Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY
B.M. DImataga St., Poblacion, Lapu-Lapu City

CURRICULUM IMPLEMENTATION MATRIX FOR SCIENCE 8

WITH SUGGESTED CONTEXTUALIZED AND LOCALIZED LEARNING ACTIVITIES
Note: This is based on 4 days (240 minutes) per week schedule of classes.
Day 1 Day 2 Day 3 Day 4 Day 5
QUARTER: FIRST QUARTER – FORCE, MOTION AND ENERGY
Learning Competency:
Investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the object’s motion. (S8FE-1a-15)
Infer that when a body exerts a force on another, an equal amount of force is exerted back on it. (S8FE-1a-16)
Week K: Explain the difference between contact K: Compare balanced and unbalanced K: Interpret the word problems related to K: Summarize the concept of balanced
No. and non-contact force. forces. balanced and unbalanced forces. and unbalanced forces.
1 S: Distinguish pictures that describe S: Construct a free-body diagram to S: Solve problems related to balanced and S: Demonstrate the concept of
contact and non-contact force. show balanced and unbalanced unbalanced forces. balanced and unbalanced forces
A: Practice critical thinking skill in forces. A: Practice critical thinking skill in through role play.
analyzing the difference between A: Displays teamwork in accomplishing solving word problems related to A: Display cooperation in performing
contact and non-contact force. group task. balanced and unbalanced forces. the role play.

Activity (Contact versus Non-contact Activity (Balanced and Unbalanced Activity (Seatwork and Board work)
Forces) Forces) Performance task: Role Play
Suggested Materials: Pictures of Filipino recreations Materials: book, table, string, ballpen Materials: paper and pen Materials: materials used in the role
Contextualized (kite flying, laro ng lahi, etc.) showing Activity: Demonstration and observation Activity: Seatwork and board work (Word play should be found inside the
Learning different types of forces that can act on of set-up showing balance and problems related to balance and classroom
Materials/ an object. unbalanced force. (Set-up 1: book on unbalanced forces focusing on Activity:
Activity Activity: top of the table. Set-up 2: pen tied situations that reflects everyday Role Play (scenarios inside the
Picture Analysis (students will identify the with string. Set-up 3: pushing a book scenarios.) classroom that shows balanced and
different types of forces that can act on left and right, left or right) unbalanced force)
an object and make a free-body
diagram )

Learning Competency:
Demonstrate how a body responds to changes in motion. (S8FE-1b-17)
Relate the laws of motion to bodies in uniform circular motion. (S8FE-1b-18)
Infer that circular motion requires the application of constant force directed toward the center of the circle. (S8FE-1b-19)
Week K: Explain Newton’s First Law of Day 1 K: Discuss circular motion in
No. Motion: Law of Inertia K: Explain Newton’s Second Law of Motion: Law of Acceleration Newton’s Second Law
2 S: Demonstrate Newton’s First Law of S: Solve word problems related to the Law of Acceleration S: Demonstrate Circular Motion in
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 1
 Day 1 Day 2 Day 3 Day 4 Day 5
Motion A: Practice critical thinking skill in analyzing word problems related to the Law of Newton’s Second Law
A: Appreciate the concept of aw of inertia Acceleration
in real life situation A: Display cooperation in performing
Activity (Seatwork and Board work) group task.
Activity (Investigating Inertia)
Activity (Gravity-Defying Water)
Suggested Materials: Materials: pen and paper Materials:
Contextualized coins, cardboard, beaker, ruler Activity: Seatwork and board work involving word problems describing day to day plastic pail, rope and water
Learning Activity: Investigating Inertia (students experiences that applies the second law of motion. Activity: Gravity-Defying Water
Materials/ will perform the Coin Drop & Stack of
Activity Coins)
Learning Competency:
Demonstrate how a body responds to changes in motion. (S8FE-1b-17)
Relate the laws of motion to bodies in uniform circular motion. (S8FE-1b-18)
Infer that circular motion requires the application of constant force directed toward the center of the circle. (S8FE-1b-19)
Week K: Explain the Third Law of Motion: Law K: Summarize the Newton’s Law of Motion Summative Test: Module 1
No. of Interaction/Action-Reaction S: Create a video that will summarize the concept of the Newton’s Law of Motion Topic: Forces and Motion
3 S: Execute the concept of the Third Law A: Display creativity in making video clips on Newton’s Law of Motion
of Motion K: Explain the concept of Forces and
A: Display teamwork in accomplishing Performance Task: Video clip making Motion
group task. S: Solve problems related to forces
and three laws of motion
Activity (Demonstrating Third Law of A: Practice critical thinking skill in
Motion) analyzing word problems related to
forces and laws of motion
Suggested Materials: materials found inside the Performance Task: Video clip making
Contextualized classroom Materials: Cellphones, materials to be used in the video should be found in the
Learning Activity: locality
Materials/ -Act your Thoughts Activity: Video clip making (the video should show the concept of the Newton’s
Activity -Third Law of Motion in Action (students Law of Motion)
will think of a scenario that can happen
inside the classroom which shows the
third law of motion)
Learning Competency:
Identify situations in which work is done and in which no work is done. (S8FE-1c-20)
Describe how work is related to power and energy. (S8FE-1c-21)
Week K: Explain the concept of Work K: Interpret the formula in solving K: Explain the concept of Power K: Discuss the relationship between
No. S: Distinguish situations which describe word problems related to Work. S: Solve problems related to power. power and energy.
4 work being done S: Solve word problems related to A: Practice critical thinking skill in S: Compute for power output in
A: Display cooperation in accomplishing Work. solving word problems related to Power walking or running up a flight of
group task A: Practice critical thinking skill in stairs
Activity (Is there Work Done) solving word problems related to Work Activity (Seatwork and Board work) A: Practice cooperation in performing
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 2
 Day 1 Day 2 Day 3 Day 4 Day 5
Activity (Seatwork and Board work) the group task
Activity (How POWER-ful am I?)
Suggested Materials: Materials: paper and pen Materials: paper and pen Materials:
Contextualized - pictures of day to Activity: Activity: Stopwatch, paper and pen for recording
Learning day scenarios (Seatwork and Board work) (Seatwork and Board work) of data
Materials/ showing WORK is Word problems related to WORK citing Word problems related to power citing Activity:
Activity done and WORK is not day to day situation in school. day to day situation at home or in (How POWER-ful am I?)
done school. Students will climb up the stairs of the
- day to day tallest building inside the school
experiences showing campus.
WORK is done and
WORK is not done
Activity:
(Is there Work Done?)
- Picture analysis
- Act your Thoughts
Learning Competency:
Differentiate potential and kinetic energy. (S8FE-1d-22)
Relate speed and position of object to the amount of energy possessed by a body. (S8FE-1d-23)
Week K: Discuss the concept of potential K: Explain the concept of kinetic K: Summarize the concept of potential Summative Test: Module 2
No. energy energy and relate speed and position of energy and kinetic energy Topic: Work and Energy
5 S: Solve problems related to potential the object to the amount of energy S: Create a video that will feature K: Explain the concept of Work and
energy possessed by a body. potential energy and kinetic energy Energy
A: Practice critical thinking skill in S: Solve problems related to kinetic A: Display creativity in making video S: Solve problems related to work
solving word problems related to energy clips on potential energy and kinetic and energy
potential energy A: Practice critical thinking skill in energy A: Practice critical thinking skill in
solving word problems related to analyzing word problems related to
Activity (Seatwork and Board work) kinetic energy Performance Task: Video clip making work and energy

Activity (Seatwork and Board work)

Suggested Materials: paper and pen Materials: paper and pen Performance Task:
Contextualized Activity: Activity: Activity: Robonergy
Learning (Seatwork and Board work) (Seatwork and Board work) Materials: EV3 Video Clip:
Materials/ Word problems on Word problems on Kinetic Energy https://www.youtube.com/ watch?
Activity Potential Energy focusing on v=eGYKkFS8AlU
focusing on day to day situations Picture of Marcelo H. Fernan Bridge
day to day situations that describe kinetic (Enlarged)
that describe energy. Popsicles, glue sticks, ruler, scissors,
potential energy. sticky tape and other materials that can
make a bridge

Learning Competency:
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 3
 Day 1 Day 2 Day 3 Day 4 Day 5
Infer how the movement of particles of an object affects the speed of sound through it. (S8FE-1e-24)
Investigate the effect of temperature to speed of sound through fair testing. (S8FE-1e-25)
Week K: Discuss the characteristics and K: Explain the effect of temperature K: Identify the appropriate materials that Summative Test: Module 5
No. properties of sound. and different medium to the speed of can produce sound Topic: Sound
6 S: Observe how longitudinal waves sound S: Innovate musical instrument that will K: Explain the concept of sound
reflect and refract S: Observe how temperature and show the concept of sound. S: Distinguish the different
A: Show cooperation in performing the different mediums affects the speed of A: Display cooperation and creativity in characteristics and properties of
group task sound accomplishing the group task. sound
A: Recognize the significance of the A: Appreciate the importance of
Activity (Characteristics & properties of speed of sound in real life Performance Task: Innovating musical sound
sound)) instrument
Suggested Materials: Materials: Materials: Bottle crown cup, cans, bottles
Contextualized Pentel pen, stopwatch, meterstick, old Metal slinky Performance Task: Innovating musical
Learning calendar, metal slinky (large and small coil) instrument
Materials/ Activity: (Characteristics & properties of Activity: Reflecting and Refracting
Activity sound)

