SCHOOL PNHS GRADE LEVEL Grade 8

TEACHER Karl M. Jaime LEARNING

SCIENCE
AREA
Martin Malala Mandela
TEACHING March 27, 7:00- 8:00- 10:15-
DATE & 2023 8:00am 9:00am 11:15am QUARTER THIRD
TIME
I. OBJECTIVES
The learner demonstrates an understanding of
A. Content Standards the periodic table of elements as an organizing tool to determine the chemical properties of
elements
B. Performance Standards
Use the periodic table to predict the chemical behavior of an element.
S8MT-IIIi-j-12
C. Learning Competencies/
At the end of the lesson, students must be able to:
Objectives
1. Explain the roles of each feature of the periodic table.
Write the LC code for each 2. Locate the position of different elements based on their groups, families and period.
3. Reflect on the importance of learning the different features of periodic table through
demonstration of a poem or a song.
II. CONTENT Module 3: Periodic Table of Elements (Features of the Periodic Table)
III. LEARNING RESOURCES
A. References
DepEd (2014) First Edition Grade 8 Science Teacher’s Guide Pages: pp. 145-146.Pasig,
1. Teacher’s Guide pages Philippines.Author

DepEd (2014) First Edition Grade 8 Science Learners Module Pages: pp. 209-211.Pasig,
2. Learner’s Materials Philippines.Author
pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

5. Other Learning pencil/pen, marker, colored paper, manila paper, Laptop, game from
Resource/ Materials https://mrnussbaum.com/setting-the-periodic-table

Subject Integration ICT, Math, English, Arts

Teaching Strategies Experiential Learning, Collaborative Learning

IV. PROCEDURES
Daily Routine:
-Opening prayer
-Greetings
-Putting Class in Order
-Checking of Attendance
 7Es Teacher’s Activity Teacher’s
Materials
A. Reviewing previous lesson Elicit:
or presenting the new lesson (The activities in this section will evoke or
draw out prior concepts or prior experiences
from the students)
Google

"Who is it?" is a guessing game. The player selects a

secret character from a predetermined set of
characters and then asks questions to narrow down
the possible identities of the character until one
player correctly guesses the identity of the character.
The game can be played with physical game sets, or
as an online or mobile game.

B. Establishing a purpose for Finding Elements

the lesson Students must locate the element's symbol
within a given time of 2 minutes. Each Internet
element is represented by a symbol, which is
usually one or two letters. The symbol is often
located in the middle of the element's box.

Engage:
(The activities in this section will stimulate
C. Presenting their thinking and help them access and
examples/instances of the connect prior knowledge as a jumpstart to the
present lesson)
new lesson

D. Discussing new concepts Explore: Pre-Activity: Connect Me!

(In this section, students will be given time to
and practicing new skills #1 think, plan, investigate, and organize Mechanics of the game:
E. Discussing new concepts
collected information; or the performance of First, gather all of the pieces of the elements
the planned/prepared activities from the
and practicing new skills #2 students’ manual with data gathering with you need.
Guide Questions)

Then, look at the atomic number of the first

element you need to place. This will determine
its position in the table. For example,
 Hydrogen has an atomic number of 1, so it
goes in the top left corner of the table.

Find the box on the table that corresponds to

the atomic number of the element you are
placing. Each box should have the element's
symbol, name, and atomic number.

Place the element's piece in the correct box. If

you are using physical pieces, make sure they
are securely in place. If you are using digital
images, drag and drop them into the correct
box.

Repeat this process for all of the remaining

elements you need to place, working from left
to right and top to bottom on the table.

Guide Questions:
F. Developing mastery (leads Explain: Lesson Proper Write –ups of
to Formative Assessment 3) (In this section, students will be involved in an the
analysis of their exploration. Their experiment
understanding is clarified and modified
because of reflective activities)/Analysis of
The modern periodic table organizes elements and outputs.
the gathered data and results and be able to in such a way that information about the
answer the Guide Questions leading to the
focus concept or topic for the day. elements and their compounds are easily
revealed. In what way? Through their groups,
family and period. Basically, it is arranged in
columns and rows.
Group is the column or the vertical part in the
periodic table.
Period is the row or the horizontal part of the
periodic table.
 Family represents the name of the group of
the elements.

