Instructional Planning

(The process of systematically planning, developing, evaluating and

managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration:

SCIENCE Science 8 2ND 60
7

Learning Use the periodic table to predict the chemical behavior of

S8MT-IIIi-j-12
Competency/ies: an element; and

Determine the number of protons, neutrons, and electrons

S8MT-IIIc-d-a
in a particular atom

Key Concepts/ - The students will be able to identify elements on the periodic table;
Understanding to be
- The students will know how to figure out how many protons, neutrons, and
Developed
electrons are in any given element; and
- The students will know how to identify the atomic symbol, atomic number and
the atomic mass of each element

1.Learning Objectives
Describe how elements are arranged in the periodic table
Knowledge
Use the periodic table in locating elements based on its family
Skills and period
Exhibit patience in constructing their own periodic table
Attitudes
Show awareness in the different properties of element
Values
2.Content
The Periodic Table of Elements
3.Learning Resources - (Source: https://www.gordonengland.co.uk/elements/periodic.htm )

- http://www.youtube.com/watch?v=d0zION8xjbM

4.Procedures

4.1 Introductory Activity

(2min.) The students will watch a short clip reviewing the elements on the periodic table.

4.2 Activity (10 min.) A. Step-By-Step

1. The students will color in a blank periodic table according to the different
sub-groups, which they can reference while completing the TravelQuest.
2. After watching the short clip, the students will break into pairs and sit at a
computer together.
3. The website, “The Periodic Table” will be up on each computer so the
students do not have to navigate to try and find it.
4. The students will work together in pairs to complete the travel quest with
 Eddie the elephant based on the periodic table. The teacher will be
walking around if the students have any questions about how to use the
computer or about the questions themselves.
5. When they finish, they will take a quiz. They can use their periodic tables
they colored in earlier on the quiz.

4.3 Analysis (5min.)

Did you know that Carbon, Hydrogen, Nitrogen, Oxygen, Phosphorus and
Sulfur are the most abundant elements in living organisms.

4.4 Abstraction (18 min.)

1. Introduction to the Periodic Table of Elements
2. Naming the Atomic Number and Atomic Mass
3. Memorizing the Symbol and Name of an Element

4.5 Application (10 min.) An “ My Name in Elements” . The students will make their name out of the
symbols of an element.

Example: V - Er - Ra
4.6 Assessment (12 min.) Table Completion

Direction: The students will use the periodic table to complete the table found
in the answer sheet. (teacher will provide the answer sheet)

4.7 Assignment (2 min) The students will creatively make their own periodic table.
Information needed from the finished periodic table are the following;
a. Name of the element
b. Symbol of element
c. Atomic Number of Element
d. Atomic Mass of the Element
4.8 Concluding Activity (1 Each students are given a number. Each same number will compete like
min) number one versus number one. The teacher will show flash cards of the
names of elements and the students will actively answer. First to answer will
step down until the last step wins.

5. REMARKS

6. REFLECTIONS Theoritical Perspective:

This lesson is important for students to learn because everything is

made up of elements which are used in everyday life. The periodic table is a
basic component of science which will be used in future years of education.
This lesson helps the students apply their knowledge about the periodic table
in different ways.

A. No.of learners who

earned 80% in the
evaluation.
B. No. of learners who
require additional
activites 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 learning
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: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D

Science Teacher School Head
ASSESSMENT
Name: ________________________________ Section: _______________

Direction: Use the periodic table to complete the table below.

Element Name Element Symbol Atomic Number Atomic Mass

Potassium
P
16.00
79
33
Krypton

ASSESSMENT
Name: ________________________________ Section: _______________

Direction: Use the periodic table to complete the table below.

Element Name Element Symbol Atomic Number Atomic Mass

Potassium
P
16.00
79
33
Krypton
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP Learning Area: Grade Level: Quarter: Duration:

No.: 1 Science 8 2ND 45 min

Learning Explain how movements along faults generate

Competency/ies: earthquakes.

Key Concepts/ - The students will demonstrate an understanding of the relationship

Understanding to be between faults and earthquakes
Developed
- Participate in decision making on where to build structures based on
knowledge of the location of active faults in the community

1.Learning Describe what fault is and how these faults related to

Objectives Knowledge earthquakes
Determine the extent of damage an earthquake can do in a
Skills particular location
Exhibit calmness when earthquake strikes
Attitudes
Shows awareness in the relationship of fault and earthquake
Values
2.Content EARTHQUAKES AND FAULTS
Lesson 1: EARTHQUAKES AND FAULTS (Introduction)
3.Learning - Learners Module, DLP and PC
Resources - http://www.history.com/this-day-in-history/earthquake-wreaks-havoc-in-
the-philippines

4.Procedures

4.1 Introductory Reviewing previous lesson.

Activity (2min.)
1. If you recall, it was mentioned in Grade 7 that the Philippines is located
along the Ring of Fire, How does this affect us?
2. On July. 1990, a strong earthquake hit Luzon. Have you heard about
it? Maybe not, because it happened before you were born. But if your
parents are from Luzon, they surely know about the earthquake. It is
possible that they were even affected by it
4.2 Activity (10 Article Reading
min.)
Earthquake wreaks havoc in the Philippines More than 1,000 people are
killed when a 7.7-magnitude earthquake strikes Luzon Island in the
Philippines on this day in 1990. The massive tremor wreaked havoc across
 a sizeable portion of Luzon, the country’s largest island, with Baguio City
suffering the most
devastating effects. The epicenter of the quake, which struck at 4:26 p.m.,
was north of Manila in the Nueva Ecija province. Reports indicate that the
shaking went on for nearly a full minute. Collapsing buildings were the
main cause of damage and death. Getting out of a multi-story building was
a good safety precaution that afternoon, although many people were
injured and a few even died in stampedes of others doing the same thing.
At Christian College, a six-story building completely collapsed, trapping
approximately 250 students and teachers inside. Heroic rescue efforts
saved many, but some victims who did not die in the collapse were found
dead later from dehydration because they were not pulled out in time. All
types of buildings, including several resort hotels in Baguio, known as the
Philippines’ Summer Capital, suffered tremendous damage. Most of the
city’s 100,000 residents slept outdoors that evening and during the
following week, afraid to return to their homes amid the frequent
aftershocks. For days, workers pulled bodies from the demolished
buildings in Baguio. The best estimate is that 1,000
bodies were eventually recovered. At least another 1,000 people suffered
serious injuries. Rescue efforts were hampered severely because
the three main roads into the city were blocked by landslides. Hundreds of
motorists were stranded on the roads as well. Outside of. Watch a video
about the 2013 Earthquake in Bohol and Cebu.

4.3 Analysis (5min.)

1. Where is the epicenter of the earthquake?
2. How many individuals are affected by the earthquakes?
3. Discuss how devastating a 7.7 intensity earthquake is.
4.4 Abstraction (18
min.) I. Introduction to Earthquake
II. What is a fault?
III. Types of fault
IV. Magnitude and Intensity
4.5 Application (10 Role Playing Directions:
min.) Make a 2 -3 minute role playing act showing what people do when earthquake
strikes.
4.6 Assessment (12 Directions: Read each item carefully. Choose the letter of the correct answer.
min.)
1. When was the 7.7 Earthquake took place in the Philippines?
a. 1990 b. 1991 c. 1890 d. 1891 ans. A
2. Where in the Philippines this earthquake have badly hit?
a. Luzon b. Mindanao c. Mindoro d. Baguio ans. D
3. Which of the following are safer in during an earthquake?
a. inside the house b. outside in an open area
c. inside the car d. under a tree ans. B
4. Which agency of the government in the Philippines is monitoring the
movement of the earth crust?
a. PHIVOLCS b. DOST c. PAGASA d. DENR ans. A
5. It is a sudden movement of the earth's crust caused by the release of stress
accumulated along geologic faults or by volcanic activity.
a. typhoon b. flood c. tsunami d. earthquake ans. D

4.7 Assignment (2 Cut or copy 1 newspaper clippings about Earthquakes that happens in
min) CALABARZON Area. You can also get your news item from the internet
4.8 Concluding . Making generalizations and abstractions about the lesson
Activity (1 min)
An Earthquake is a sudden movement of the earth's crust caused by the
release of stress accumulated along geologic faults or by volcanic activity
which can result to destruction of properties and the loss of many lives.

