I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. ELICIT
Reviewing previous
lesson or presenting the
new lesson
The learners demonstrate an understanding of the periodic table
of elements as an organizing tool to determine the chemical
properties of elements.
Trace the development of the periodic table from observations
based on similarities in properties of elements; and (S8MT-IIIg-h-
11)
At the end of a 40-minute lesson, the learners should be able to:
a.
Periodic Table (PT) of Elements
Science Learner’s Module 8
Pages 145-150
Pages 209-213
Laptop and LCD Projector
Preliminary Activities:
1.1 Prayer
1.2 Greetings
1.3 Checking of Attendance
1.4 Reminders/setting of classroom rules and standards
The students will be given 10 questions to answer. They will fill in
the missing words in every questions.
 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:
B. ENGAGE
Part A
Establishing a purpose
for the lesson
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?

211

Q4. Are there any gaps in your arrangement? Where are they?
What do you think these gaps might mean?
C. EXPLORE
Presenting
examples/instances of
the new lesson

D. EXPLAIN
Discussing new
concepts and practicing
new skills #1
 Discussing new
concepts and practicing
new skills #2

Developing mastery
(leads to Formative
Assessment)

E. ELABORATE
Finding practical
applications of concepts
and skills in daily living

Making generalizations
and abstractions about
the lesson
 F. EVALUATE
Evaluate learning

G. EXTEND
Additional activities for
application or
remediation

V. REMARKS (MPS)

VI. REFLECTION

Prepared by: Checked by: