basis of the early
scientists in arranging elements in
the periodic table.
3. Appreciate the importance of the
contribution of the early scientist in
the development of the periodic
table.

II. CONTENT Development of the Periodic Table
III. LEARNING RESOURCES
A. References
 Teacher’s Guide pages Pages 145 -151
 Learner’s Materials pages Pages 209 – 212
 Textbook pages
 Additional Materials from
Learning Resource (LR)
portal

B. Other Learning
Resources
You and the Natural World, science 8, Religioso
et.al(2013)Phoenix Publishing,pages 67-68

Evangelista et.al,Science in Todays World,Sibs
Publishing House inc,(2014)pp 248-249

Science and Technology CHEMISTRY,Updated
Edition, Nueva Espana et.al(1995) Abiva Publishing
House Inc,,pages 150-153

156

IV. PROCEDURE A B
A. Elicit
(day 1)
Arrange the jumbled
letters (hint: words related
to the periodic table):
Reebodiner
Wensdslan
leevdemen
Voctase
Melentse

How would you connect
each word to the periodic
table?
Revisit previous concept
learned about elements
and atom.
 How is an element
identified?

 What is the
importance of the
atomic number of
an element?
B. Engage
(day1)

Group work:
1. Divide the class into
two(2) groups
2. Distribute sample data
cards with specific
descriptions like place of
origin, height, sex,
birthday, age. (The
teacher may also use
the Nutritional Status
Report of Students
which includes
Birthdays, Age, Height,
Weight and Body Mass
Index)
3. Let the student group
the data cards according
to their own basis.
4. Guide questions:
a.) How did you group the
data cards? (Possible
answers: same age,
increasing height, etc..)

b.) Do you think you have
grouped them accordingly?
Why did you say so?
(Possible answer: yes,
because they show
increasing height, or same
age)

c.) What is your basis of
grouping? (Possible
answers: similarities or
differences of
characteristics)

d.)If you are to present the

Group work:
1. Divide the class into 2
groups.
2. Distribute to each group
sample data cards with
specific descriptions like
place of origin, height,
sex, birthday, age. (The
teacher may also use the
Nutritional Status Report
of Students which
includes Birthdays, Age,
Height, Weight and Body
Mass Index.)
3. Let the student group the
data cards according to
their own basis.
4. Guide questions: a.)
How did you group the
data cards?(Possible
answers: same age,
increasing height , etc..)

b.) Do you think you have
grouped them accordingly?
Why did you say so?
(Possible answer: yes,
because they show
increasing height, or same
age)

c.) What is your basis of
grouping? (Possible
answers: similarities or
differences of characteristics)

d.) If you are to present the
cards in table form, what
would it look like to be?

157

cards in table form, what
would it look like to be?

e. What tool in Chemistry is
comparable to the table you
have made?

f. How did the Periodic Table
develop?

e.) What tool in Chemistry is
comparable to the table you
have made?

f.) How did the Periodic
Table develop?

C. Explore
(day1)
Divide the class into small
groups with at least 5
members to perform Activity
1.

Activity 1: Tracking the path
and constructing the periodic
table .

Divide the class into small
groups with at least 5
members to perform Activity
1.

Activity 1:
Tracking the path and
constructing the periodic
table.
D. Explain
(day2)
1. Each group presents
result to the class.
2. Process students’
observations and/or
answers.
3. Check/correct for
some
misconceptions.
1. Each group presents
result to the class.
2. Process students
observations and/or
answers.
3.Check/correct for some
misconceptions.

E. Elaborate
(day2)
The teacher will explain the
details of the historical
development of the periodic
table by early scientist.

1. How did the early
scientists arrange the
elements in the Periodic
Table?

2. How did the early
scientists contribute to
the development of the
periodic table?

3. Why do we have to
know the contribution of
early scientists in the
development of the
periodic table?

*(Source: You and the
Natural World, science
8,Religioso
et.al(2013)Phoenix
Publishing,pages 67-68)
The teacher will explain the
details of the historical
development of the periodic
table by early scientist.
1. How did the early
scientists arrange the
elements in the Periodic
Table?
2. How did the early
scientists contribute to
the development of the
periodic table?

3. Why do we have to
know the contribution of
early scientists in the
development of the
periodic table?

*(Source: You and the
Natural World, science
8,Religioso
et.al(2013)Phoenix
Publishing,pages 67-68)

F. Extend
(day 3)
Make a graphic organizer on
the development of the
Make a graphic organizer on
the development on the

158

different arrangement of
element made by the early
Scientist.
different arrangement of
element by the early
Scientist.
G. Evaluate
(day3)

I. Multiple Choice. Choose
the letter of the best answer.
Write the chosen letter on a
separate sheet of paper.

1. Among the scientists who
were responsible for the
development of the periodic
table are:
I. Dmitri Mendeleev
II. Johann Dobereiner and
III. John Newlands.

Which order of the names
arrangement is in
accordance to the
development of the Periodic
table.
a. I , II, III
b. III, I, II
c. II, III, I
d. III, II, I

2. Which arrangement
corresponds to the idea
suggested by Mendeleev?
a. Elements grouped into
three with related properties.
b. Elements are arranged in
a spiral by order of
increasing atomic weights.
c. Arrangement of element in
repetition of every 8
elements.
D. Periodic arrangement of
the elements according to
their atomic weights.
3. The first scientist to
arrange the elements in the
periodic table by groups of
eight (8) is _____.
a. Chancourtois
b. Mendeleev
c. Moseley
d. Newlands

I. Multiple Choice. Choose
the letter of the best answer.
Write the chosen letter on a
separate sheet of paper.

1. Among the scientists who
were responsible for the
development of the periodic
table are:
I. Dmitri Mendeleev
II. Johann Dobereiner and III.
John Newlands. Which
order of the names
arrangement is in
accordance to the
development of the Periodic
table.
a. I , II, III
b. III, I, II
c. II, III, I
d. III, II, I

2. Which arrangement
corresponds to the idea
suggested by Mendeleev?
a. Elements group into three
with related properties.
b. Elements are arranged in
a spiral by order of
increasing atomic weights.
c. Arrangement of element in
repetition of every 8
elements.
D. Periodic arrangement of
the elements according to
their atomic weights.
3. The first scientist to
arrange the elements in the
periodic table by groups of
eight (8) is ____.
a. Chancourtois
b. Mendeleev
c. Moseley
d. Newlands
V. REMARKS

VI. REFLECTION

159

VII. OTHERS
A. No. of learners who earned 80% on
the formative assessment

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 it work?

F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?

160

Explore:
Activity 1
Tracking the Path and Constructing the Periodic Table

Objectives:

After performing this activity, you should be able to:

1. Trace the development of the periodic table; and

2. Describe how the elements are arranged in the periodic table.

Materials Needed:

Paper, whole manila paper, pencils or pens, ruler ,masking or adhesive tapes
,element cards provided by the teacher (3 cm x 5 cm)

Procedure:

1. Element cards are posted on the board. The element’s properties and the
compounds it can form are listed in each card. As a class, go over each card.
Notice that the cards are arranged in increasing atomic mass. While keeping
the order of increasing atomic mass, put the elements with similar properties
in the same column.

Q1. How many groups of elements were formed?

Q2. What criteria did you use to choose which group an element belongs to?

Q3. Are there any exception/s to these trends? If so, which elements break
the trend? Why did your group arrange these elements the way you did?

Q4. Are there any gaps in your arrangement? Where are they? What do you
think these gaps might mean?

161

Elaborate:

Table 1 - Dobereiner’s Triads

Triads
Relative Atomic
Masses
Li Na K 7 23 39
S Se Te 32 79 128
Cl Br I 35.5 80 127
Ca Sr Ba 40 88 137

(Source:Evangelista et.al,Science in Todays World,Sibs Publishing House
inc,(2014)pp 248

Table 2 - Part of Newlands’ arrangement of elements into
Octaves

H Li Ga B C N O
F Na Mg Al Si P S
Cl K Ca Cr Ti Mn Fe
Co,
Ni
Cu Zn Y In As Se
Br Rb Sr
Ce,
La
Zr
Di,
Mo
Ro, Ru
P Ag Cd U Sn Sb Te
I Cs Ba, V Ta W Nb Au
Pt, Ir Tl Pb Th Hg Bi Os

Source:Evangelista et.al,Science in Todays World,Sibs Publishing House
inc,(2014)pp 249

162

Elaborate:

Table 3 - Summary of the arrangement of elements by the
Proponents

Arrangement of
elements
Proponent
Description/contribution
in the Development of
the Periodic Table
Triads Johann Dobereiner formed the Triads of
Elements with similar
properties.
Octaves John Newlands arranged elements in
order of their increasing
atomic weights into sets
of eight elements
Telluric Helix Alexander
Chancourtois
arranged the elements in
order of their increasing
weights in a spiral order
around a cylinder divided
by a vertical line.
Mendeleev Periodic law Dmitri Mendeleev Periodic Law
-arrangement of elements
according to increasing
atomic weights in a
graphical method.9he left
gaps for still undiscovered
elements )
Moseley Modern
Periodic Law
Henry Moseley Modern Periodic Law -
increasing atomic number
of elements in the
periodic table.
Sources:
Evangelista et.al,Science in Todays World,Sibs Publishing House inc,(2014)pp 248-
249
You and the Natural World, science 8,Religioso et.al(2013)Phoenix Publishing,pages
67-68
Science and Technology CHEMISTRY,Updated Edition, Nueva Espana et.al(1995)
Abiva Publishing House Inc,,pages 150-153

163

SCIENCE IDEAS:

1. The periodic table is a chart containing information about the atom that
makes up all matter.

2. Early scientist developed the periodic table by arranging elements in
order of increasing atomic mass.

3. The modern periodic table shows element arranged in order of
increasing atomic numbers.

4. Johann Dobereiner, (1817)- a German Chemist,- formed the Triads of
Elements with similar properties.

5. Example of Triad- Calcium, Barium and Strontium.

6. Alexander- Emile Beguyer de Chancourtois-(1863)-Telluric Helix

7. John Newlands(1863)-an English Chemist proposed the Law of
Octaves.

8. Law of Octaves is based on the similar properties observed for every
eight elements in order of increasing atomic masses.

9. Dmitri Mendeleev(1869)- arranged elements based on periodic law.
Periodic law – arrangement of elements according to increasing atomic
mass.

10. Lothar Meyer (1830- 1907)- arranged elements based on Periodic
law(increasing atomic mass with 28 elements)

11. Henry Moseley ( 1913)-(Modern Periodic Law ) increasing atomic
number of elements in the periodic table.

12. Modern Periodic Law-states that the properties of elements are
periodic functions of their atomic numbers.

Sources:
Evangelista et.al, Science in Todays World Sibs Publishing House inc,(2014) pp 248-
249
You and the Natural World, science 8,Religioso et.al(2013)Phoenix Publishing,pages
67-68
Science and Technology CHEMISTRY, Updated Edition, Nueva Espana et.al(1995)
Abiva Publishing House Inc,,pages 150-153

164

Explore

SAMPLE CARDS

Activity 1- Tracking the path and constructing the Periodic table

H
Hydrogen

Atomic Mass: 1.008
Description: odourless gas,
Very flammable
Compounds: H2O, HCl
Be
Beryllium

Atomic Mass: 9.012
Description: gray metal
Compounds: BeO, BeCl2
B
Boron

Atomic Mass: 10.81
Description: gray metalloid
Compounds: B2O3, BCl2
C
Carbon

Atomic Mass: 12.01
Description: black
solid(graphite) or transparent
crystal(diamond)
Compounds: CO2, CCl4

165

O
Oxygen

Atomic Mass: 16.00
Description: odorless gas,very
reactive
Compounds: H2O
Mg
Magnesium

Atomic Mass:24.31
Description: gray metal,
flammable
Compounds:MgCl2, MgO
Si
Silicon

Atomic Mass: 28.09
Description: gray metalloid,
semiconductor
Compounds: SiCl4, SiO2

Cl
Chlorine

Atomic Mass: 35.45
Description: greenish poison
gas, disinfectant
Compounds: NaCl, KCl, HCl

166

K
Potassium

Atomic Mass: 39.10
Description: soft metal,
Reactive
Compounds:KI, KCl, K2O

Ca
Calcium

Atomic Mass: 40.08
Description: hard silvery
metal
Compounds:CaO, CaCl2
Cu
Copper

Atomic Mass: 63.54
Description: reddish with a
bright metallic
luster,malleable,ductile,good
conductor
Compounds:CuSO4

Mn
Manganese

Atomic Mass: 54.84
Description: gray white like
iron, hard, very
brittle,reactive chemically
Compounds:MnO2

167

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (2 Meetings) Quarter Third

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding
of …
The periodic table of elements as an
organizing tool to determine the chemical
properties of elements
B. Performance Standard

C. Learning Competencies/
Objectives
(Write the LC code
for each)
LC:
Trace the development of the periodic
table from observations based on similarities
in properties of elements and,
( S8MT-III g-h)

Objectives:
4. Compare the arrangement of element
in the Periodic Table by Early Scientist
with the Modern Periodic Table.
5. Prepare a timeline on the development
of the Periodic table.
6. Cite the relevance of knowing the
development of the Periodic Table.
II. CONTENT Timeline of the Development of the
Periodic Table
III.LEARNING RESOURCES
A. References
A. Teacher’s Guide pages Pages 145 -151
B. Learner’s Materials pages Pages 209 – 212
C. Textbook pages
D. Additional Materials from
Learning Resource (LR)
portal

B. Other Learning
Resources
You and the Natural World, science 8, Religioso
et.al(2013)Phoenix Publishing,pages 67-68

Science and Technology CHEMISTRY,Updated
Edition, Nueva Espana et.al(1995) Abiva Publishing
House Inc,,pages 150-153

Evangelista et.al,Science in Todays World,Sibs
Publishing House inc,(2014)pp 248-249
Modern Periodic Table of Elements

168

IV. PROCEDURE A B
A. Elicit How are elements in the
periodic table arranged?

How are elements in the
periodic table arranged?
B. Engage The class will be divided
into smaller groups.
Let each group perform
their task.

Group 1- names of
scientist.
Arrange the following
names of scientist base on
their contribution in the
development of the
periodic table.

Group 2- Write in
chronological order the
arrangement of elements
based on the development
of the periodic table.
Group 3- process
observer
After the activity, Group 3
will facilitate the
presentation of each
group.
The class will be divided
into smaller groups.
Let each group perform
their task.

Group 1- names of
scientist.
Arrange the following
names of scientist base
on their contribution in the
development of the
periodic table.

Group 2- Write in
chronological order the
arrangement of elements
based on the development
of the periodic table.
Group 3- process
observer
After the activity, Group 3
will facilitate the
presentation of each
group.
C. Explore - Student will be
grouped with at least 5
members.
- Each group prepares
a creative
representation of a
timeline on the
development of the
Periodic Table using
indigenous and/or
recyclable materials.
- Present the timeline
in the class
- Student will be
grouped with at least 5
members.
- Each group prepares
a creative
representation of a
timeline on the
development of the
Periodic Table using
indigenous and/or
recyclable materials.
- Present the timeline
in the class
D. Explain -Presentation of the
timeline per group.

-The teacher will process
the presentation of each
group(please see attached
rubrics for rating each
group)
-Presentation of the
timeline per group.

-The teacher will process
the presentation of each
group(please see
attached rubrics for rating
each group)

169

E. Elaborate (Using the summary of the
arrangement of elements
made by early scientists
and the Modern Periodic
Table, Teacher facilitates
deeper discussion of the
concepts on the Periodic
Law and Modern Periodic
Law.

Q1. How does Modern
Periodic Law differ from
the Periodic Law
formulated by the early
scientists?
Which of the laws do you
regard as Modern Periodic
law? Why?

Q2. How are elements
grouped in the Modern
Periodic Table?

Q3. Why is it that there
are horizontal rows and
vertical columns in the
Modern Periodic Table?
(Using the summary of the
arrangement of elements
made by early scientists
and the Modern Periodic
Table, Teacher facilitates
deeper discussion of the
concepts on the Periodic
Law and Modern Periodic
Law.

Q1. How does Modern
Periodic Law differ from
the Periodic Law
formulated by the early
scientists?
Which of the laws do you
regard as Modern Periodic
law? Why?

Q2. How are elements
grouped in the Modern
Periodic Table?

Q3. Why is it that there
are horizontal rows and
vertical columns in the
Modern Periodic Table?
F. Extend  Visit a grocery store
and observe the
arrangement of their
display.
 Describe how each of
the items /goods being
sold were arranged.
 Visit a grocery store
and observe the
arrangement of their
display.
 Describe how each of
the items /goods being
sold were arranged.
G. Evaluate

*Outputs submitted by the
students will serve as
evaluation.

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment

170

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.

F. Which of my teaching
strategies worked well?
Why did it work?

G. What difficulties did I
encounter which my
principal or supervisor can
help me solve?

H. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

171

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (2 Meetings) Quarter 3
rd

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
The periodic table of elements as an organizing
tool to determine the chemical properties of
elements

B.Performance Standard

C.Learning
Competencies/
Objectives
(Write the LC code
for each)
LC: Trace the development of the periodic table
from observations based on similarities in
properties of elements; and

(S8MT-IIIg-h-11)

Objectives:
1. Determine the similarities in properties of
elements belonging to the same group
2. Identify elements belonging to the same group
or period.
3. Cite the relevance of knowing the similarities
of elements in a group

II. CONTENT  Similarity of Properties within Groups
 Groups and Periods
III.LEARNING
RESOURCES

A. References
 A. Teacher’s Guide
pages

 Learner’s Materials
pages
Unit 3 Module 3, pp. 212-213
 Textbook pages Chemistry Science and Technology Textbook for
Third Year, pp. 286-287

 Additional Materials
from Learning
Resource (LR)
portal

B. Other Learning
Resources
Toon, T.Y, et al. Chemistry Matters: G.C.E ‘O’
Level. Singapore: Marshall Cavendish
Education. 2007

172

IV. PROCEDURE A B
A. Elicit Recall of previous lesson:
 Arrangement of
elements by Mendeleev
and Moseley

Guide Questions:
 Why are the elements
arranged in columns
and rows?
 What is the basis for
this arrangement?
Recall of previous lesson:
 Arrangement of
elements by Mendeleev
and Moseley

Guide Questions:
 Why are the elements
arranged in columns
and rows?
 What is the basis for
this arrangement?
B. Engage Enlarged pictures similar
to the ones below will be
shown on the board: (if
enlarging is not possible,
copies may be provided to
the students instead).

Image:
http://harborsquare.com/prog
rams-services/ vegetables/

Image:
https://www.flickr.com/photo
s/11541098@N06/44949897
462

Guide Questions:
 What are the similarities
and differences in the
objects shown in each
picture?

Student responses will be
written on the board and
Enlarged pictures similar
to the ones below will be
shown on the board: (if
enlarging is not possible,
copies may be provided to
the students instead).

Image:
http://harborsquare.com/prog
rams-services/ vegetables/

Image:
https://www.flickr.com/photo
s/11541098@N06/44949897
462

Guide Questions:
 What are the similarities
and differences in the
objects shown in each
picture?

Student responses will be
written on the board and
classified into similarities
and differences in tabular
form (T- diagram).

173

classified into similarities
and differences in tabular
form (T- diagram).

 If we categorize them,
what will be their
category name?

 If we categorize them,
what will be their
category name?

C. Explore  The students will be
divided into 4 or 8
smaller groups and
provided with an
assortment of pictures.
 The groups will receive a
different set of pictures
from the following
categories:
a. school supplies
b. household items
c. flowers
d. elements
(Refer to the attachment
for the pictures. The
pictures may be cut out
before being handed to
the groups.)

 The teacher has the
option to divide the class
into 8 groups. In this
case, 2 groups will be
given the same set of
pictures.

 The students will be
asked to identify
similarities in their
characteristics and
arrange the pictures in
groups on a Manila
paper.
 They will present their
groupings and explain
the basis of their
groupings.
 The students will be
divided into smaller
groups.
 Each group will be
provided with the same
set of an assortment of
pictures containing
school supplies,
household items, flowers
and elements. (Teacher
may choose 16-20
assorted pictures from
the attachment).

 The students will be
asked to arrange the
pictures in groups on a
Manila paper.
 They will present their
groupings and explain
the basis of their
groupings.

D. Explain  Each of the groups will
be asked to present their
output to the class and
explain their basis.

 Each of the groups will
be asked to present their
output to the class and
explain their basis.

174

Guide Questions:
 Is the arrangement
according to the basis
identified by the group?
 Is there another way to
group them? Explain
and/or illustrate.
 How is the activity
similar to what early
scientists did in
developing the periodic
table?
 Looking at the periodic
table, what is/are the
other basis for the
arrangement of the
elements aside from
increasing atomic
number?
 What information can be
obtained/derived from
this arrangement?

Teacher will also lead the
discussion on identifying
and locating:
a. Representative and
Transition/Inner
Transition elements
b. Groups and periods

 A set of meta cards with
the symbol or picture of
the following elements
will be posted on the
board:
Mg, Cu, F, H, C, Al, S, O,
K, Ne, Na, P, He
 Students will be asked
to group them on the
board and cite their
basis for grouping.

Guide Questions:
 Is the arrangement
according to the basis
identified by the group?
 Is there another way to
group them? Explain
and/or illustrate.
 How is the activity
similar to what early
scientists did in
developing the periodic
table?
 Looking at the periodic
table, what is/are the
other basis for the
arrangement of the
elements aside from
increasing atomic
number?
 What information can be
obtained/derived from
this arrangement?

E. Elaborate Referring to the periodic
table, the students will be
asked to name at least 3
elements that belong to
the same group.

For each student
The following will be
posted on the board:
1. Cl, Br, F
2. Mg, Ca, Sr
3. Ne, Ar, Kr
4. Na, K, Li

175

response, the teacher will
ask:
 What group do these
elements mentioned
belong to?
 What similarities do
these elements have?
 Why is it important to
know which elements
have similar properties?

Checking for
understanding:
 In an experiment,
sodium is needed for a
reaction but is not
available in the lab.
What element can
possibly be used as a
replacement but would
give a similar result?
Guide Questions:
 What do these
elements have in
common?
 What groups do these
elements belong to?

A periodic table may be
posted on the board.
Students will be asked to
go to the board and locate
the elements mentioned
above and identify their
groups and period
number.

 Give other sets of
elements belonging to
the same group.

Checking for
understanding:
In an experiment, sodium
is needed for a reaction
but is not available in the
lab. What element can be
used as a replacement but
would give a similar
result?
F. Extend There are several water
refilling stations in our
municipality. There are
those that offer alkali
water.
 Do a research on what
is referred to as alkali
water.
 What are the
properties and benefits
of alkali water?
 How does it differ from
other non-alkaline
purified water?
There are several water
refilling stations in our
municipality. There are
those that offer alkali
water.
 Do a research on what
is referred to as alkali
water.
 What are the
properties and benefits
of alkali water?
How does it differ from
other non-alkaline purified
water?
G. Evaluate

A. Which of the following
set of elements have
similar properties?
Choose all that apply.
a. radon, helium, neon
b. silicon, sodium, sulfur
c. calcium, cobalt, copper
A. Which of the following
set of elements have
similar properties?
Choose all that apply.
a. radon, helium, neon
b. silicon, sodium, sulfur
c. calcium, cobalt, copper

176

d. sulfur, oxygen,
selenium
e. rubidium, lithium,
potassium.

B. For the set of elements
chosen from part A, briefly
describe the similarity in
their properties.
d. sulfur, oxygen,
selenium
e. rubidium, lithium,
potassium.

B. For the set of elements
chosen from part A, briefly
describe the similarity in
their properties.
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80%
on the formative assessment

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 it work?

F. What difficulties did I encounter
which my principal or supervisor can
help me solve?

G. What innovation or localized
material/s did I use/discover which I
wish to share with other teachers?

177

Attachment: Suggested pictures for the activity (preferably cut out in advance)

Source: http://mentalfloss.com/article/ Source: https://www.kidsdiscover.com/
24832/what-makes-2-pencils- wp-content/uploads/2015/05/
so-special Crayons.jpg

Source: https://www.nationalbookstore Source: https://pixabay.com/photos/
.com/stationery/paper-supplies/ notebooks-color-colored-
notebooks-pads/best-buy- rainbow-991860/
intermediate-pad-book-80s-
100-bx

178

Source: https://www.staples.com/Staples Source: https://www.indiamart.com/
-Manila-3-Tab-File-Folders-Legal- proddetail/colored-art-paper-
Assorted-Position-100-Box/product_ 12531314230.html
163360

Source: http://www.officeworks.com. Source: https://www.smartparenting.
ph/products/panda-ballpen. com.ph/life/home/divisoria-
html shopping-guide-for-school-
supplies

179

Source: http://www.wiredsystems.com Source: https://shopee.ph/POWERLINE
/shopping/expanded-envelope -12-RULER-BLACK-KA-939B-
-long-green.html Per-Box-Of-20pcsi.23792450.
284565630

Source: http://lugezi.com/images/ Source: http://www.eatonofficesupply.
com/BMIStore/ProductDetails.as
px?prodid=3051310&ID=101413
5&sku=ITA60233&index=2&BB=
NA&cm_sp=Product-_-
DL_ProductOthersBoughtTheseI
tems-_-ITA60233_Spot2

180

Source: https://iprice.ph/stationery/ Source: https://shop.easygifts.de/en_us/
crafts/scissors/ big-cutter-quito.html

Source: https://ph.carousell.com/p/long Source: https://shopee.ph/Cartolina-
-bond-paper-80gsm-171924403/ (Black)-120gsm-i.38743513.
671779782

181

Source: https://africanleadership.co.uk/ Source: http://1.bp.blogspot.com/-
zimbabwe-eyes-2bn-oil-seed- 1aSxJn9tssM/VTYXClgOUtI/
exports/ AAAAAAAAAZ4/q-4vy4XHhCE/
s1600/gumamela.jpg

Source: https://en.wikipedia.org/wiki/ Source: https://flowersinthephilippines.
Plumeria#/media/File:Frangipani_ wordpress.com/2015/03/08/
flowers.jpg flowersinthephilippines/

182

Source: http://www.bitlanders.com/ Source: https://www.youtube.com/
blogs/different-kinds-of- watch?v=so_tOPnXwM8
flowers/434815

Source: https://www.entouriste. Source: http://www.bitlanders.com/
com/philippines-vacation/ blogs/different-kinds-of-
tropical-flowers-in-the- flowers/434815
philippines/

183

Source: http://www.bitlanders.com/ Source: http://www.psst.ph/top-7-flower-
blogs/different-kinds-of- symbols-meanings-philippines/
flowers/434815

184

Source: https://photos.espo.net/ Source: https://www.thespruce.com/grow-
Vacation/The-Philippines/ asarina-climbing-snapdragons-
i-SvCqgSF/A 1402899

Source: https://www.gardenguides.com/ Source: https://www.gardenguides.com/
103428-different-types-flowers- 96183-types-flowers-
philippines.html philippines.html

185

Source: https://www.flickr.com/photos/ Source: http://flowersinphilippines.
31945172@N06/3548061255 blogspot.com/2013/05/purple-
bougainvillea-at-fort-san-
pebro.html

Source: https://www.proflowers.com/ Source: https://www.imgrumweb.com/
blog/aquatic-plants-and-flowers hashtag/BiCol

186

Source: https://www.flickr.com/photos/ Source: http://pili.philippineslisted.com/
84472149@N00/2543445765 garden-house/blue-ternate-or-
butterfly-pea-flowers_ 3715499.html

Source: https://www.abenson.com/ Source: https://www.indiamart.com/
small-appliances/fans.html proddetail/electric-iron-
13286792533.html

187

Source: https://www.jumia.com.ng/ Source: https://www.senheng.com.my/
scanfrost-32-hd-led-television- faber-frigor-418-418l-2-door-
scanfrost-mpg155510.html refrigerator-fbr-frigor418.html

Source: https://www.target.com.au/p Source: https://www.lazada.com.ph
/essentials-2-litre-rice-cooker- /shop-thermo-pots/
tesrc-5/57343167

188

Source: https://homemallph.com/product/ Source: https://www.filstop.com/pinoy-
details/45965/kyowa-electric-kettle ware-frying-pan-f2-13.5.html
-1-7lts-kw1318

Source: http://urssafe.com/product Source: http://mbhome.ph/product/
/gallon/ bibo-dish-cabinet/

189

Source: https://saversdepot.com.ph/ Source: http://www.maxideasmarketing.
appliances/stove/ com/brands/urbankitchen/

Source: https://ph.rs-online.com/web/ Source: https://shoppingplus.ph/
c/lighting/fluorescent-lamps- ProductInfo/?product_id=211
tubes/

190

Source: https://iprice.ph/sultan/kitchen Source: https://mandauefoam.ph/
-dining/cookware/ products/534-food-cover-
55-5-x-44-x-17cm-blue

Source: https://www.homedepot.com/ Source: http://jollyplastic.ph/product/
b/Cleaning-Cleaning-Tools- pail-with-cover-class-a/
Mops/N-5yc1vZcb4k

191

Source: http://taktiknet.me/ideas/ Source: https://shopcentral.com.ph/
monoblock/500-uratex-square-
table-mono-block-1201.html

Source: https://www.lme.com/en-GB/ Source: https://www.exportersindia.com/
Metals maharashtra/stainless-steel-milk-
can.htm

192

Source: https://www.rappler.com/ Source: http://www.vonholzenphoto.com
business/199007-philippines- /product/kisulfurmining-3/
new-generation-currency-coins
-bangko-sentral-pilipinas

Source: https://www.signsny.com/neon- Source: https://getlink.pro/yt/facts-about-
Signs metallic-mercury

193

Source: http://notions-english-disciple. Source:http://www.arthuryates
blogspot.com/2012/04/comparison jewelers.com/gold
-of-alcohol-and-mercury.html

Source: https://www.indiamart.com/prod Source: https://www.thomasnet.com/
detail/aluminum-foil-8207767830 articles/plastics-rubber/Silicon-
.html Electronics-Casting-Applications

194

Source: https://www.thinglink.com/scene Source: https://www.thepartysuperstore.
/515642207781257216 com.au/product/bunch-of-10-
helium-balloons-bouquet/

Source: https://www.carolina.com/specialty Source: https://www.liberal
-chemicals-m-o/magnesium-ribbon- dictionary.com/carbon/
laboratory-grade-25-g/873120.pr

195

Source: https://www.youtube.com/watch Source: https://www.livescience.com
?v=W2yYB6Sa4ow /28932-phosphorus.html

196

Elaborate

Science Ideas:
1. The periodic table is a chart containing information about the atom that
makes up all matter.

2. Early scientist developed periodic table by arranging elements in order
of increasing atomic mass.

3. The modern periodic table shows element arranged in order of
increasing atomic numbers.

4. Johann Dobereiner, (1817)- a German Chemist,- formed the Triads of
Elements with similar properties.
Alexander- Emile Beguyer de Chancourtois-(1863)-Telluric Helix – arranged
the element
1. Example of Triad- Calcium, Barium and Strontium.

2. s on order of their increasing weights in a spiral order around a cylinder
divided by a vertical line.

3. John Newlands (1863)-an English Chemist proposed the Law of
Octaves.( arranged elements on order of their increasing atomic
weights into sets of eight elements.

4. Dmitri Mendeleev (1869)-Periodic Table based on periodic law.
Periodic law – arrangement of elements according to increasing atomic
weights in a graphical method.9he left gaps for still undiscovered
elements )

5. Lothar Meyer (1830- 1907)-arranged the elements based on Periodic
law(increasing atomic mass with 28 elements) in a graphical method by
plotting atomic volume against atomic number.

6. Henry Moseley ( 1913)-(Modern Periodic Law ) increasing atomic
number of elements in the periodic table.

7. Modern Periodic Law-states that the properties of elements are
periodic functions of their atomic numbers.

Sources:
 Evangelista et.al,,Science in Todays World,Sibs Publishing House
inc,(2014)pp 248-249
 You and the Natural World, science 8,Religioso et.al(2013)Phoenix
Publishing,pages 67-68
 Science and Technology CHEMISTRY,Updated Edition, Nueva
Espana et.al(1995) Abiva Publishing House Inc,,pages 150-153

197

Engage

Table 3-Summary of the arrangement of elements by the
Proponents

Arrangement of
elements
Proponent
Description/contribution
in the Development of
the Periodic Table
Triads Johann Dobereiner formed the Triads of
Elements with similar
properties.
Octaves John Newlands arranged elements in
order of their increasing
atomic weights into sets
of eight elements
Telluric Helix Alexander
Chancourtois
arranged the elements in
order of their increasing
weights in a spiral order
around a cylinder divided
by a vertical line.
Mendeleev Periodic law Dmitri Mendeleev Periodic Law
-arrangement of elements
according to increasing
atomic weights in a
graphical method.9he left
gaps for still undiscovered
elements )
Moseley Modern
Periodic Law
Henry Moseley Modern Periodic Law -
increasing atomic number
of elements in the
periodic table.

Sources:

 Evangelista et.al,Science in Todays World,Sibs Publishing House
inc,(2014)pp 248-249
 You and the Natural World, science 8,Religioso et.al(2013)Phoenix
Publishing,pages 67-68
 Science and Technology CHEMISTRY,Updated Edition, Nueva
Espana et.al(1995) Abiva Publishing House Inc,,pages 150-153

198

RUBRICS IN OUTPUT

POINTS INDICATORS

5
- Submits a creative representation of
timeline.
- Timeline shows comparison of
arrangement of element by early
scientists to the modern periodic table.
- Presentation of timeline is accurate and
precise.
- Shows eagerness and cooperation to do
the task by group.

4
- Submits a creative representation of
timeline.
- Timeline shows comparison of
arrangement of element by early
scientists to the modern periodic table.
- Presentation of timeline is accurate and
precise.
- 3 out of 10 members do the task.

3
- Submits a creative representation of
timeline.
- Timeline shows comparison of
arrangement of element by early
scientists to the modern periodic table.
- Only one member of the group do the
task

2
- Submits a creative representation of
timeline.
- Timeline shows comparison of
arrangement of element by early
scientists to the modern periodic table.
- Only one member of the group do the
task

1
- Submits a creative representation of
timeline Timeline shows comparison of
arrangement of element by early
scientists to the modern periodic table.
- Only one member of the group do the
task.

