LESSON PLAN IN SCIENCE 8
SCHOOL
EMNVHS
GRADE LEVEL
8
TEACHER
ETHEL JANE M. MABASA
LEARNING AREAS
SCIENCE
TIME AND DATE
9:45-10:45/ MARCH 21, 2023
QUARTER
THIRD
I.
A. CONTENT STANDARD
OBJECTIVES
B. PERFORMANCE STANDARD
C. LEARNING COMPETENCY AND OBJECTIVES
The learners demonstrate understanding of…
the identity of a substance according to its structure
The learners should be able to….
MELC: Determine the number of protons, neutrons and electrons in a
particular atom (S8MT-IIIe-f-10)
OBJECTIVES:
II.
CONTENT/SUBJECT MATTER
A. MATERIALS TO BE USED
B. PROCESS/SKILLS
C.
VALUES INTEGRATION
D. PEDAGOGICAL APPROACH/STRATEGIES USED
TV, laptop, diagrams and illustrations.
Recalling, Describing, Identifying, Analyzing
Awareness, Task-oriented and Valuing
Inquiry-Based approach, differentiated instructions, collaborative and
Reflective
E. Integration to Mathematics:
The teacher will show the students why neutron is more massive compared
to proton and electron using integers.
 Perform the fundamental operations on integers
(M7NS-Ic-d-1)
F. Integration to Physics:
The teacher will let the students perform and provide evidences as to how
opposite charges attract and same charges repel.
Material:
 Balloon
G. Integration to Biology
Based from the conclusion to be presented by the students on their activities,
teacher will say “Atom that made elements, elements that made the
compounds and compounds that made humans and other living
organisms” as an evidence and for awareness of the students that
everything exists because of atomic particles.
Based from the given elements, the teacher will discuss some uses and
applications of these elements to real life setting.
Example: Oxygen, Hydrogen, Calcium
H. Application of the elements to real life situation:
III.
1. Define the electron, proton and neutron of an atom.
2. Infer that objects may carry positive and negative
charges, and
3. Observe that objects may attract or repel each other.
ATOMIC STRUCTURE (Proton, Neutron, Electron)
LEARNING RESOURCES
A. References
 Teacher’s Guide pages
 Learner’s Materials pages
 Other resources
pp. 131-143
pp. 203-204
Periodic Table of Elements
IV.
PROCEDURE
A. Elicit
 Preliminary Activities
 Prayer
 Checking of Attendance
 Introductory questions
1. What is Evaporation phase?
2. What about Condensation?
3. How does melting differ from freezing?
B. Engage
MOTIVATION:
 Let the students sing the song “Ang Atom?”
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
From the song, they sung, the teacher will ask the following
questions.
PROCESSED 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 an atom?
The teacher will provide jumbled words for the students for them
to be able to get the right answer of the above questions.
UNLOCKING OF TERMS:
The teacher will let the students guess the given pictures by
arranging the jumbled letters to form a word.
MO T A
1. ATOM - is the smallest particle of an element.
TONORP
2. PROTON- is positively charged partices
T N O R E L E C
3. ELECTRON- negatively charged particles.
NROT UNE
4. NEUTRON- have a neutral electric charge (neither negative nor
positive).
C.
Explore
 The teacher will divide the class into 3 groups. Each group will
be given an activity sheet. Entitled “CHARGE” it to
experience!

ACTIVITY
“CHARGE” it to experience!
I-
OBJECTIVES:
After performing this activity, you should be
able to:
A. Infer that objects may carry positive and
negative charges, and
B. Observe that objects may attract or repel each
other.
II. MATERIALS
Balloons, shattered papers, empty cola can, meter
stick, string
III. PROCEDURES:
A. Inflate balloons. Tie each using length of string.
Place the meter stick across chairs.
B. With each hand holding one balloon, rub the
balloons simultaneously against your hair several
times. Let go of the balloons. Observe.
QUESTIONS:
1. What happened with the balloons?
2. Did the balloons acquire the same charge or different charges?
What made you say so?
 Each group will be given materials for the activity
 Each group will have different materials and different procedures
to follow.
GROUP 1 – ILLUSTRATION ABOOUT THEIR ACTIVITY
GROUP 2 – THROUGH REPORTING
GROUP 3 - THROUGH PROPAGANDA (ADVERTISEMENT)
WHAT ARE YOUR OBSERVATIONS ABOUT YOUR ACTIVITY?
D. Explain
E. Elaborate
 From the activity, the teachers will give her inputs about the
activity.
 During the discussion, the teacher will call some students to
illustrate, recite and dance the different charges of an atom.
 During the discussion, the teacher will show an illustration of an
atom and its charges.
GUIDE QUESTIONS:
1. What happened with the balloons?
2. Did the balloons acquire the same charge or different
charges? What made you say so?
GENARALIZATION:
 The teacher will call student/s to summarized the lesson.
F. Evaluate
In your quiz notebook, answer the following questions.
1. It a component of an atom that is negatively charged particles.
ELECTRON
2. It is a smallest unit of an element. ATOM
3. It is a component of an atom that positively charged particles.
PROTON
4. It is a component of an atom that has neutral charges. NEUTRON
5. How is proton differing from electron?
G. Extend
Research on what is an isotope and its uses.
(Teacher will allow the students to submit their assignments as well as their
unfinished activity through Gmail or messenger account of the teacher, only
for those students who have better access on internet and for those don’t
have, they will submit their assignments and unfinished activity on next
meeting before the next lesson starts.)
PREAPARED BY:
ETHEL JANE M. MABASA
Teacher I
OBSERVED BY:
JHANGO M. MAYNAGCOT
Head Teacher I
ELLEN ROSE A. SILVERON
Head Teacher I
GINA C. DAYANGHIRANG
Master Teacher I/Assistant to the Principal
GEMA C. FRANCISQUETE
Principal II