5. REMARKS

6. REFLECTIONS Theoritical Perspective:

This lesson is important for students to gather knowledge on where

earthquake occur, how often and how intense.

A. No.of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
 activites 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
learning
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: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D

Science Teacher School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP Learning Area: Grade Level: Quarter: Duration:

No.: 2 Science 8 2ND 45 min

Learning Explain how movements along faults generate

S8ES-IIa- 14
Competency/ies: earthquakes

Key Concepts/ - The students will demonstrate an understanding of the relationship

Understanding to be between faults and earthquakes
Developed
- Participate in decision making on where to build structures based on
knowledge of the location of active faults in the community

1.Learning Describe what fault is and how these faults related to

Objectives Knowledge earthquakes
Determine the extent of damage an earthquake can do in a
Skills particular location
Exhibit calmness when earthquake strikes
Attitudes
Shows awareness in the relationship of fault and earthquake
Values
2.Content EARTHQUAKES AND FAULT
Lesson 2: WHAT IS A FAULT?
3.Learning - Learners Module, DLP and PC
Resources - google.com.ph (Fault how it forms)

4.Procedures

4.1 Introductory Reviewing previous lesson.

Activity (2min.)
1. Why do earthquake occur? What is the relationship between
earthquakes and faults?
2. Earthquakes are associated with faults. When a fault suddenly moves,
an earthquake occurs. Do you know what a fault is? Let’s do this
activity to find out: Demonstrate activity in LM pp. 116-118 on A fault-y
 setup.
4.2 Activity (10
min.)

What do you think is this picture?

Let’s find out if your answer is correct as we go along with our lesson.

4.3 Analysis (5min.)

What happened to the pile of sand when you moved the F. sheets slowly into
opposite direction? As you move the sheets, what formed in the sand?

4.4 Abstraction (18

min.)
I. What is a fault?
II. Movement of the Types of Fault

4.5 Application (10

min.) Picture analysis:

Analyze and explain the picture applying your idea of faulting

4.6 Assessment (12 Complete the paragraph by filling up the blanks with the correct words.
min.)
A ___1_____ is a fracture or zone of fractures between two blocks of___2___.
Faults allow the blocks to move relative to each other. This ____3______may
occur rapidly, in the form of a ______4_____- or may occur slowly, in the form
of creep. Faults may range in length from a few millimeters to thousands of
kilometers. Most faults produce repeated ______5____over geologic time.
(1.Fault; 2. rock;3. movement; 4. earthquake; 5. displacement)

4.7 Assignment (2
min) Give additional word problems if needed

4.8 Concluding A fault is a fracture or zone of fractures between two blocks of rock. Faults
Activity (1 min) allow the blocks to move relative to each other. This movement may occur
rapidly, in the form of an earthquake - or may occur slowly, in the form of
creep. Faults may range in length from a few millimeters to thousands of
 kilometers. Most faults produce repeated displacements over geologic time.

5. REMARKS

6. REFLECTIONS Theoritical Perspective:

This lesson is important for students to gather knowledge on where

earthquake occur, how often and how intense.

A. No.of learners
who earned 80%
in the evaluation.

B. No. of learners
who require
additional
activites 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
learning
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: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D

Science Teacher School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP Learning Area: Grade Level: Quarter: Duration:
No.: 3 Science 8 2ND 45 min

Learning Using models or illustrations, explain how movements

S8ES-IIa- 14
Competency/ies: along faults generate earthquake.

Key Concepts/ - The students will demonstrate an understanding of the relationship

Understanding to be between faults and earthquakes
Developed
- Participate in decision making on where to build structures based on
knowledge of the location of active faults in the community

1.Learning Describe what fault is and how these faults related to

Objectives Knowledge earthquakes
Determine the extent of damage an earthquake can do in a
Skills particular location
Exhibit calmness when earthquake strikes
Attitudes
Shows awareness in the relationship of fault and earthquake
Values
2.Content EARTHQUAKES AND FAULTS
Lesson 3: HOW DO FAULTS PRODUCE QUAKES?

