LESSON PLAN

Date: July 10, 2019

Subject Science 8
Schedule 9:50 -10:50 8 Jenner
10:50-11:50 8 Kepler
1:00-2:00 8 Grayson
I. Learning Obectives;
At the end of the lesson, the students are expected to be able to
1 Identify which/ who do the work in Potential Energy
2 Define Potential Energy
3 Calculate problems related to potential Energy
II. Subect Matter: Potential Energy
Reference: LM. Pp 28-31, TG pp
Matterials: Cartolina, Chalk, Pentle Pen, Scotch Tape, Picture
III. Procedure: Preliminaries: Prayer, Greetings, Checking of Attendance.
A. Activity
Show a picture of a man lifting a box. Ask the student who/ which of the box, man, or
will be doing the work?
B. Analysis
What is the direction of the force exerted by the man on the box?
Who/which then Looses energy this time?
who/which gained energy
What is the acceleration of the the object when lifted upward?
C. Abstraction
Force of gravity is known as the force that the earth exerts on all
objects on its surface. It is always directed downward or towards the center
of the earth. Hence, when an object is lifted from the ground, the work done is against
the force of gravity. An object gains energy when raised from the ground and loses
energy when made to fall. The energy gained or lost by the object is called gravitational
potential energy or simply potential energy (PE)
D. Application

𝐹 = 𝑊𝑒𝑖𝑔ℎ𝑡 = 𝑚(mass) 𝑔 (Acceleration by gravity)

1. When a 1.0 kg book is lifted 0.5 m from the table, the force exerted in lifting the book
is equal to its weight.
W= Fd ; Displacement is the height (h) to which the object is lifted.

𝑃𝐸 = 𝑚𝑔ℎ
This shows that the work done in lifting an object is equal to the potential energy
gained by the object.

𝑃𝐸 = 1 𝑘𝑔 x 9.8 m/s2 x 0.5m

The potential energy of the book lifted at 0.5 m relative to the table is:

PE = 4.9 J

IV. Evaluation: 1. Identify which/ who do the work in the Picture.

2. What is potential Energy?
3. Calculate the folowing problem.
1. A 3.0 kg book is lifted to 5 m above the table, what would be the potential
energy of the book from the floor?
2. How much gravitational potential energy does a 70 kg high-diver have on
the 10 meter platform?
3. How massive would a book have to be to have a potential energy of 40 J
sitting on a shelf two meters off the floor?
V. Assignment/ Agreement:
1 clear plastic container with cover, 1 rubber band
1 pc 3-cm round barbecue sticks
1 pc barbecue stick with sharp part cut ,masking tape
VI Remarks

VII Reflection

Prepared by:
MARY ANGELLIE T. IBRAHIM
 Teacher 1

Observed by:
LOUIE VIC ALBARINA
Master Teacher II
 LESSON PLAN
Date: November 27, 2019
Subject Science 8
Schedule 9:50 -10:50 8 Jenner
10:50-11:50 8 Kepler
1:00-2:00 8 Grayson
I. Learning Obectives;
At the end of the lesson, the students are expected to be able to
1 observe that object may attract or repel each other.
2 understand that object may carry positive and negative charges and
3 dinstinguish how are these component arrange inside an atom
II. Subect Matter: Atomic structure
Reference: LM pp 192-194
Matterials: powerpoint presentation, meterstick, balloon, string, chairs, glass, cloth(silk)
III. Procedure: Preliminaries: Prayer, Greetings, Checking of Attendance.
A. Activity
Charge it to experience; group the students and make them follow the instruction on
the screen using the materials provided.

B. Analysis
what happened with the balloon?
Did the balloon acquire the same charge or different charges? Why do you say so?
How about when we put the glass in between, what happens with the balloon?
Did the glass have a different or same charge as the balloon? Why do you say so?
C. Abstraction
In a powerpoint presetation the teacher will explain what are the charges present in the
the baloon that makes it react as observe and the relationship between charges in this
matter. How this particles are arranged in the

All matter is composed of

atoms. do you agree?
Why do you agree or disagree?
D. Application
Subatomic particle
Charge mass, grams Location in the atom
(Symbol)
Electrons (e-)
Protons (p+)
Neutrons (n˚)
IV. Evaluation: A. Multiple Choice: Select from among the answers which you think is correct answers for
selection.
1. Which of these is not a basic component of an atom?
a. Electron b. Quanton c. Proton d. Neutron
2. Which atomic structure will you find inside the nucleus of an atom?
a. Electron and Proton b. Proton and Neutron c. Neutron and Electron
3. Which atomic particle has a negative charge?
a. Electron b. Neutron c. Proton d. none of the above
4. An isotope is a form of an atom with different no. of _______.
a. Electron b. Neutron c. Proton d. All of the above
5. The atomic number of an element tells you the number of ______ in a neutral atom.
a. Electron and Proton b. Proton and Neutron c. Neutron and Electron