Learning Competency:
Demonstrate the existence of the color components of visible light using a prism or diffraction grating. (S8FE-1f-26)
Explain the hierarchy of colors in relation to energy. (S8FE-1f-27)
Explain that red is the least bent and violet the most bent according to their wavelengths or frequencies. (S8FE-1f-28)
Week K: Explain the characteristics and K: Discuss the hierarchy of colors in K: Discuss a phenomenon related to Summative Test: Module 6
No. properties of visible light relation to energy, frequency and light using the concept of wavelength Topic: Colors of Light
7 S: Distinguish the different colors of light wavelength. and frequency of visible light. K: Explain the concept of the colors
A: Display cooperation in performing the S: Distinguish the color in the spectrum S: Critique the video clip about the of light
group task having the greatest energy and least colors of light S: Distinguish the different
energy, highest frequency and lowest A: Appreciate the importance of light characteristics and properties of light
Activity (The colors of the rainbow…The frequency, and longest wavelength and A: Appreciate the importance of light
colors of light) shortest wavelength
A: Show cooperation in performing the Performance Task: Video clip critiquing
group task

Activity (The color of the spectrum

wheel revisited)
Suggested Materials: Materials: Color Spectrum Wheel Materials: Video clips showing a
Contextualized Plastic container, water, white paper, small Pattern Cardboard or illustration, rainbow, blue sky, sky at dusk and
Learning mirror, penlight, prism, books white screen, button fastener, glue or dawn (Philippine setting)
Materials/ Activity: (The colors of the rainbow…The paste Performance Task: Video clip critiquing
Activity colors of light) Activity: (The color of the spectrum
wheel revisited)
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 4
 Day 1 Day 2 Day 3 Day 4 Day 5
Learning Competency:
Differentiate between heat and temperature at the molecular level. (S8FE-1g-29)
Week K: Describe the effects of heat transfer. K: Discuss the concept of heat capacity K: Explain the difference between heat Summative Test: Module 3
No. S: Observe the effects of heat transfer S: Compare the heat capacities of the and temperature Topic: Heat and Temperature
8 A: Appreciate the concept of the effects given liquid samples S: Make a journal on the concepts K: Explain the concept of heat and
of heat transfer A: Display cooperation in performing introduced in the video temperature
the group task A: Appreciate the value of understanding S: Distinguish the difference between
Activity (Observing the Effects of Heat the concept of heat and temperature heat and temperature
Transfer) Activity (Comparing Heat Capacities) Performance task: Journal on Heat and A: Appreciate the importance of heat
Temperature and temperature
Suggested Materials: Ice, glass container, stopwatch, Materials: Small and large containers, Materials: cut pictures/printed pictures,
Contextualized stirring rod (teaspoon), beaker, Thermometers, hot water, cooking oil paper, pen
Learning thermometer, alcohol lamp, water, Activity: (Comparing Heat Capacities)
Materials/ tripod, wire gauze Performance Task: Journal on Heat and
Activity Activity: (Observing the Effects of Heat Temperature
Transfer)
Learning Competency:
Infer the relationship between current and charge. (S8FE-1h-30)
Explain the advantages and disadvantages of series and parallel connections in homes. (S8FE-1i-31)
Differentiate electrical power and electrical energy. (S8FE-1i-32)
Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in the home. (S8FE-1i-33)
Week K: Determine the relationship between K: Explain the advantages and K: Differentiate electrical power and K: Explain the functions of circuit
No. electric current and voltage and the disadvantages of series and parallel electrical energy breakers, fuses, earthing, double
9 relationship between electric current and connections in homes S: Make an analysis about the difference insulation and other safety devices in
resistance. S: Distinguish the difference between between electrical power and electrical the home.
S: Exhibit the relationship between series and parallel connections energy based on the video clip S: Identify safety devices that are
electric current and voltage and the A: Appreciate the importance of A: Appreciate the importance of safety used at home
relationship between electric current and knowing the concept of electrical practices in the use of electricity. A: Appreciate the importance of
resistance connections using safety devices at home.
A: Practice cooperation in performing
group task Activity (Video clip)
Activity (Video clip)
Activity(Fashion a Flashlight and Lighten Activity (Video clip)
Up)
Suggested Materials: Materials: Materials: Video clip, laptop, projector Materials:
Contextualized Plastic tube, electrical wires, bulbs, Video clips, laptop, projector Video clip, laptop, projector
Learning scissors Activity: Video clip showing advantages Activity: Video clip showing the
Materials/ Activity: and disadvantages of series and difference between electrical power Activity:
Activity Fashion a Flashlight and Lighten Up parallel connections in homes and electrical energy Video clip showing circuit breakers,
fuses, earthing, double insulation
and other safety devices in the
home.
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 5
 Day 1 Day 2 Day 3 Day 4 Day 5
Learning Competency:
Infer the relationship between current and charge. (S8FE-1h-30)
Explain the advantages and disadvantages of series and parallel connections in homes. (S8FE-1i-31)
Differentiate electrical power and electrical energy. (S8FE-1i-32)
Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in the home. (S8FE-1i-33)
Week Summative Test: Module 4 K: Explain the advantages and disadvantages of series and parallel connections in First Periodical Test (Day 1)
No. Topic: Electricity homes K: Summarizes the concepts discussed in
10 K: Explain the qualities of electricity S: Construct series and parallel connections the first quarter
S: Differentiate parallel and series A: Practice cooperation in performing group task S: Distinguish the correct terminologies
connections. that describe a concept introduced
A: Appreciate the importance of safety Performance Task: Assemble Series and Parallel Connections A: Recognize the importance of
devices understanding the concepts