3.Learning - LM pp. 122 - 124

Resources

4.Procedures

4.1 Introductory Are you familiar with Pilita Corales (Asia’s queen of song)? How does she
Activity (2min.)
sing? Can you do the same thing she does? Let us now go further with our
lesson and discover how Pilita’s style of singing relates to our lesson
4.2 Activity (10 - Using the given materials and following the procedures you should be able to
min.)
simulate how rocks bend along a fault. Demonstrate activity in LM pp. 122-124
on Stick ‘n’ shake.

- Are you familiar with Pilita Corales (Asia’s queen of song)? How does she
 sing? Can you do the same thing she does? Let us now go further with our
lesson and discover how Pilita’s style of singing relates to our lesson.

- The activity you just performed simulates how rocks bend along a fault.
Think of a ruler as if they were put of the ground, how can you figured it?

4.3 Analysis (5min.)

What happens when the bending becomes too much? 2. What is the effect of
bending of rocks along fault?

4.4 Abstraction (18 Earthquakes occur on faults. A fault is a thin zone of crushed rock separating
min.) blocks of the earth's crust. When an earthquake occurs on one of these faults,
the rock on one side of the fault slips with respect to the other. I. Evaluating
Learning In not more than 5 sentences, differentiate fault movement from
earthquake

4.5 Application (10 Earthquakes can happen anytime, anywhere. They’ve all occurred where
min.) there has been frequent activity in the past and where there will be frequent
activity in the future. John Minsch

4.6 Assessment (12

min.) In not more than 5 sentences, differentiate fault movement from earthquake.

4.7 Assignment (2
min) Bring to class the following materials: Scissors, paste and fault model.

4.8 Concluding Earthquakes occur on faults. A fault is a thin zone of crushed rock separating
Activity (1 min) blocks of the earth's crust. When an earthquake occurs on one of these faults,
the rock on one side of the fault slips with respect to the other

5. REMARKS

6. REFLECTIONS Theoritical Perspective:

This lesson is important for students to gather knowledge on where

earthquake occur, how often and how intense.

A. No.of learners
who earned 80%
in the evaluation.

B. No. of learners
who require
additional
activites 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
learning
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: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D

Science Teacher School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP Learning Area: Grade Level: Quarter: Duration:
No.: 4 Science 8 2ND 45 min

Learning S8ES-IIa-15
Differentiate the epicenter of an earthquake to its focus.
Competency/ies:

Key Concepts/ - Demonstrate an understanding of the relationship between faults and

Understanding to be
Developed earthquakes.
- Differentiate the epicenter of an earthquake from its focus.

1.Learning Differentiate the epicenter and focus of an earthquake

Objectives Knowledge
Determine the extent of damage an earthquake can do in a
Skills particular location
Exhibit calmness when earthquake strikes
Attitudes
Shows awareness in the relationship of fault and earthquake
Values
2.Content EARTHQUAKES AND FAULTS
Lesson 4: FOCUS AND EPICENTER

3.Learning - LM pp. 122 - 124

Resources

4.Procedures

4.1 Introductory How are you going to relate fault movements from earthquake. Do the Activity
Activity (2min.)
entitled: Where Does An Earthquake Start? See page 125-127 of the Learner's
Material
4.2 Activity (10 - Making a Fault Model following the procedures given on LM pp. 125-126. Use your
min.)
model to show different types of movement along a fault. How would the
surroundings be affected?
4.3 Analysis (5min.)
On which location on the ground does the initial movement Originates during an
earthquake? How does this movement (shaking) spread into the surface?

4.4 Abstraction (18

min.)
The epicenter is the point on the Earth's surface that is directly above the focus
while the focus is the point (below the surface) where an earthquake originates.

4.5 Application (10 Read the quotation below relate this to what you have learned.
min.) “I am the earthquake of love. How you feel is my fault.” ― Jarod Kintz, Love quotes
for the ages. Specifically ages 18- 81.

4.6 Assessment (12 Identify the parts of an Earthquake.

min.)