B. True or False: Write TRUE if the statement is correct and FALSE if the statement si Wrong.
T 1. An electron has a mass that is much less than a proton.
F 2. An electron can only stay in one of the seven posible atomic orbital.
F 3. There is no particle of matter smaller than atom.
T 4. Atoms of an element may have more or fewer neutrons or electrons than
other atoms of the same element.
F 5. The innermost orbital can hold a maximum of 18 electrons

V. Assignment/ Agreement:
Study about the Thomsons and Ritherford's Model of an Atom.

VI Remarks

VII Reflection

Prepared by:
MARY ANGELLIE T. IBRAHIM
Teacher 1

Observed by:
MYPEARL U. GOYHA
Master Teacher II
e instruction on

you say so?

you say so?

ges present in the

harges in this

ation in the atom

ect answers for

T
d. Neutron F
F
n and Electron T
F
d. none of the above

d. All of the above

neutral atom.
n and Electron

atement si Wrong.
 LESSON PLAN
Date: January 21, 2020
Subject Science 8
Schedule 9:50 -10:50 8 Jenner
10:50-11:50 8 Kepler
1:00-2:00 8 Grayson
I. Learning Obectives;
At the end of the lesson, the students are expected to be able to
1 identify the organisms
2 Classify the organisms by using the system of classification

II. Subect Matter: Classifying and Naming Organism

Reference: LM pp 230-232
Matterials: powerpoint presentation, pictures, Videos, Manila Paper, Pentle Pen
III. Procedure: Preliminaries: Prayer, Greetings, Checking of Attendance.
A. Activity
Discuss with your group how each of the organism is called in your community, Accept
any name which your classmates will give for an organism. If you know other names by
which an organism is called in another place, include them. Write these on a manila
paper and be ready to present your work.

B. Analysis
Are there organisms that have the same name the other group gave as you did? Give examples.
Are there organisms that have different name the other group gave with yours? Give examples.
How will you resolve such differences then? Will you elaborate your idea.

C. Abstraction

D. Application
Category Cat Dog Wolf Bangus lion Human
Kingdom
Phylum
Class
Order
Family
Genus
Species

IV. Evaluation: The Students will be rated using the following Rubrics
 Group Evaluation 5 4 3 2 1
no. of Correct Answers
Group teamwork;Listening,
questioning and discussing

Problem Solving
Time on task

V. Assignment/ Agreement:
Study more about Archaea Domain: Kingdom Archaebacteria

VI Remarks

VII Reflection

Prepared by:
MARY ANGELLIE T. IBRAHIM
Teacher 1

Observed by:
GEMMA E. ROLDAN APRIL MASA A. GAFA
Head Teacher III Master Teacher 1
xamples.
xamples.
 LESSON PLAN
Date: March 24, 2021
Subject Science 8
I. Competencies: Explain how typhoon develops and how it is affected by landmasses and
bodies of water (S8ES-IId, S8ES-IIe)
II Learning Obectives;
At the end of the lesson, the students are expected to be able to
1 Describe a tropical cyclone
2 Explain how typhoon develops
3 Discuss the geographical location of the Philippines which make it prone to typhoon.
III. Subect Matter: Understanding Typhoon
Reference: SLMs, LM
Matterials: powerpoint presentation, Pictures, Video
IV. Procedure: Preliminaries: Prayer, Greetings, Checking of Attendance, Class Rules.
A. Activity
the teacher will be playing a weather forcast and will let the student paint a picture
of people affected by the given situation in thier group.

B. Analysis
What do you think are the differences betwee Cyclone, typhoon and hurricanne?
What requirements are needed to develop a typhoon?
Why do think Philippines is prone to many typhoon

C. Abstraction
A tropical cyclone/typhoon is a storm system characterized by counterclockwise
rotating air mass around a central part called eye that has a low pressure.
The difference is
the geographical area where they
occur. The term typhoon is used
only in the northwestern part of
the Pacific Ocean. In the NE part
of the Pacific Ocean and in the
northern part of the Atlantic
ocean, the equivalent term is
hurricane

Categories of Tropical Cyclone

MAXIMUM
CATEGORY
WIND SPEED

(kph)

Tropical Depression 64

Tropical Storm 118

Typhoon 200
Greater than
Supertyphoon
200
 D Application
Compare or analize the pictures below and tell us, why Philippines is prone to typhoon?
What is the role of Land Masses and Body of Water in the formation of typhoon?

IV. Evaluation: What is a Tropical Storm?

Where Does Hurricane Develops?
What are the 5 Atmospheric Condition needed to Form a typhoon?
Why Philippines is Prone to Typhoon?