All the elements in the right side, first column

is called the group 1 and named as alkali
metals.
The group 2 was named as the alkaline earth
metals.
On the left side from 13-16 were named based
on the first element found in their families.
Thus group 16 is called as the oxygen group.
While the group 18 was named as noble
gases. The group 3 to 12 referred as the
transition elements.
The lanthanides and actinides are special
series of the elements also called as the inner
transition elements.
Elaborate:
(Thisection will give students the opportunity to
expand and solidify/concretize their understanding of Grade 8 Got Talent
the concept and/or apply it to a real-world situation)
The teacher will divide the class into 4 groups.
G. Finding practical applications of
concepts and skills in daily living All the leaders will draw a paper for their
H. Making generalizations and
abstractions about the lesson
assigned task (writing a song or a poem) that
will showcase their reflection about the
importance of learning the features of
periodic table. The teacher will present the
criteria of judging.

Directions: Each group will create a song or a

poem (depending on the assigned task).
Minimum of three (3) stanzas and should
provide a copy of their work for the teacher.
After 15 mins, each group will present it in the
class.

Rubrics(song)
Criteria:

Creativity: How original and innovative is the

song? Does it showcase unique ideas or
perspectives? (10 points)
Accuracy: Does the song correctly represent
the elements and their properties? Are the
lyrics factually correct? (10 points)
Clarity: Are the lyrics and melody clear and
understandable? Is the song easy to follow?
(10 points)
Musicality: How well does the song
demonstrate musicality? Are the melody,
 harmony, rhythm, and instrumentation well-
executed? (10 points)
Presentation: How well was the song
presented? Was the performance engaging
and captivating? (10 points)

Rubrics(poem)

Criteria:

Creativity: How original and innovative is the

poem? Does it showcase unique ideas or
perspectives? (10 points)
Accuracy: Does the poem correctly represent
the elements and their properties? Are the
I. Evaluating learning Evaluation: Directions: Choose the letter of the correct
(This section will provide opportunities for
concept check test items and answer key answer.
which are aligned to the learning objectives –
content and performance standards and
address misconceptions- if any) What is the name for the vertical columns on
the periodic table?
A. Periods
B. Groups
C. Families
D. Rows
Answer: B

How many periods are there in the periodic

table?
A. 6
B. 7
C. 8
D. 9
Answer: B
 Which group on the periodic table contains
the noble gases?
A. Group 1
B. Group 2
C. Group 17
D. Group 18
Answer: D

Which element is found in Group 1 and Period

2 of the periodic table?
A. Hydrogen
B. Helium
C. Lithium
D. Beryllium
Answer: C

Which family on the periodic table includes

the alkali metals?
A. Boron Family
B. Carbon Family
C. Nitrogen Family
D. Alkali Metals Family
Answer: D
Extend: Assignment:
(This section gives situation that explains the topic in
a new context, or integrate it to another
discipline/societal concern)
Research the organization of elements in the
periodic table, specifically the concepts of periods,
groups, and families.

Create a table or chart that identifies the elements in

each period and group of the periodic table, and
their corresponding properties such as atomic
J. Additional activities for number, symbol, name, and electron configuration.
application or remediation
Identify and describe the properties of at least three
different families or groups in the periodic table,
including the elements contained within them, their
properties, and any trends or patterns.

Write a brief essay analyzing the organization of

elements in the periodic table, including the
significance and usefulness of the concepts of
periods, groups, and families in understanding the
properties and behavior of elements.
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

Prepared by:

Karl M. Jaime
Student-Teacher

Checked by:

Mariane G. Dizon
Cooperating Teacher

Noted by:

Valentina L. Castro
Head Teacher III
Alain A. Mendoza EdD
Principal II