199

Na
Sodium

Atomic Mass: 22.99
Description: soft gray
metal,reacts vigorously with
water
Compounds:Na2O, NaCl

Mg
Magnesium

Atomic Mass: 24.31
Description: gray metal,
flammable
Compounds:MgCl2, MgO

Al
Aluminum

Atomic Mass: 26.98
Description: silvery metal
Compounds:AlCl3, Al2O3

P
Phosphorus

Atomic Mass: 30.97
Description: white, red or
black
Compounds:PH3, PCl3

200

Br
Bromine

Atomic Mass: 79.90
Description: red-orange liquid,
very reactive
Compounds:HBr, NaBr, CaBr2
Rb
Rubidium

Atomic Mass: 85.47
Description: soft gray metal,
reacts violently with water
Compounds:Rb2O, RbCl
Te
Tellurium

Atomic Mass: 127.6
Description: silvery-white
metalloid, semiconductor
Compounds:H2Te, TeCl2
I
Iodine

Atomic Mass: 126.9
Description: dark-purple solid,
reactive
Compounds:HI, NaI, CaI2

201

Sr
Strontium

Atomic Mass: 87.62
Description: soft silvery
metal
Compounds:SrCl2, SrO

In
Indium

Atomic Mass: 114.8
Description: soft silvery
metal
Compounds:InCl3, In2O3

Sn
Tin

Atomic Mass: 118.7
Description: silvery-white
metal
Compounds:SnO2, SnCl4

Sb
Antimony

Atomic Mass: 121.8
Description: bluish-white
metalloid,, semiconductor
Compounds:SbH3, SbCl3,BCl5

202

Re

Birthday:July 9, 2004
Weight:44.8
Height:1.67
Age:13
BMI:16.00

Je

Birthday:feb 22, 2005
Weight:38.9
Height:1.41
Age:13
BMI:19.50

J

Birthday:April 17,2005
Weight:38.8
Height:1.58
Age:13
BMI:15.50

E

Birthday:MAY, 2004
Weight:40.7
Height:1.52
Age:14
BMI:17.60

203

Engage
Sample Data cards

Jm

Birthday:Sept 27, 2005
Weight:31.6
Height:1.51
Age:12
BMI:13.80

P

Birthday:Sept 25,2003
Weight:38
Height:1.58
Age:14
BMI:15.20

Ja

Birthday:Jan 20, 2005
Weight:43.5
Height:1.6
Age:13
BMI:16.90

Nb

Birthday:Nov 14,2004
Weight:35.5
Height:1.5
Age:13
BMI:15.70

204

Bp

Birthday:Oct 22,2004
Weight:53
Height:1.5
Age:13
BMI:23.50
Mc

Birthday:Sept 7, 2005
Weight:44.1
Height:1.53
Age:12
BMI:18.80

205

Le

Birthday:Jan 6, 2004
Weight:40.1
Height:1.52
Age:14
BMI:17.30

Er

Birthday:41.4
Weight:41.4
Height:1.51
Age:12
BMI:18.10

An

Birthday:Jan 13, 2003
Weight:43.8
Height:1.51
Age:15
BMI:19.20

C

Birthday:Feb 20, 2005
Weight:35.9
Height:1.47
Age:13
BMI:16.60

206

M

Birthday:Aug 24, 2002
Weight:35.2
Height:1.52
Age:15
BMI:15.20

Ma

Birthday:Feb 9, 2005
Weight:39.3
Height:1.49
Age:13
BMI:17.7

El

Birthday:Sept 14, 2005
Weight:32.7
Height:1.42
Age:12
BMI:16.20

Jn

Birthday:Oct 12, 2004
Weight:36.4
Height:1.46
Age:13
BMI:17.00

207

Ro

Birthday:July 24, 2005
Weight:37.3
Height:1.46
Age:12
BMI:17.40

Yv

Birthday:Aug 24
Weight:38.1
Height:1.52
Age:12
BMI:16.90

Sh

Birthday:Oct 30, 2005
Weight:36.8
Height:1.46
Age:12
BMI:17.20

Jf

Birthday:Mar 23, 2005
Weight:43.5
Height:1.48
Age:13
BMI:19.80

208

Af

Birthday:Oct 16, 2004
Weight:62
Height:1.61
Age:13
BMI:23.90

Mf

Birthday:May 19, 2005
Weight:42.4
Height:1.53
Age:13
BMI:18.00

Jo

Birthday:April 21, 2004
Weight:42.2
Height:1.53
Age:14
BMI:18.00

An

Birthday:Dec 29,2004
Weight:42.7
Height:1.55
Age:13
BMI:17.70

209

Mu

Birthday:July 26,2005
Weight:35.6
Height:1.57
Age:12
BMI:14.40

Km

Birthday:Dec 21, 2004
Weight:46.2
Height:1.5
Age:13
BMI:20.50

A

Birthday:Nov 11, 2002
Weight:48
Height:1.58
Age:15
BMI:19.20

Lj

Birthday:March 11,2005
Weight:40.1
Height:1.53
Age:13
BMI:17.10

210

Jf

Birthday:September 21, 2005
Weight:51
Height:1.56
Age:12
BMI:20.90

Jj

Birthday:Dec 23, 2004
Weight:32.9
Height:1.43
Age:13
BMI:16.00

Aj

Birthday:Dec 10, 2004
Weight:45.2
Height:1.58
Age:13
BMI:18.10

R

Birthday:Feb 20,2003
Weight:53
Height:1.64
Age:15
BMI:19.70

211

Ic

Birthday:Feb 3, 2005
Weight:33.7
Height:1.55
Age:13
BMI:14.00

Jw

Birthday:Nov 26, 2002
Weight:48.7
Height:1.62
Age:15
BMI:18.50

Ch

Birthday:Nov 8, 2001
Weight:47
Height:1.63
Age:16
BMI:17.60

Ad

Birthday:Aug 28, 2005
Weight:32
Height:1.4
Age:12
BMI:16.30

212

Re
Birthday:July 9, 2004
Weight:44.8
Height:1.67
Age:13
BMI:16.00

Je
Birthday:feb 22, 2005
Weight:38.9
Height:1.41
Age:13
BMI:19.50

J

Birthday:April 17,2005
Weight:38.8
Height:1.58
Age:13
BMI:15.50

E

Birthday:M, 2004ay 19
Weight:40.7
Height:1.52
Age:14
BMI:17.60

213

Attachment for the Engage part:

Source: https://www.flickr.com/photos/11541098@N06/44949897462

Source: http://harborsquare.com/programs-services/vegetables/

214

LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (3 Meetings) Quarter 3rd

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding
of…
The periodic table of elements as an
organizing tool to determine the chemical
properties of elements

B. Performance Standard

C. Learning Competencies/
Objectives
(Write the LC code
for each)
LC: Trace the development of the periodic
table from observations based on similarities
in properties of elements; and
(S8MT-IIIg-h-11)

Objectives:
1. Classify elements according to their
properties based on their arrangement in
the periodic table.
2. Describe the basis of the modern periodic
law
3. Prepare and present a creative output
highlighting the properties of a group of
elements
Time Element: 3 hrs (3 periods)

II. CONTENT  Groups in the Periodic Table and their
Properties
 Periodic Law

III.LEARNING RESOURCES
A. References
 Teacher’s Guide pages
 Learner’s Materials
pages
Unit 3 Module 3, pp. 212-213
 Textbook pages Chemistry Science and Technology
Textbook for Third Year, pp. 298-310

 Additional Materials from
Learning Resource (LR)
portal
Project EASE Module 11 Lesson 1, pp. 10-
11

B. Other Learning Resources https://www.thoughtco.com/element-families-
606670

215

IV. PROCEDURE A B
A. Elicit Guide Questions:
 In Gr. 7, how did you
classify the
elements?
 How else can the
elements be
classified?

Recall:
 Elements are
arranged in
groups/families.
 Elements in the same
group share similar
characteristics or
properties.
Guide Questions:
 In Gr. 7, how did you
classify the elements?
 How else can the
elements be
classified?

Recall:
 Elements are
arranged in
groups/families.
 Elements in the same
group share similar
characteristics or
properties.
B. Engage The students will be
asked to use the
periodic table to classify
the following elements
according to their
group/family:
F, K, O, P, Xe and Sr.

Option: If laptop and
projector/TV are
available, a blank
portion of the periodic
table labeled with
groups 1/1A, 2/2A,
13/3A, 14/4A, 15/5A,
16/6A, 17/7A & 18/8A
will be shown on the
screen or TV, and the
students will type in the
given elements in their
respective groups.

Guide Question:
 What are the
properties of each of
these elements?
The students will be
asked to use the
periodic table to classify
the following elements
according to their
group/family:
F, K, O, P, Xe and Sr.

Option: If laptop and
projector/TV are
available, a blank
portion of the periodic
table labeled with
groups 1/1A, 2/2A,
13/3A, 14/4A, 15/5A,
16/6A, 17/7A
& 18/8A will be shown
on the screen or TV, and
the students will type in
the given elements in
their respective groups.

Option: Meta cards may
be used for this and
students will be asked to
place the meta cards on
the board under their
respective groups (grps
1A-8A).

Guide Question:
What are the properties

216

of each of these
elements?
C. Explore  The class will be
divided into 8 groups
and assigned a
specific family of
elements to focus on.
 Using the information
on the properties of
the different groups
of elements assigned
previously as a
homework, each
group will prepare a
preferred creative
output showing the
properties of the
group of elements
assigned to their
group.
 Attachment 1 and 2
may be provided to
the groups for
reference.
 They may choose to
do any of the
following:
a. Role play
b. News reporting
c. Song/poem/
jingle
d. Puzzle
e. Comic strip
f. Etc.
(The teacher may
randomly assign the
output to be done by
each group.)

 The students may
also be allowed to
refer to the Chemistry
III Textbook, pp. 298-
310.
 The output of each
group will be
presented to the
class afterwards.
 The class will be
divided into 4 groups
and assigned a family
of elements to focus
on: alkali metals,
alkaline earth metals,
halogens and noble
gases.
 Using the information
on the properties of
the different groups of
elements assigned
previously as a
homework, each
group will prepare a
preferred creative
output showing the
properties of the
group of elements
assigned to their
group.
 They may choose to
do any of the
following:
a. Role play
b. News reporting
c. Song/poem/
jingle
d. Puzzle
e. Comic strip
f. Etc.

 The students may
also be allowed to
refer to the Chemistry
III Textbook, pp. 298-
310.
 The output of each
group will be
presented to the class
afterwards.

D. Explain  Each group will be
asked to do a 3-
 Each group will be
asked to do a 3-

217

minute presentation
of their output to the
class.
 The teacher will focus
the attention of
students on the
physical and some
chemical properties
of elements.

Guide Questions:
 What are the common
properties of the
elements in each
group?
 Given the following
description, in what
group should the
element being
described belong:
a. Most reactive
metal (Ans:Alkali
Metal)
b. A nonreactive gas
(Ans:Noble Gases)
c. Shiny, silvery,
somewhat reactive
metal (Ans:Alkaline
Earth Metal)
d. Very reactive
nonmetal
(Ans:Halogen)

 In what group do
these elements
belong:
A. Ba
B. Si
C. Ne
D. Al
E. Cs
F. Sr
G. Ga
(The teacher may use
meta cards for the
elements mentioned
above and as labels for
Groups 1A to 8A. Then
the students will be
asked to go to the
minute presentation of
their output to the
class.
 The teacher will focus
the attention of
students on the
physical and some
chemical properties of
elements.

Guide Questions:
 What are the common
properties of the
elements in each
group?
 As you go from one
period to the next, top
to bottom of the
periodic table, is there
a repeating pattern of
similarities in
properties?
 Why do you say so?

218

board and match each
element with its
respective group.)

 As you go from one
period to the next, top
to bottom of the
periodic table, is there
a repeating pattern of
similarities in
properties?
 Why do you say so?
E. Elaborate The teacher will focus
attention of students on
the horizontal rows or
periods of elements and
“how this arrangement
allows us to study
systematically the way
properties vary with the
element’s position in
the periodic table.
Similarities and
differences among the
elements are easier to
understand and
remember” (Chemistry III
Textbook, p. 285).
This variation in
properties give rise to
the Periodic Law.

Guide Questions:
 What does the
Periodic Law states?
(Ans: properties of
elements vary
periodically with
atomic number)
 What does this law tell
us about the
arrangement of
elements in the
periodic table? (Ans:
elements are
arranged into groups
and periods)
 Describe the basis of
the Periodic Law
(Ans: There is a
The teacher will focus
attention of students on
the horizontal rows or
periods of elements and
“how this arrangement
allows us to study
systematically the way
properties vary with the
element’s position in the
periodic table.
Similarities and
differences among the
elements are easier to
understand and
remember” (Chemistry III
Textbook, p. 285).
This variation in
properties give rise to
the Periodic Law.

Guide Questions:
 What does the Periodic
Law states? (Ans:
properties of elements
vary periodically with
atomic number)
 What does this law tell
us about the
arrangement of
elements in the
periodic table? (Ans:
elements are arranged
into groups and
periods)
 Describe the basis of
the Periodic Law
(Ans: There is a
repeating similarity of

219

repeating similarity of
properties as you go
from one period to
another when
elements are
arranged in
increasing atomic
number.)

properties as you go
from one period to
another when
elements are
arranged in increasing
atomic number.)

F. Extend Teacher will ask:
 Girls experience their
menstruation once
they reach a certain
age. Why is it called
a menstrual cycle?
How often does it
occur?
 What other
occurrences/
happenings (natural
phenomena) do you
notice that happens
around you?
Describe it to the
class.

 The students will be
asked to read on
other occurrences
that happen
periodically, like
moon phases,
seasons, menstrual
cycle and others.