4.7 Assignment (2
min) Make a slogan about earthquake that make use of the words focus and epicenter.

4.8 Concluding Continuation of Slogan making.

Activity (1 min)
5. REMARKS

6. REFLECTIONS
Theoritical Perspective:
This lesson is important for students to gather knowledge on where
earthquake occur, how often and how intense.

A. No.of learners who

earned 80% in the
evaluation.

B. No. of learners who

require additional
activites 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 learning
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: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D

Science Teacher School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP Learning Area: Grade Level: Quarter: Duration:
No.: 5 Science 8 2ND 45 min

Learning Differentiate the intensity of an earthquake from its

S8ES-IIa-15
Competency/ies: magnitude.

Key Concepts/
- Demonstrate an understanding of the relationship between faults and
Understanding to be
earthquakes.
Developed - Differentiate the epicenter of an earthquake from its focus.

1.Learning Describe an earthquake in terms of its intensity and magnitude

Objectives Knowledge
Determine the extent of damage an earthquake can do in a
Skills particular location
Exhibit calmness when earthquake strikes
Attitudes
Shows awareness in the relationship of fault and earthquake
Values
2.Content EARTHQUAKES AND FAULTS
Lesson 5: HOW STRONG IS THE EARTHQUAKE?
3.Learning LM pp. 127 – 130 , PHIVOLCS Earthquake intensity Scale (PEIS), youtube.com
Resources PHIVOLCS MAP on distribution of Active Faults and Trenches in the Philippines
google.com.ph
4.Procedures

4.1 Introductory - Recall the differences between focus and epicenter.

Activity (2min.)
- Analyze and give your comment(s).
4.2 Activity (10 Video Presentation: 2013 EARTHQUAKE VIDEO BOHOL CEBU 7.2 Magnitude compilation
min.)
footage Philippines (youtube.com)

4.3 Analysis (5min.) - How strong is the earthquake? See PHIVOLCS Earthquake Intensity Scale (PEIS) on LM
pp. 128-129
- Direction: Explain the following questions.

1. When an earthquake occurs, where would shaking be greater? Near the epicenter or
away from the epicenter?

2. Where would damage be more? Near the epicenter or away from the epicenter?

4.4 Abstraction (18 - On pages 128 to 129 of the Learner’s module can be read the PHIVOLCS Earthquake
min.)
Intensity Scale (PEIS), let the learners thoroughly understand the text and then proceed
to discussion
- The intensity of the earthquake is determined by observing the effects of the
earthquake in different places on the other hand. However, its strength can be described
as magnitude.
- There really is no way to concretely define a fault as "active" or "inactive" (especially
because inactive faults can suddenly become active again), but it's more or less safe to
say that if a fault hasn't shown tectonic activity for about 5,600 years, it's probably
inactive.

4.5 Application (10 Based on your answers to questions 1 and 2, where would the intensity be higher? Near
min.)
to the epicenter or away from the epicenter?
- It is important to know the location of active faults. As much as possible, no
important structures should be built near or on them. PHIVOLCS has a MAP that
shows the Active Faults in the Philippines.
4.6 Assessment (12 Write the corresponding Intensity Scale for each description:
min.)
4.7 Assignment (2 Make a research of the distribution map of active faults and trenches in the
min) Philippines.
4.8 Concluding
Activity (1 min) Based on the map presented, give at least five description of a fault.
5. REMARKS

6. REFLECTIONS Theoritical Perspective:

This lesson is important for students to gather knowledge on where the
epicenter of earthquake occur.
A. No.of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activites 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 learning
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: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D

Science Teacher School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP Learning Area: Grade Level: Quarter: Duration:
No.: 6 Science 8 2ND 45 min

Learning Demonstrate how underwater earthquakes generate S8ES-IIa-16

Competency/ies: tsunami.