V. Assignment/ Agreement: List 5 things to do to survive during a natural Calamity like Bagyo.
Find the Meaning of the Following Abbrevation
PAGASA PSWS .
PAR
VI Remarks

VII Reflection

Prepared by:
MARY ANGELLIE T. IBRAHIM
Teacher 1

Observed by:
GEMMA E. ROLDAN APRIL MASA A. GAFA
Head Teacher III Master Teacher 1
 LESSON PLAN
Date: February 10, 2022
Subject Science 9
I. Competencies: Determine the number of Electrons an element will gain or lose to become stable
S9MT-IIg-17
II Learning Obectives;
At the end of the lesson, the students are expected to be able to
1 Determine the Valence Electron of an elements
2 Explain the Octate Rule
3 Analyze how elements becomes stable by loosing or gaining electron
III. Subect Matter: Losing and Gaining of Electron
Reference: SLMs, LM
Matterials: powerpoint presentation, Pictures, Video
IV. Procedure: Preliminaries: Prayer, Greetings, Checking of Attendance, Class Rules.
A. Activity
The teacher will recapitulate students learning on SPDF orbital
Then ask the student to determine the valence electron of some elements identified
on the screen.

B. Analysis
How important Valence Electron is for an elements?
Explain the Octate Rule
Why do think an element must gain or lose and electron to be come a stable?

C. Abstraction
 D Application
What is the Valence Electron of the Following Elements?
1. Carbon _________ 6.Neon _________
2. Oxygen _________ 7. Flourine _________
3. Nitrogen _________ 8. Boron _________
4. Potassium _________ 9. Iron _________
5. Sulfur _________ 10. Magnesium _________

Which among this element gain or loses electron

Na + Cl

IV. Evaluation: Refer to LAS quarter 2 week 5 las 1 Activity 1-10 multiple choice. Attached in this
Lesson Plan

V. Assignment/ Agreement:

VI Remarks

VII Reflection

Prepared by:
MARY ANGELLIE T. IBRAHIM
Teacher 1

Observed by:
LOUIE VIC ALBARINA MYPEARL U. GOYHA
Master Teacher II Master Teacher II
or lose to become stable.

elements identified

me a stable?
. Attached in this
 LESSON PLAN
Date: May 19, 2022
Subject Science 9
I. Competencies: Determine the number of Electrons an element will gain or lose to become sta
S9MT-IIg-17
II Learning Obectives;
At the end of the lesson, the students are expected to be able to
1 Determine the Valence Electron of an elements
2 Explain the Octate Rule
3 Analyze how elements becomes stable by loosing or gaining electron
III. Subect Matter: Get to Know Volcanoes
Reference: SLMs, LM, LAS Quarter 3 Week 1 LAS 1
Matterials: powerpoint presentation, Pictures, Video
IV. Procedure: Preliminaries: Prayer, Greetings, Checking of Attendance, Class Rules.
A. Activity
The teacher will recapitulate students learning on SPDF orbital
Then ask the student to determine the valence electron of some elements identified
on the screen.

B. Analysis
How important Valence Electron is for an elements?
Explain the Octate Rule
Why do think an element must gain or lose and eletcron to be come a stable one?

C. Abstraction

D Application
IV. Evaluation: Refer to LAS Quarter 3 week 1 las 1 Activity 1-10 multiple choice. Attached in this Lesso

V. Assignment/ Agreement: Study about the types of Volcanoes

VI Remarks

VII Reflection

Prepared by:
MARY ANGELLIE T. IBRAHIM
Teacher 1

Observed by:
LOUIE VIC ALBARINA MYPEARL U. GOYHA
Master Teacher II Master Teacher II
or lose to become stable.

elements identified

me a stable one?
e. Attached in this Lesson Plan
 LESSON PLAN
Date:
Subject Science 8
I. Competencies:

II Learning Obectives;
At the end of the lesson, the students are expected to be able to
1
2
3
III. Subect Matter:
Reference:
Matterials:
IV. Procedure: Preliminaries: Prayer, Greetings, Checking of Attendance, Class Rules.
A. Elicit

B. Engage

C. Explore

D. Explain

E. Elaborate

F. Evaluate

G. Extend
V. Assignment/ Agreement:

VI Remarks

VII Reflection

Prepared by:
MARY ANGELLIE T. IBRAHIM
Teacher 1
 LESSON PLAN
Date:
Subject Science 9
I. Competencies:

II Learning Obectives;
At the end of the lesson, the students are expected to be able to
1
2
3
III. Subect Matter:
Reference:
Matterials:
IV. Procedure: Preliminaries: Prayer, Greetings, Checking of Attendance, Class Rules.
A. Elicit

B. Engage

C. Explore

D. Explain

E. Elaborate

F. Evaluate
 G. Extend

V. Assignment/ Agreement:

VI Remarks

VII Reflection

Prepared by:
MARY ANGELLIE T. IBRAHIM
Teacher 1