Teacher will ask:
 How often do you
cut your nails? How
about your hair?
 Do you do this
regularly?
 What occurrences/
happenings (natural
phenomena) do you
notice happening
around you? Describe
it to the class.

Teacher will briefly lead
the discussion on the
periodic variation of
these natural
phenomena.

G. Evaluate

The students will be
asked to make a flow
chart relating the
following words/phases:
periodic table,
elements, alkali metals,
alkaline earth metals,
halogens, noble gases,
properties, atomic
number, groups,
periods, periodic law,
sodium, fluorine, neon,
magnesium, potassium,
calcium, iodine, argon.

 Given the following
description, in what
group should the
element being
described belong to:
a. Most reactive metal
b. A nonreactive gas
c. Shiny, silvery,
somewhat reactive
metal
d. Very reactive
nonmetal
 In what group do
these elements
belong to:

220

Option:
 Group Contest: Two
sets of meta cards
containing the words
above will be
prepared. The class
will be divided into
two. Within an
allotted time, they will
be asked to show
their flow chart on the
board.
 They will explain their
flow chart afterwards.
a. Ba
b. Si
c. Ne
d. Al
e. Cs
f. Sr
g. Cl

 True or False: The
basis for the periodic
law is due to
repeating similarity of
properties of elements
as you go from one
period to another
when elements are
arranged in increasing
atomic number.

Option:
Students can prepare
meta cards for the
different groups of
elements, as well as
True and False. For the
questions above, they
will raise the meta card
corresponding to their
answer.
V. REMARKS The Summative Test
will be given on the last
30 minutes on the third
day allotted for this LP.

The Summative Test will
be given on the last 30
minutes on the third day
allotted for this LP.

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment

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.

221

D. No. of learners who
continue to require
remediation.

E. Which of my teaching
strategies worked well?
Why did it work?

F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized material/s did
I use/discover which I
wish to share with other
teachers?

222

Attachment: Properties of Groups of Elements

Elements are classified based on their positions or locations in the periodic
table.
Group I A - The Alkali Metals
Group 1 elements are soft silvery metals. They react strongly with
water. The further down the group you go, the more violent this reaction is.
These alkali metals are usually stored under oil to protect them from moisture
and oxygen. They all have one electron in their outer shells. In a chemical
reaction an alkali metal atom loses this single electron. It achieves the stable
electron structure of the noble gases.

Group II A – The Alkaline Earth Metals
This group consists of all metals that occur naturally in compound form.
They are obtained from mineral ores and form alkaline solutions. These are
less reactive than alkali metals.

Group III A – The Aluminum Group
The elements in this group are fairly reactive. The group is composed
of four metals and one metalloid which is boron.

Group IV A – The Carbon Group
This group is composed of elements having varied properties because
their metallic property increases from top to bottom meaning the top line,
which is carbon, is a nonmetal while silicon and germanium are metalloids,
and tin and lead are metals.

Group V A – The Nitrogen Group
Like the elements in group IV A, this group also consists of metals,
nonmetal and metalloids.

Group VI A – The Oxygen Group
This group is called the oxygen group since oxygen is the top line
element. It is composed of three nonmetals, namely, oxygen, sulfur and
selenium, one metalloid, (tellurium) and one metal (polonium)

Group VII A – The Halogens
This group is composed of entirely nonmetals. The term “halogens”
comes from the Greek word hals which means salt and genes which means
forming. Halogens group are called “salt formers”.

Group VIII A – The Noble Gases
This group is composed of stable gases otherwise known as the non-
reactive or inert elements.

*Source: Project EASE, Chemistry Module 11, pp. 10-11

223

Attachment 2: Properties of Elements
The alkali metals are recognized as a group and family of elements. These
elements are metals. Sodium and potassium are examples of elements in this
family.
 Group 1 or IA
 Alkali Metals
 1 valence electron
 soft metallic solids
 shiny, lustrous
 high thermal and electrical conductivity
 low densities, increasing with atomic mass
 relatively low melting points, decreasing with atomic mass
 vigorous exothermic reaction with water to produce hydrogen gas and
an alkali metal hydroxide solution
 ionize to lose their electron, so the ion has a +1 charge
 Hydrogen is not considered an alkali metal because the gas does not
exhibit the typical properties of the group. However, under the right
conditions of temperature and pressure, hydrogen can be an alkali
metal.
The alkaline earth metals or simply alkaline earths are recognized as an
important group and family of elements. These elements are metals.
Examples include calcium and magnesium.
 Group 2 or IIA
 Alkaline Earth Metals (Alkaline Earths)
 2 valence electrons
 metallic solids, harder than the alkali metals
 shiny, lustrous, oxidize easily
 high thermal and electrical conductivity
 more dense than the alkali metals
 higher melting points than alkali metals
 exothermic reaction with water, increasing as you move down the
group. Beryllium does not react with water; magnesium only reacts with
steam.
 ionize to lose their valence electrons, so the ion has a +2 charge

The boron group or earth metal family is not as well-known as some of the
other element families.
 Group 13 or IIIA
 Boron Group or Earth Metals
 3 valence electrons
 diverse properties, intermediate between those of metals and
nonmetals
 best known member of this group is aluminum

224

The carbon group is made up of elements called tetrels, which refers to their
ability to carry a charge of 4.
 Group 14 or IVA
 Carbon Group or Tetrels
 4 valence electrons
 diverse properties, intermediate between those of metals and
nonmetals
 best known member of this group is carbon, which commonly forms 4
bonds

The nitrogen group is a significant element family.
 Group 15 or VA
 Nitrogen Group or Pnictogens
 5 valence electrons
 diverse properties, intermediate between those of metals and
nonmetals
 best known member of this group is nitrogen

The chalcogens family is also known as the oxygen group.
 Group 16 or VIA
 Oxygen Group or Chalcogens
 6 valence electrons
 diverse properties, changing from nonmetallic to metallic as you move
down the family
 best known member of this group is oxygen

The halogen family is a group of reactive nonmetals.
 Group 17 or VIIA
 Halogens
 7 valence electrons
 reactive nonmetals
 melting points and boiling points increase with increasing atomic
number
 high electron affinities
 change state as move down the family, with fluorine and chlorine
existing as gases at room temperature while bromine in a liquid and
iodine is a solid

225

The noble gases are a family of nonreactive nonmetals. Examples include
helium and argon.
 Group 18 or VIIIA
 Noble Gases or Inert Gases
 8 valence electrons
 typically exist as monatomic gases, although these elements do
(rarely) form compounds
 stable electron octet makes these elements nonreactive (inert) under
ordinary circumstances

Source: https://www.thoughtco.com/element-families-60667

226

SAMPLE ASSESSMENT
Direction: Multiple Choice: Choose the letter of the best answer.

1. Which of the following is the correct arrangement of names according to
their contribution in the development of the periodic table?
I. John Newlands III. Henry Moseley
II. Dmitri Mendeleev IV. Johann Dobereiner
A. I,II,III,IV B. II,III,I,IV C. III,II,I,IV D. IV,I,II,III

2. Who among the following scientists had a similar arrangement of
elements as that of Mendeleev?
A. Lothar Meyer C. Alexander Chancourtois
B. Henry Moseley D. John Dalton

3. Shown below are the scientists involved in the development of the
periodic table and their contribution:
Which of the following does not correctly match?
Scientist Contribution
A. H. Moseley Arranged elements according to
increasing atomic number
B. J. Newlands Arranged elements according to
groups and periods
C. D. Mendeleev Arranged elements according to
increasing atomic mass
D. J. Dobereiner Arranged elements according to triads

4. Who among the following scientists arranged elements in such a way
that elements found in the same column have similar properties, and left
gaps in the periodic table that were filled when new elements were later
discovered?
A. Dobereiner C. Mendeleev
B. Newlands D. Moseley

5. Which of the following does not correctly express the importance of the
arrangement of the elements in the modern periodic table?
A. It is easy to locate the elements since they are arranged according to
increasing atomic number.
B. Elements with similar properties are found in the same column for
representative elements.
C. All basic information about each element are easily found.
D. The arrangement allows us to study systematically the way properties
vary with the element’s position in the periodic table.

6. Elements found in groups have similarity in properties. This was possible
when elements are arranged according to increasing _____.
A. atomic mass C. group number
B. atomic number D. period number

7. How does the arrangement of the periodic table differ from the earlier
arrangement of elements?

227

A. Elements in the modern periodic table are arranged according to
increasing atomic number.
B. Elements in the modern periodic table are arranged according to
increasing atomic mass.
C. Elements in the modern periodic table are arranged according to
increasing mass number.
D. Elements in the modern periodic table are arranged according to
increasing physical properties.

8. What is the relevance of knowing the development of the periodic table?
A. It can help in identifying properties of elements.
B. It can help in understanding the arrangement of elements.
C. It can help in identifying unknown elements based on its properties
D. All of the above statements are true.

9. Which of the following pairs of elements belong to the same group and
have similar properties?
A. Copper and cobalt C. Fluorine and Chlorine
B. Sodium and magnesium D. Sulfur and Phosphorus

10. Which of the following elements belong to the same group?
A. Calcium, magnesium, beryllium
B. Sodium, aluminum, magnesium
C. Iron, copper, zinc
D. Helium, hydrogen, neon

11. Which of these elements have similar chemical properties?
I. argon II. lithium III. sodium IV. phosphorus
A. I and II C. III and IV
B. II and III D. I and IV

12. Suppose an element is needed for an experiment. It should be a highly
reactive metal. From which group or family of elements should you
choose?
A. Alkali Metal C. Halogens
B. Alkaline Earth Metals D. Noble Gases

13. A certain nonmetal is nonreactive under normal conditions. In which
group does this element belong?
A. Alkali Metal C. Halogens
B. Alkaline Earth Metals D. Noble Gases

14. Which of the following is a halogen?
A. Potassium B. Beryllium C. Iodine D. Carbon

15. Which of the following describes the basis of the modern periodic law?
A. It is due to repeating similarity of properties of elements as you go
from one period to another when elements are arranged in increasing
atomic number.
B. It is due to repeating similarity of properties of elements as you go
from one group to another when elements are arranged in increasing
atomic number.

228

C. It is due to repeating similarity of properties of elements as you go
from one group to another when elements are arranged in increasing
atomic mass.
D. It is due to repeating similarity of properties of elements as you go
from one period to another when elements are arranged in increasing
atomic mass.

Answer Key: (IMPORTANT! This must be included in the students’ copy)

1. D
2. A
3. B
4. C
5. C
6. B
7. A
8. D
9. C
10. A
11. B
12. A
13. D
14. C
15. A

229

UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Content
Content
Standard
Performance
Standard
Learning
Competency
Code
3.
Periodic
Table
(PT) of
Elements

3.1
Developm
ent of the
PT
3.2
Arrangem
ent of
elements
3.3
Reactive
and
nonreacti
ve metals

The learners
demonstrate
understanding
of:
the periodic
table of
elements as an
organizing tool
to determine
the chemical
properties of
elements
The learners
shall be able
to:

The learner should
be able to:

use the periodic
table to predict the
chemical behaviour
of an element.
S8MT-
IIIi-j-12

Learning
Competency/
Code:
5. Use the periodic table to predict the chemical
behavior of an element (S8MT-IIIi-j-12)
Unpacked
Learning
Competency:
(Objectives)
Time
Frame
1. Identify the properties of elements in
the periodic table;
2. Describe the metallic and non metallic
characteristic of elements in the
periodic table;
3. Cite the importance of knowing the
properties of metals and non metals;
1 meeting
4. Locate the position of metals and non
metals in the periodic table;
5. Describe what happens to metallic and
non metallic property from left to right
of a period, and from top to bottom of a
family;
6. Cite the importance of knowing the
2 meetings

230

position of metals and non metals in
the periodic table.
7. Construct a periodic table;
8. Arrange elements in the periodic table
based on their metallic and non
metallic property.
9. Describe the arrangements of metallic
and non metallic property in a given
period and family.
10. Explain the importance of periodic
table.
1 meeting
11. Compare the relative reactivity of metal
in acid solution;
12. Describe the arrangement of elements
based on their reactivity;
13. Cite the importance of knowing the
reactivity series of metals.
2 meetings
14. Sample Assessment 1 meeting

231

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (1 Meeting) Quarter Third

I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of
the periodic table of elements as an organizing
tool to determine the chemical properties of
elements
B. Performance Standard The learners should be able to…

C. Learning
Competencies/Objectives
(Write the LC code
for each)
LC: Use the periodic table to predict the
chemical behavior of an element.
(S8MT-IIIi-j-12)

Objectives:
a. Identify the properties of elements in the
periodic table.
b. Describe the metallic and nonmetallic
characteristic of elements in the periodic
table.
c. Cite the importance of knowing the
properties of metals and non-metals.