Key Concepts/ - Demonstrate an understanding of the relationship between faults and

Understanding to be
Developed earthquakes ; and
- Differentiate the epicenter of an earthquake from its focus.
1.Learning
Explain how tsunamis are generated.
Objectives Knowledge
Infer why tsunamis do not always occur even when there is an
Skills earthquake
Exhibit ways and action when tsunami strikes
Attitudes
Shows awareness before, during and after tsunami.
Values
2.Content EARTHQUAKES AND FAULTS
Lesson 6: TSUNAMI!
3.Learning - LM pp. 133 – 135
Resources

4.Procedures

4.1 Introductory The teacher will recall the Map of Distribution of Active Faults and Trenches in
Activity (2min.)
the Philippines. Sharing of understanding about active faults and trenches in
the Philippines.
4.2 Activity (10 - The students will watch video presentation about JAPAN TSUNAMI 2011(you
min.) tube.com), then, teacher will call few students to share their reaction about
the clip.

- The teacher will give a short discussion about Japan tsunami. Teacher will ask
this question to the class “How are earthquake related to tsunami?” oral
recitation will observe.

- After the recitation let the students do activity on Tsunami in LM pp.133-134.

4.3 Analysis (5min.)ANALYSIS QUESTIONS:
1. What was formed in the water by the sudden push of the plastic
panel?
2. 2.How was the water level by the rock affected by the wave?
3. What does the water represent? What about the rock? the plastic
panel?
4.4 Abstraction (18 - The teacher will discuss that a tsunami is a series of ocean waves generated
min.) by sudden displacements in the sea floor, landslides, or volcanic activity. In
the deep ocean, the tsunami wave may only be a few inches high. The
tsunami wave may come gently ashore or may increase in height to become a
fast moving wall of turbulent water several meters high.
- Note taking during discussion.
4.5 Application (10 The teacher will say, since fault, earthquake and tsunamis are interrelated,
min.) when you are near the sea and you feel a strong earthquake, treat that as a
warning signal. Run to the highest place you can find, or if you have a vehicle,
evacuate inland.
4.6 Assessment (12 In a ¼ sheet of paper the students will answer immediately the assessment.
min.)
Direction: Choose the correct word(s) from the box associated with the given
statement below.

1. The shore of a sea or ocean. (coast)

2. Any state or process known through the senses. (Phenomenon)

3. An unusual (and often destructive) rise of water along the seashore caused
by a storm or a combination of wind and high tide. (Tidal Wave)
4. On reaching the coast, it slows down and its __________ decreases.
(wavelength)
 5. The term __________ (harbor wave) comes from Japan, where the
phenomenon frequently occurs. (‘tsunami’)
4.7 Assignment (2 Direction: In one paragraph answer the question below and write your answer
min) in Science notebook.
How can the interior of the earth be determined?
4.8 Concluding The teacher will spin a wheel to answer this question. “ How are earthquake
Activity (1 min) related to tsunami?”

5. REMARKS

6. REFLECTIONS Theoritical Perspective:

This lesson is important for students to gather knowledge when tsunami

strikes.

A. No.of learners who

earned 80% in the
evaluation.

B. No. of learners who

require additional
activites 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 learning
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: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D

Science Teacher School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: 5 Learning Area: Grade Level: Quarter: Date & Time: Duration:
Science 8 4th 6/14/23 – 1:30-2:45 60

Learning - Explain the concept of a species

(S8LT-IVg-1)
Competency/ies: - Classify organisms using the hierarchical taxonomic system (S8LT-IVh-
20)
Key Concepts/ Able to report (e.g., through a travelogue) on the activities that communities engage in to
Understanding to be protect and conserve endangered and economically important species.
Developed

1.Learning Objectives
Differentiate the three levels of biodiversity.
Knowledge

Skills Describe the species as a reproductively distinct group of organisms.

Exhibit the difference of natural from man-made biodiversity in Inland and
Attitudes aquatic ecosystem.

Show awareness in the advantage of high biodiversity over low

Values biodiversity.

2.Content
Biodiversity

3.Learning Resources
- https://www.shutterstock.com/search/biodiversity
- https://www.youtube.com/watch?v=GK_vRtHJZu4

4.Procedures
4.1 Introductory Activity - The teacher will raise this question to the students, “What comes into your mind when you
(2min.) hear the word Biodiversity. “What makes up biodiversity?”
- Post a colored picture showing biodiversity.
- Ask your students to give a word or words to describe what they see in the picture.
- Sharing of ideas

-List down on the board the organisms present in the picture.