II. CONTENT Periodic Table (PT) of Elements:
 Properties of Elements
 Metals and Nonmetals
III. LEARNING
RESOURCES

A. References
 Teacher’s Guide
pages
pp.147-152
 Learner’s Materials
pages
pp.213-217
 Textbook pages
Holt Chemistry (The Physical Setting) Teacher
Edition
pp.122 - 125 and 128 - 130
 Additional Materials
from Learning
Resource (LR) portal

B. Other Learning
Resources
http://sciencenotes.org/wp-
content/uploads/2016/07/ShinyPeriodicTable-
1024x576.png

232

IV. PROCEDURE A B
A. Elicit Review of the modern
periodic table of elements.
How many periods
(horizontal rows) and
families (vertical column)
are in the periodic table?
http://google.com/images
Ask students to give
examples of objects/
materials, and identify
what element/s is/are
present in it.
The teacher will present
actual objects, and let the
students classify them
according to the property
of elements in the Periodic
Table.
(Materials to be
presented)
Nail Bleaching
powder Sulfur
powder Sardines can
Bracelet
Head of the matchstick
Spoon Charcoal
Wire Coin
Foil
Review of the modern
periodic table of elements,
common elements and
their symbols.
(same as in advance)

Teacher will present actual
objects, and ask the
student to identify which
are made of metals and
which are not.
(Materials to be
presented)
Nail Bleaching
powder Sulfur
powder Sardines can
Bracelet
Head of the matchstick
Spoon Charcoal
Wire Coin
Foil
B. Engage Identify the elements
present in each of the
sample material.
Which properties of
elements in the periodic
table is/are evident in
these materials?
 Metallic and non
metallic property
How are metals
distinguished from non
metals?
Showing a periodic table…
What properties of
elements in the periodic
table, are observed in
these materials?
 Metallic
 Nonmetallic
property
Compare the hardness of
metals from non metals.
C. Explore Group activity: Activity1
What Am I?
Divide the class in 5
Group activity: Activity1
What Am I?
Divide the class in 5

233

groups (refer to activity
sheet).
groups (refer to activity
sheet).
D. Explain

Discussion of the activity
result (group presentation)
 Describe metallic
property, and non
metallic property.
 Compare metallic
elements from non
metallic elements
based on hardness,
tensile strength and
durability.
 Distinguish between
metal and non metal.
Presentation of group
output.
Compare metal from non
metal, based on observed
properties.
Observe the position of
metallic elements and
compare with non metallic
elements.
E. Elaborate Why is it important to
know the metallic and non
metallic property of
elements?
Compare a metallic
element from non metallic
element based on their
observed physical
properties.
F. Extend Interview construction
workers. Ask what
materials do they use in
constructing concrete
buildings. Why?
Enumerate important
uses of metal and non
metal.
G. Evaluate

Choose the correct
answer.
1.Which of the following
elements is metal?
A. gold
B. silicon
C. carbon
D. chlorine

2. Which element is non
metal? Use options in
question1.

3. Compare a metal from
a non metal based on
physical properties

4.What properties of
elements in the periodic
table are observed in the
materials used?

5.Describe the importance
of knowing the metallic
and nonmetallic property
of elements.
Choose the correct
answer.
1.Which of the following
elements is metal?
A. gold
B. silicon
C. carbon
D. chlorine

2. Which element is
nonmetal? Use options in
question1.

3. Compare a metal from a
nonmetal based on
physical properties

4.Identify the properties of
elements observed in the
materials used.

5.Based on the materials
used in activity1, which
material/element is
harder? Iron nail or Tin
can?

234

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80% on
the formative assessment

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 it work
.

F. What difficulties did I encounter
which my principal or supervisor can
help me solve?

G. What innovation or localized
material/s did I use/discover which I
wish to share with other teachers?

235

ACTIVITY 1: What am I?

I. Objectives:
a. Locate the elements in the periodic table.
b. Identify the element as metal and non-metal.

II. Materials:

nail bleaching powder
wire charcoal
coin sulfur powder
milk can aluminum foil
spoon match stick
bracelet

III. Procedure:
1. Observe and describe physical properties of the materials listed above.
2. Identify the elements present in the sample materials, and further identify
it as metal or non metal by completing table 1

Complete the table below by identifying what element is present in each
material, and classify it as metal or non metal. An example was given as your
guide.
Table 1
Sample materials
Element
Present
Atomic number
Metal or Non
metal?
Example: Nail Iron 26 Metal
1.Wire
2.Coin
3.Milk/ sardines can
4.Spoon
5.Bracelet
6.Bleaching powder
7.Charcoal
8.Sulfur powder
9.Aluminum foil

3.Use the atomic number of each element present and locate the position
of it in the blank periodic table provided below.

GUIDE QUESTIONS:

Q1.Compare a metal from non metal, based on observable properties.

Q2.Compare the position of metallic elements to non metallic elements in
the periodic table.

236

Q3.What properties of elements are identified in the sample materials used in
activity 1.

237

Answer key:

Answer to Table 1

Sample Materials
Element
Present
Atomic
Number
Metal or Nonmetal?
1.Wire copper 29 Metal
2.Coin nickel 28 Metal
3.Milk / Sardines can tin 50 Metal
4.Spoon silver 47 Metal
5.Bracelet gold 79 Metal
6.Bleaching powder chlorine 17 Non metal
7.Charcoal carbon 6 Non metal
8.Sulfur powder sulfur 16 Non metal
9.Aluminum foil Aluminum 13 Metal
10.Match stick head phosphorous 15 Non metal

Answers to Guide Questions:
Q1. Physically, most metals are hard, and durable compared to non metals.
Q2.The position of elements in the periodic table showed that metallic
elements are located at the left side while the non metallic elements at
the right side.
Q3. The properties of elements which are identified in the sample materials
used in activity1, are metallic and non metallic property.

238

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (2 Meetings) Quarter 3rd

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
the periodic table of elements as an
organizing tool to determine the chemical
properties of elements

B.Performance Standard

C. Learning
Competencies/Objectives
(Write the LC code
for each)
LC: Use the periodic table to predict the
chemical behavior of an element.
(S8MT-IIIi-j-12)

OBJECTIVES:
a. Locate the position of metals and
nonmetals in the periodic table.
b. Describe what happens to metallic and
nonmetallic property from left to right of
a period, and from top to bottom of a
family.
c. Cite the importance of knowing the
position of metals and nonmetals in the
periodic table.
Time Frame: 2 hours
II. CONTENT Periodic Table (PT) of Element:
Metallic and Nonmetallic Properties and
Trends
III.LEARNING
RESOURCES

A. References
 Teacher’s Guide
pages
pp.147-152
 Learner’s Materials
pages
pp.213-217
 Textbook pages Holt Chemistry (The Physical Setting) Teacher
Edition; pp.122-125 and 128-130
 Additional Materials
from Learning
Resource (LR)
portal

B. Other Learning
Resources
http://sciencenotes.org/wp-
content/uploads/2016/07/ShinyPeriodicTable-
1024x576.png

239

IV. PROCEDURE A B
A. Elicit Review of the properties
of elements in the
Periodic Table.
Describe properties of
metals and nonmetals by
comparing the materials
used in activity 1.
Review of the properties of
elements
Compare properties of
metals and nonmetals,
identified in activity 1.
.
B. Engage What metallic property is
considered in building
concrete houses?
Do all metals have the
same hardness or
strength?

How about nonmetals?
Do they have the same
physical properties?
Compare the hardness of
nail and sardines can.
Which one is a better
material to be used in
house construction?
Is it possible that all metals
can be used for the same
purpose?
C. Explore Group activity: Metallic
and Nonmetallic Periodic
Trends (refer to activity
sheet)
Using the blank Periodic
Table and the elements
in activity 1 each group
will be given another 5
element s.
(Symbol and atomic
number of element will
be written in a colored
paper cut into square,
and should fit the size of
the boxes in periodic
table) ex:
Use a periodic table to
describe the
arrangement of metallic
and nonmetallic
elements.
Describe what happens
to metallic and
nonmetallic property
from left to right of a
period, and from top to
bottom of a family.
Group activity: Metallic
and Nonmetallic Periodic
Trends (refer to activity
sheet)
Use the periodic table
output in activity 1.
Write the symbol of
elements used in activity
1in a colored paper, cut
the colored paper the size
of the boxes in blank
periodic table and paste
the symbols of elements.
Locate the metallic and
nonmetallic elements in
the periodic table.
Use a periodic table and
observe possible pattern
in the arrangement of
metals from left to right of
a period and from top to
bottom of a family.
D. Explain Group presentation:
Discussion of the activity
result.
Is there a regular pattern
Presentation of group
output.
The teacher will explain
further the trend in metallic

240

observed in the metallic
and nonmetallic property
across a period and from
top to bottom of a family?
 Periodicity refers to a
regular pattern or
recurrent of
properties.
 metallic property
decreases from left to
right of period, and
increases from top to
bottom of family.
 Nonmetallic property
increases from left to
right of a period and
decreases from top to
bottom of a family.
property from left to right
of a period and from top to
bottom of a family.
Give situation or event that
occurs regularly, to explain
periodicity.
For example, school days
in a week. (Monday to
Friday) occurs in regular
pattern.

E. Elaborate Locate the position of the following pairs of elements
in the periodic table, and identify its property.
Pair of
Elements
Position in the
Periodic Table
More
metallic/
More non-
metallic
Family Period
a. Mn and Ga
b. Pt and Ni
c. W and Au
d. C and F
e. P and S
.
F. Extend In the build, build, build
program of the
government, how
important that we know
the metallic property of
the construction
materials?
Give at least 5 metallic
objects you have at home
and their uses.

G. Evaluate

Select the correct
answer.

Refer to the periodic
table to answer the
following questions.

1. As we go from left to
right of a period, what
happens to the metallic
property?
a. increase
Select the correct answer.

Use the periodic table to
answer the following
questions.

1. As we go from left to
right of a period, what
happens to the metallic
property?
a. increase
b. decrease

241

b. decrease
c. remains the same
d. does not change

2. If the metallic property
decreases from left to
right of a period, which
element is the most
metallic?
a. Al
b. Si
c. S
d. P

3. Knowing that metallic
property decreases from
left to right of a period,
which metal is best for
construction material?
a. Iron
b. Tin
c. Nickel
d. Aluminum

4. If the nonmetallic
property increases from
left to right of a period,
which element is the
nonmetallic?
a. C
b. S
c. S
d. Cl

5.Metallic property
increases from top to
bottom of a family. Which
element is the least
metallic?
a. Na
b. K
c. Rb
d. Cs
c. remains the same
d. does not change

2. If the metallic property
decreases from left to right
of a period, which element
is the most metallic? a. Al
b. Si
c. S
d. P

3. Knowing that metallic
property decreases from
left to right of a period,
which metal is best for
construction material?
a. Iron
b. Tin
c. Nickel
d. Aluminum

4. If the nonmetallic
property increases from
left to right of a period,
which element is the
nonmetallic?
a. C
b. S
c. S
d. Cl

5.Metallic property
increases from top to
bottom of a family. Which
element is the least
metallic?
a. Na
b. K
c. Rb
d. Cs
V. REMARKS

VI. REFLECTION

242

VI. OTHERS
A. No. of learners who earned
80% on the formative
assessment

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 it work?

F. What difficulties did I
encounter which my principal or
supervisor can help me solve?

G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?

243

ACTIVITY 2.1: Metallic and Nonmetallic Periodic Trends.

I. Objectives:
A. Observe trend in metallic and nonmetallic property.
B. Locate the position of metallic and nonmetallic elements in the periodic
table.
C. Describe what happens to metallic and nonmetallic property across the
period and going down a group.

II. Materials:
Modern Periodic Table of Elements
manila paper
pen / marker

III. PROCEDURE:
1. Use a periodic table to observe arrangements of elements.
2. Prepare the blank periodic table in activity 1, and write the symbols of
the elements in a colored paper, cut it in square shape (the size should
fit the boxes of the blank periodic table), and paste the elements in
their proper position.
3. Observe the position of metallic and nonmetallic elements in the
Periodic table of elements.
4. Observe any pattern in metallic and nonmetallic property from left to
Right of a period, and from top to bottom of a family.

Guide questions:
1. Do you see any pattern in the metallic and nonmetallic property from
left to right of a period and from top to bottom of a family? Describe the
pattern.
2. Describe what happens to the metallic and nonmetallic property from
left to right of a period and from top to bottom of a family.

244

Answers to Table 2

Pair of
Elements
Position in the
Periodic Table More metallic/ More non-
metallic
Family Period
a. Mn and Ga 7B & 3A 4 Mn- is more metallic than Ga
b. Pt and Ni 10B 6 & 4 Pt- is more metallic than Ni
c. W and Au 6B & 1B 6 W- is more metallic than Au
d. F and C 7A & 4A 2 F- is more nonmetallic than C
e. Cl and S 7A & 6A 3 Cl- is more nonmetallic than S

Answer to Guide Questions:

Q1. Yes, there is a pattern in metallic and nonmetallic property, from
left to right of a period, and from top to bottom of a family. The metallic
and nonmetallic properties change regularly in a given period and
family.

Q2. The metallic property decreases from left to right of a period and
increases from top to bottom of a family, while the nonmetallic property
increases from left to right of a period, and decreases from top to
bottom of a family.

245

LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date (2 Meetings) Quarter 3rd

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…

the periodic table of elements as an organizing
tool to determine the chemical properties of
elements
B. Performance Standard

C. LearningCompetencies/
Objectives
(Write the LC code
for each)
LC: Use the periodic table to predict the
chemical behavior of an element
(S8MT-IIIi-j-12

Objectives:
a. Construct a periodic table of representative
elements.
b. Arrange elements in the periodic table
based on their metallic and non-metallic
property.
c. Describe the arrangements of metallic and
non-metallic property in a given period and
family.
d. Explain the importance of periodic table.

II. CONTENT Periodic Table (PT) of Elements :
Constructing a Periodic Table
III. LEARNING
RESOURCES

A. References
 Teacher’s Guide
pages
pp.147-152
 Learner’s Materials
pages
pp.213-217
 Textbook pages Holt Chemistry (The Physical Setting) Teacher
Edition; pp.122-125 and 128-130
Abiva High School and Tech Series
CHEMISTRY pp.110-115
 Additional Materials
from Learning
Resource (LR) portal

B. Other Learning
Resources
http://sciencenotes.org/wp-
content/uploads/2016/07/ShinyPeriodicTable-
1024x576.png

246

IV. PROCEDURE A B
A. Elicit Recall of the previous
lesson.
How are metallic and
non metallic elements
arranged in the periodic
table?

Review of the arrangement
of metallic and non metallic
elements in the Modern
Periodic Table of Elements.
How are metals and non
metals arranged in the
modern periodic table?
B. Engage Construct or prepare a
periodic table and
arrange the metallic and
non metallic elements.
Use two different colors
of paper (1color for
metals and another
color for non metals)
where symbol and
atomic number will be
written, and cartolina for
the blank periodic table
of elements.

Write the symbols of
elements in colored paper.

Arrange the metals and non
metals in the blank periodic
table of elements.

C. Explore Group activity task:
1.The class will be
divided into 5 groups,
with 10 members each.
2.Each group will be
assigned specific family/
group and period of
elements to work on.
3.Write the symbol of
each element on a
colored paper and
position the element in
the blank Periodic Table
of Elements.(see
attachment No.1 Activity
sheet: Trends in
Periodic Properties of
Metals and Non metals)

Group activity task :
1.Prepare periodic table of
family A only.
2.Write the symbols of
elements which belongs to
family-A, in a colored paper.
3.Paste the symbols in the
blank periodic table.
(see attachment No.1
Activity sheet: Trends in
Periodic Property of Metals
and Non metals)
D. Explain Group presentation
and discussion.
1.Describe how
elements are arranged
in the Periodic Table of
Elements.
2. Locate the position of
metallic and non
Group presentation and
discussion.
1.Describe the arrangement
of metallic and non metallic
elements in the modern
Periodic Table of Elements.
2.Observe the location of
metals and non metals in

247

metallic elements in the
Periodic Table of
Elements.
3. Compare properties
of metallic and
nonmetallic in every
period and family.
the modern Periodic Table
of Elements. 3.Describe
what happen to the metallic
and non metallic property
from left to right of a period
and top to bottom of a family

E. Elaborate 1. Explain the periodic
trends in metallic and
non metallic property
across a period and
down a family.
2. Discuss the
importance of periodic
table in determining the
nature and behavior of
an element.
Compare the metallic
property from left to right of
a period and from top to
bottom of a family to the non
metallic property.

What is the importance of
the periodic table in
determining the nature and
behavior of an element?
F. Extend Some metals and non
metals play vital role in
living organisms. Name
at least 5 metallic
elements and 5 non
metallic elements and
their functions.
Enumerating important
Metallic and non metallic
elements needed by the
body.
Ex; Ca, K, Fe, S, I, P
G. Evaluate

Use the periodic table
to answer the following
questions:
1. If the metallic
character
decreases from L-
R of a period,
what family /
group is the most
metallic?
2. Where can we
locate the position
of metallic
elements in the
PT? What about
the non metallic
elements?
3. Describe periodic
pattern of metallic
and nonmetallic
property in a
period and family.
4. Describe the
importance of
periodic table.
Same questions are given.

1. If the metallic character
decreases from L-R of
a period, what family /
group is the most
metallic?
2. Where can we locate
the position of metallic
elements in the PT?
What about the non
metallic elements?
3. Describe periodic
pattern of metallic and
nonmetallic property in
a period and family.
4. Describe the
importance of periodic
table.

248

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the formative
assessment

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 it work?

F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?

G. What innovation or
localized material/s did I
use/discover which I wish to
share with other teachers?

249

ACTIVITY 3:
Trends in Periodic Properties of Metals and Nonmetals
I. Objectives:
a. Arrange the assigned elements in the periodic table.
b. Describe periodic property across a period, and down a group
II. Materials:
Manila paper/cartolina
Pen, 2 different colored paper
Scissors, paste
III. Procedure:
A. Prepare a blank periodic table. Cut a colored paper, the size of the
blocks in the blank periodic table.
B. Write the symbols of the assigned elements (per group) on a colored
paper. (for advance learners, paste a picture of a material containing
the element which was assigned in advance.)
C. Paste the colored paper with the symbol of the element in the blank
periodic table.

Guide Questions:
1. 1.Describe the position of metallic elements in the periodic table. Compare
it with that of non metallic elements.
2. What periodic trend is observed in the arrangement of metals, and
a. and nonmetals across the period of periodic table and from top to
b. bottom?
3. How can we use the periodic table in determining properties of the
elements?

250

Answers to guide questions:

1.The periodic table showed that more metallic elements are located at the
left side of the periodic table, while nonmetallic elements are found at
the right side.

2. Metallic property decreases from left to right of a period and increases
from top to bottom of a family, while nonmetallic property increases
from left to right of a period, and deceases from top to bottom.

3.The periodic table is an important tool in describing metallic and non
metallic property of the elements. It is use to identify whether the
element is more metallic, less metallic, or more non metallic base on its
position in the periodic table.

251

LESSON PLAN IN SCIENCE

School Grade level 8
Teacher Learning area SCIENCE
Date and time (2 Meetings) Quarter 3rd

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…

The periodic table of elements as an
organizing tool to determine the chemical
properties of elements.

B. Performance Standard
C. Learning Competencies/
Objectives
(Write the LC code
for each)
LC:
Use the periodic table to predict the
chemical behavior of an element.
(S8MTIIIi-j-12)

Objectives: Time frame: 2hours
1. Compare the relative reactivity of
metal in acid solution
2. Describe the arrangement of
elements based on their reactivity.
3. Arrange the elements based on their
reactivity.
4. Cite the importance of knowing the
reactivity series of metals.

II. CONTENT Reactivity of Metals in Acid Solution/
Trends in Chemical Reactivity
III. LEARNING
RESOURCES

A. References
 Teacher’s Guide
pages

 Learner’s Materials
pages
Grade 8 LM 214-216. Pls. see attached
pictures and activity sheets.
 Textbook pages
 Additional Materials
from Learning
Resource (LR) portal

PSSLC , Chemistry Textbook

B. Other Learning
Resources
https://www.youtube.com/watch?v=l0U7VDSx
GHk
https://www.youtube.com/watch?v=XWjQUgq2
u9E

252

IV. PROCEDURE A B
A. Elicit (day 1) Arrange the elements
based on increasing
metallic character:
a. Cs, Fr, Cu
b. Na, Ag, Al
c. Al, Ag, Au
d. Cs, Au, Fe

Answer key
a. Cu, Cs, Fr
b. Al, Ag, Na
c. Al, Au, Ag
d. Au, Fe, Cs

What happens to the
metallic property of the
elements across the
period and from top to
bottom of the periodic
table.

B. Engage Practice Drill: (Recall)
A. Fact or A Bluff!
1. Calcium is more
metallic than Lithium.
[Bluff (Li)]

2. Oxygen is more
nonmetallic than
Fluorine [Bluff (F)]

3. Sodium is more
metallic than
Magnesium? [Fact(Na)]

4. Gold is more metallic
than Silver. [Bluff(Ag)]

5. Sodium is more
reactive than
Potassium. [Bluff (K)]

Practice Drill: (Recall)
A Fact or A Bluff!
1. Calcium is more
metallic than Lithium.
[Bluff (Li)]

2. Oxygen is more
nonmetallic than
Fluorine [Bluff (F)]

3. Sodium is more
metallic than
Magnesium?
[Fact(Na)]

4. Gold is more metallic
than Silver. [Bluff(Ag)]

5. Sodium is more
reactive than
Potassium. [Bluff (K)]

C. Explore The class will be divided
into five groups.
Refer to LM activity
number 2 pages 214-215.
Activity Title: Metal…Metal
How reactive are you?
Students will perform the
said activity.

Note: Each group will
provide their own
materials listed in the
book.

The class will be divided
into five groups.
Refer to LM activity
number 2 pages 214-215.
Activity Title: Metal…Metal
How reactive are you?
Students will perform the
said activity.

Note: Each group will
provide their own
materials listed in the
book.

253

D. Explain
(day 2)

Before the presentation of
the activity, the teacher
will give short statement
about the previous
meeting.

> Presentation of the
activity output per group.
> The group
representative will discuss
the result of the activity.
> How does metallic
property differ from
reactivity?
> What relationship exists
between metallic property
and chemical reactivity?
> Presentation of the
activity output per group.
> The group
representative will discuss
the result of the activity.
> How does metallic
property differ from
reactivity?
> What relationship exists
between metallic property
and chemical reactivity?
E. Elaborate The teacher will present
the activity series (see
attachment Table 2 for
activity series.
 Describe the trend in
chemical reactivity of
the elements.
Answer: Chemical
reactivity increases
down the group and
decreases across the
period.
 What does the table
shows?
Answer: the table
presents the
chemical reactivity
series of the
elements.
 Which will be more
reactive?
1. Pb or Cu
2. Mg or Au
3. Fe or Au
Answer: 1.Pb, 2. Mg,
3. Fe

 What is the essence of
knowing the chemical
reactivity of the
elements?

The teacher will present
the activity series (see
attachment Table 2 for
activity series.
 Describe the trend in
chemical reactivity of
the elements.
Answer: Chemical
reactivity increases
down the group
and decreases
across the period.
 What does the table
shows?
Answer: the table
presents the
chemical reactivity
series of the
elements.
 Which will be more
reactive?
1. Pb or Cu
2. Mg or Au
3. Fe or Au
Answer: 1.Pb,
2. Mg, 3. Fe

 What is the essence
of knowing the
chemical reactivity of
the elements?