1. Do you think these organisms can interbreed with one another? Why?
2. Can a duck reproduce when paired with a chicken? Support your answer.
4.2 Activity (10 min.) - Teacher will write students’ responses on the board and use them as springboard.
- Then, a video clip about biodiversity is played (https://www.youtube.com/watch ?
v=GK_vRtHJZu4).
- The teacher will solicit ideas from the class. Based from the movie, what are the two
components of an ecosystem? Give examples for each component.
4.3 Analysis (5min.) Essential Questions:
1. What are the levels of biodiversity? How do they differ from one another?
2. Can we consider species as a reproductively distinct group of organisms?
Why do you think so?
4.4 Abstraction (18 min.) - Video Clip Presentation: Show to the class a video clip showing the different levels
of biodiversity. Sharing of insights based on the video.
https://www.youtube.com/watch ?v=7xZz132NEpA
- Then, show to the class pictures. What type of ecosystem is shown in the 1st
picture? In the 2nd picture?

- Ask these questions: Why do you think that these pictures belongs to
NATURAL biodiversity? to MAN-MADE biodiversity? (Give a lecturette)
4.5 Application (10 min.) - Group Activity # 1. Complete the table

- Reporting of Outputs
 - Group Activity # 1. Board Work
1. Using the same pictures in Abstraction, identify which is NATURAL & MAN-
MADE ECOSYTEM and support your answer.
2. Make a table and ask the students to supply the answer.
Put √ if is present and x if absent.

4.6 Assessment (12 min.) Identify the terms being referred in each statement. Choose the terms inside the word box
below. Write your answer on the space provided before each number.
A. Binomial nomenclature F. Species
B. Biodiversity G. Species diversity
C. Carolus Linnaeus H. Species richness
D. Domain I. Taxon
E. Genus J. Taxonomy
________________1. A basic group of organism in a population that breeds with each other
to produce offspring.

________________2. It tells you that if a community has more species, it is more diverse.

________________3. A formal system of giving two names of a living thing.

________________4. He is known as the father of modern taxonomy who tried to classify
living things systematically.

________________5. It refers to the species richness and evenness of the species abundance.

________________6. The highest taxonomic rank in the hierarchical biological system above
the kingdom level.

_______________7. It refers to the name of each level of the taxonomic hierarchy.

________________8. Scientific way of naming, describing and classifying organisms.
________________9. A group of species that are closely related through common descent.

________________10. It refers to the variability among living organisms from all sources.

4.7 Assignment (2 min)

Below are pictures of organisms found locally. Identify how each of these organisms
is called in your community. If you know other names by which an organism is called
in another place, include them. Afterwards, answer the questions.

Name: _________________ Name: ________________________

 Name: __________________
Questions:
1. What are the implications of having variety of names of an organism?
2. Why is there a need to have a systematic classifications of organism?
4.8 Concluding Activity (1 - Let the students answer the diagram analysis.
min)
Diagram Analysis. The figure shows how the levels move toward specificity with other
organism. Study the diagram and answer the given questions that follows.

Questions: 1. What happens to the relationship of organisms as it moves at each sublevels?

___________________________________________________________________
2. What can you infer as you move along to different level in the taxonomic system?
___________________________________________________________________
3. At what levels are cats and dogs considered to be a part of the same group?
___________________________________________________________________
4. At what possible level does organism produce a fertile offspring if interbreed together?
___________________________________________________________________
5. REMARKS

6. REFLECTIONS Theoritical Perspective:

Binomial nomenclature is the formal system of giving living things two names. The
genus and species name are given. This is known as the scientific name which is
internationally accepted. Both names are in Latin. It is like the genus is your family
name and the species name is our given name. Genus is always capitalized on its first
letter while species is not. The scientific name is always in italics (underlined if hand
written). The scientific name for human based on the taxonomy is Homo sapiens.
Homo refers to genus and sapiens refers to the species name.
A. No.of learners who earned
80% in the evaluation.

B. No. of learners who require

additional activites 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 learning
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: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D

Science Teacher School Head

Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Grade Level: 8 Quarter: 3rd Duration: 45mins
Science

Learning Use the periodic table to predict the chemical behavior

S8MT-IIIi-j-12
Competency/ies: of an element

Key Concepts/ - The students will be able to identify names of the elements on the periodic table;
Understanding to - The students will know how to identify the atomic symbol, atomic number and the
be Developed atomic mass of each element

1.Learning Identify atomic names, symbol, number and mass of the elements
Objectives Knowledge on the periodic table
Use the periodic table in locating elements based on its atomic
Skills number.
Exhibit patience in memorizing elements in periodic table.
Attitudes
Appreciate the significance of elements in our daily lives.
Values
2.Content
The Elements of the Periodic Table
3.Learning - (Source: https://www.gordonengland.co.uk/elements/periodic.htm )
Resources - http://www.youtube.com/watch?v=d0zION8xjbM
4.Procedures

4.1 Introductory Now let’s have a short review about periodic table. Groupings is by table. I will give
Activity (2min.)
you two colored flags, raise the green flag if your answer is TRUE and the blue
flag if your answer is FALSE to the following questions.

Let’s get started.

1. Atom is the smallest, basic unit of matter. TRUE
2. Compound is a substance that cannot be broken down into simpler substances
by any chemical process. FALSE. It is elements.
3. Atomic number is the number of protons in an atom’s nucleus that distinguishes
an element from the others. TRUE
4. Neutrons is a particle in the nucleus that has about the same mass as a proton
but has no charge. TRUE
5. Protons is a negatively charged particle surrounding the nucleus of the atom.
FALSE. It is electrons.

NOTE: Highest points will receive a reward.

4.2 Activity (10 Step-By-Step
min.)
1. The teacher will present the periodic table of elements to the class. The
groupings are the same with the first activity.

2. The activity is entitled “What A Feeling”. Each group is given an envelope with
all the materials inside needed in the activity.
3. The teacher will say, “Let us assume that you need to communicate in your
classmate. Complete this phrase to communicate, “You are my ___________.
Here are examples of the elements and try to make as many words using the
symbols of the elements in the periodic table and pass the message. No repetition
of words. One (1) point for each correct word.
Example: You are my
4.3 Analysis (5min.) What is the most abundant element in the human body?

Oxygen is the most abundant element in the human body,

accounting for about 65% of a person’s mass. Each water
molecule is made up of two hydrogens atoms bonded to one
oxygen atom, but the mass of each oxygen atom is much
larger than the combined mass of the hydrogen.
4.4 Abstraction (18 A. Introduction to the Periodic Table of Elements
min.) Periodic Table
- is a compilation of chemical elements arranged in a form of a table. The elements
in this table have a few common characteristics. The evolution of this table into the
latest form is a great achievement by chemists and scientists.
- this was introduced by Dmitri Mendeleev, a chemist from Russia in 1869. He
wrote the characteristics for 63 found elements, together with the mass of the atom
on a small piece of card and arranged in the form of a table.

2. Naming the Atomic Number and Atomic Mass

3. Memorizing the Symbol and Name of an Element using the Element caller.

4.5 Application (10 An activity entitled “Self Element”.

min.) The students will make a word that describes themselves out of the symbols of an
element.

Example:

4.6 Assessment (12 INDIVIDUAL ASSESSMENT

min.)
QUIZ
The teacher will show flashcards of elements. Then, students will answer in ½
crosswise.
TEST I. Write the atomic name of an element. (10 items.)
TEST II. Write the atomic symbol of an element. (10 items)

4.7 Assignment (2 The students will creatively make their own periodic bingo card.
min) Information needed from the periodic bingo card are the following;
a. Name of the element
b. Symbol of element
 4.8 Concluding Each student is given a number. Each same number will compete like number one
Activity (1 min) versus number one. The teacher will show flash cards of the names and symbols
of an elements. Students will actively answer, first to answer will step down until
the last step wins. Points is added to their assessment scores.

Point System: WINNERS – 5 points LOSERS – 2 points

5. REMARKS

6. REFLECTIONS Theoritical Perspective:

This lesson is important for students to learn because everything is made

up of elements which are used in everyday life. The periodic table is a basic
component of science which will be used in future years of education. This lesson
helps the students apply their knowledge about the periodic table in different ways.

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEdD

Science Teacher School Head