254

Answer: knowing the
activity series one
can infer which
element will be
replaced during
chemical reaction.

Answer: knowing the
activity series one
can infer which
element will be
replaced during
chemical reaction.

F. Evaluate

1. Compare the chemical
reactivity of metals in
acid solution.
Answer: Most metallic
elements react
vigorously in acid
solution while the least
metallic elements react
slowly.

2. Arrange the
elements according
to increasing
chemical reactivity:
a. Na, K, Li
b. Ca, Be, Mg
c. Fr, Cs, Li

Evaluation will be based
on the presentation and
result of the activity output
of the groups.

Arrange the elements
according to increasing
chemical reactivity:
1. Na, K, Li
2. Ca, Be, Mg
3. Fr, Cs, Li

Answer:
1. Li, Na, K
2. Be, Mg, Ca
3. Li, Cs, Fr

G. Extend
(day 3)

Assignment:

>Make a research on
industrial processes like
electroplating such as gold
plating and galvanizing,
etc.

* Each group may work
on the specific plating.

> Interview pawnshop
tellers or owners if what
solution are they using to
detect the authenticity of
the jewelry like gold.

Review periodic trends in
metallic property and
chemical reactivity in
preparation for tomorrow’s
summative assessment.
>Make a research on
industrial processes like
electroplating such as gold
plating and galvanizing,
etc.

* Each group may work
on the specific plating.

> Interview pawnshop
tellers or owners if what
solution are they using to
detect the authenticity of
the jewelry like gold.

Review periodic trends in
metallic property and
chemical reactivity in
preparation for tomorrow’s
summative assessment.

255

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80% on the
formative assessment

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 it work?

F. What difficulties did I encounter which my
principal or supervisor can help me solve?

G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?

256

Activity 2
Metal… Metal: How reactive are you?

Objectives:
After performing this activity, you should be able to:
1. compare the relative reactivity of metals in acid solution
2. find ways of preventing corrosion due to the reactivity of metals

Materials Needed:

a strip of aluminum – 4 x 1 cm. (Don’t use the glossy aluminum)
a strip of zinc metal – 4 x 1 cm.
an iron nail – 1 inch long
40 mL (10 – 12 % HCl) commercially sold muriatic acid
4 clean glass bottles of the same size (gerber or sandwich spread
bottles will do)
10 mL glass graduated cylinder
sand paper or steel wool

Procedure:
1. Get 4 clean glass bottles and
using 10 mL
graduated cylinder,
pour 10 mL of
muriatic acid into
each bottle.

2. Prepare the iron nail, copper wire, strips of aluminum and zinc metals and
tin strips. Clean these metal samples by rubbing them with sand paper or
steel wool.

3. Place the iron nail in one glass bottle containing muriatic acid (HCl) and
observe.

4. Place a white sheet of paper behind the bottle. This will make it easier to
observe any reaction to happen.

5. Observe for 3 minutes. Record all observed changes in the table below.

257

Table 1. Data for Activity 2
METAL Observable Reactions with Muriatic Acid
(check and describe the metal observed)
Violent Slow No reaction
Iron

Zinc

Aluminium

Tin

Copper wire

6. Repeat procedure numbers 3 to 5 using each of the remaining metals.
Compare the results.

Q1. Which of these metals – Fe, Cu, Al and Zn – reacts with muriatic acid?
Which did not react with muriatic acid?

7. Arrange the metals in the order of their decreasing reactivity.

8. A reaction does not always happen between a metal and a compound. In
this case, the reaction of metals with acid, like HCl, produces bubbles of
hydrogen and a colorless solution of the metal chloride. There is an existing
definite order of reactivity existing among metals and hydrogen according to
their ability to displace one another. This arrangement is called the metal
reactivity series or activity series of metals. The activity series is an
arrangement of metals according to decreasing order of reactivity, as shown
below.

258

Q2. What is the position (with respect to hydrogen) in the activity series of the
metals that reacted or unreacted with muriatic acid (HCl) in the activity?

9. Locate the positions in the periodic table of the following elements from the
activity series (these are members of the representative block): potassium
(K), sodium (Na), lithium (Li), calcium (Ca), magnesium (Mg), and
aluminum (Al).

Q3. Potassium, sodium, lithium are metals belonging to Group 1. In this
group, how does reactivity vary – increasing or decreasing from top to
bottom in the periodic table?

Q4. Does the relative reactivity of calcium and magnesium follow this trend?

Q5. Sodium, magnesium and aluminum belong to Period 2. Does reactivity
increase or decrease from left to right among elements in a period.

10. From your answer in Q3-Q5, make a generalization of the variation of the
reactivity of metals for those belonging to a group and for those belonging
to a period.

11. Refer to the table, Activity Series of Metals.

Q6. Which will be more reactive in the following pairs of metal in every case?
a. Mg or Na with HCl
b. Ag or Al with HCl
c. Fe or Zn with CuSO4

12. Think about the changes that you have observed around you, particularly
those involving metals. You may also try to recall what you have done in
Grade 7 when you placed an iron nail in a container of acetic acid.

Q7. What harmful change/s is/are brought about when a metal reacts or
mixes with acids?

259

Answer Key:
Table 1. Data for Activity 2
METAL Observable Reactions with Muriatic Acid
(check and describe the metal observed)
Violent Slow No reaction
Iron Reacts slowly to
form rust;
accompanied by
formation of
bubbles due to
formation of
hydrogen gas

Zinc Reacts vigorously.
The metal
tarnishes;
accompanied by
formation of
bubbles due to
formation of
hydrogen gas.

Aluminium Reacts vigorously.
The metal
tarnishes;
accompanied by
formation of
bubbles due to
formation of
hydrogen gas

Tin Reacts slowly to
form rust;
accompanied by
formation of
bubbles due to
formation of
hydrogen gas

Copper wire No reaction

 Repeat procedure numbers 3 to 5 using each of the remaining metals.
Compare the results.

Q1. Which of these metals – Fe, Cu, Al and Zn – reacts with muriatic acid?
Answer:Fe, Zn, Al and Sn
Which did not react with muriatic acid? Answer: Cu

6. Arrange the metals in the order of their decreasing reactivity.
Answer: Al, Zn, Fe, Sn, Cu

260

8. A reaction does not always happen between a metal and a compound. In
this case, the reaction of metals with acid, like HCl, produces bubbles of
hydrogen and a colorless solution of the metal chloride. There is an existing
definite order of reactivity existing among metals and hydrogen according to
their ability to displace one another. This arrangement is called the metal
reactivity series or activity series of metals. The activity series is an
arrangement of metals according to decreasing order of reactivity, as shown
below.

Q2. What is the position (with respect to hydrogen) in the activity series of the
metals that reacted or unreacted with muriatic acid (HCl) in the activity?
answer: Iron, aluminium and zinc, the metals that reacted with muriatic
acid (HCl), are higher than hydrogen in position in the activity series,
hence they are reactive. Copper on the other hand is below hydrogen in
the activity series, hence less reactive. This means that it cannot
displace hydrogen

9. Locate the positions in the periodic table of the following elements from the
activity series (these are members of the representative block): potassium (K),
sodium (Na), lithium (Li), calcium (Ca), magnesium (Mg), and aluminum (Al).

Q3. Potassium, sodium, lithium are metals belonging to Group 1. In this
group, how does reactivity vary – increasing or decreasing from top to bottom
in the periodic table? Answer: The reactivity increases as it goes from top
to bottom of the periodic table.

Q4. Does the relative reactivity of calcium and magnesium follow this trend?
Answer: Yes, Group 2 metals followed the same trend for Group 1
metals in terms of reactivity.

Q5. Sodium, magnesium and aluminum belong to Period 2. Does reactivity
increase or decrease from left to right among elements in a period. Answer:
The reactivity decreases as it goes from left to right of the periodic table.

261

10. From your answer in Q3-Q5, make a generalization of the variation of the
reactivity of metals for those belonging to a group and for those belonging to a
period.

11. Refer to the table, Activity Series of Metals.

Q6. Which will be more reactive in the following pairs of metal in every case?
a. Mg or Na with HCl answer a. Na is more reactive than Mg with HCl
b. Ag or Al with HCl answer: b. Al is more reactive than Ag
c. Fe or Zn with CuSO4 c. Zn is more reactive than Fe

12. Think about the changes that you have observed around you, particularly
those involving metals. You may also try to recall what you have done in
Grade 7 when you placed an iron nail in a container of acetic acid.

Q7. What harmful change/s is/are brought about when a metal reacts or
mixes with acids?
Answer: When metals react with other substances, the gradual wearing
away or corrosion of a metal results. This may lead to the deterioration
of metals.

262

SAMPLE ASSESSMENT

MULTIPLE CHOICE: Choose the letter of the correct answer. Write your
answer on the space provided before the number.

_____1. Which of the following properties does not belong to the group?
a. Malleability b. tensile strength c. ductility d. brittleness
_____2. Which properties of the elements in the periodic table is evident in
charcoal?
a. Metallic property
b. Non-metallic property
c. Both metallic and non-metallic property
d. Neither metallic nor non-metallic property
_____3. Which of the following group of elements possess high metallic
property?
a. Silicon, boron, calcium c. magnesium, chlorine and carbon
b. Lithium, sodium and boron d. lithium, sodium and potassium
_____4. Which of the following elements is a metal?
a. Gold b. silicon c. carbon d. chlorine
_____5. The following elements are located on the left side of the Periodic
Table except?
a. silver b. potassium c. calcium d. chlorine
_____6. Within the group, which of the following elements has the highest
metallic property?
a. Be b. Mg c. Ca d. Sr
Refer to the given position of hypothetical elements J, K, L, M, N and O
to answer 7-9 questions.

_____7. Which possesses the most metallic property?
a. J b. K c. L d. M
_____8. Which possesses the most nonmetallic property?
a. J b. K c. L d. M
_____9. Which of the following statement below is correct?
a. Element J is more metallic than element M.
b. Element M is more metallic than element J.
c. Element J is less metallic than Element M
d. Element M and Element J exhibit the same metallic property.
J M

K N

L O

263

_____10. What happens to the metallic property of the elements across a
period and down a family?
a. Metallic property decreases across a period and increases down a
family
b. Metallic property increases across a period and decreases down a
family
c. Metallic property decreases across a period and down a family.
d. Metallic property increases across a period and down a family.
_____11. If you are an engineer, which metal is the most appropriate for
construction material?
a. Iron b. Tin c. Nickel d. Aluminum
_____12. Is it possible that all metals can be used for the same purpose?
a. Yes , because they have the same properties
b. Yes, because they have the same strength
c. No, because they differ in properties
d. No, because they differ in strength
For item 13-17. Using a periodic table featuring the reactivity of metals,
fill in the following table by ticking the appropriate description of the
given group of elements.
ELEMENT INCREASING
REACTIVITY
DECREASING
REACTIVITY
13. Fe to Cu /
14. Ti toHf /
15. Na to Al /
16. K to Mn /
17. Na to Cs /
_____18. Describe the relative reactivity of metals in acid.
a. Chemical reactivity gets more vigorous as you go down the group
and tends to decrease across a period.
b. Chemical reactivity gets more vigorous across a period and tends to
decrease as you go down the group.
c. Chemical reactivity remains the same across a period and down the
group
d. Both a and b are correct.
_____19. Chemical reactivity increases as metallic property increases.
Which of the following group of elements shows the increasing trend in
chemical reactivity?
a. Al, Zn, Mg b. Zn, Al, Mg c. Zn, Mg, Al d. Mg, Zn, Al
_____20. Why do we need to study the chemical reactivity of metals?
a. To avoid deterioration of metallic materials.
b. To lessen the corrosion of metallic materials.
c. To avoid harmful effects of chemical reaction to metallic materials
d. All of the above statements are correct

264

Answers Key
1. D
2. B
3. D
4. A
5. D
6. D
7. C
8. D
9. A
10. A
11. A
12. C
13.
14.
15.
16.
17.
18. A
19. B
20. D

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