Suggested Materials:
Contextualized Plywood, bulbs, electrical wires, dry cells, dry cells holders, switch
Learning
Materials/ Performance Task: Assemble Series and Parallel Connections
Activity
SECOND QUARTER: EARTH AND SPACE
Learning Competency: -
Using models or illustration, explain how movements along the faults generate earthquakes. S8ES-II a-14
Differentiate the: a. epicenter from its focus, b. intensity of an earthquake from its magnitude, c. active and inactive faults. S8ES-II a-15
Week K:Identify what a fault is. K:Differentiate an epicenter from a K:Describe the strength of an earthquake K:Determine active and inactive fault
No. S:Construct a fault model. focus. in two ways: intensity and magnitude. using the map of distribution of active
1 (rubric) S: Use model to show the different S: Present a scenario showing different faults in the Philippines.
A: Show awareness and hazards of faults. types of fault models. levels of intensity and magnitude. S: Locate active and inactive faults
A: Relate how movements along the (rubric) using the map of distribution of active
fault affect the surrounding. A: Suggest precautionary measures faults in the Philippines.
before, during, and after an earthquake. A: Appreciate the integral part of
PHIVOLCS in locating active and
inactive faults in the Philippines.
Suggested Paper or milk carton, glue, ruler Fault Model Group presentation reflecting the Active Faults Distribution of the
Contextualized different levels of intensity and Philippines
Learning magnitude Active faults in Cebu
Materials/
Activity
Learning Competency:
Demonstrate how underwater earthquake generates tsunami. S8ES-II b-16
Week K: Identify the appearance of faults in K: Explain how tsunamis are generated PRESENTATION ON THE DIFFERENT SAFETY MEASURES REGARDING
No. land surface and underwater. by TSUNAMIS AND EARTHQUAKES.
2 S:(Videos on faults) S. Demonstrate a short activity on how K: Devise an emergency plan on what to do before, during and after an
Describe the appearance of faults in land tsunamis are generated. earthquake or tsunami.
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 6
 Day 1 Day 2 Day 3 Day 4 Day 5
surface and underwater. (activity #5 pages 133-135) S: Create a short presentation on the different safety measures on earthquake and
A: Acknowledge that faults do not appear A: Reflect that not all underwater fault tsunami.
in land surfaces but also underwater. movements can generate tsunami. A: Work cooperatively with a team to come up with an excellent performance.
Suggested Two small boxes, masking tape, rubber Flat basin, rectangualar piece of wood, Group Presentation on what to do before, during and after an earthquake.
Contextualized band, paper clip rock
Learning
Materials/
Activity
Learning Competency:
Explain how earthquake waves provide information about the interior of the Earth. S8ES-II c-17
Week K: Determine the layers of the Earth. K: define a seismic waves. Make an emergency plan and prepare an SUMMATIVE TEST FOR MODULE
No. S:(video clip earth layers) S:(video clip on movement of seismic emergency kit for use at home and in 1
3 Draw and describe the basic waves) school. K: Determine the correct answer on
characteristics of the inner layer of the Trace seismic waves as it passes the given questions based on the
Earth. through the layers of the Earth. Performance Task discussion in Module 1.
A: value the contribution of earthquake to A: Relate scientific invention of waves S: Analyze and choose the best
the discovery of the composition of the to the human advantage(ultrasound). answer to the questions asked.
Earth’s interior. A: Show honesty all throughout the
test.
Suggested Modelling clay, wood or illustration board Pen, paper, picture of an ultrasound Emergency bag that contains necessary
Contextualized materials e.g. noodles, canned
Learning goods,water
Materials/
Activity
Learning Competency:
Explain how typhoons develop. S8ES-II d-18
Infer why the Philippines is prone to typhoons. S8ES-II d-19
Week K: Explain how typhoon develop. K: Identify the different categories of K: Describe the location of the Philippines using a map.
No. (video clip/PowerPoint presentation on typhoon. S: List the contributing factors why Philippines is prone to typhoons.
4 typhoon) (chart of categories of typhoon) A: Observe preparedness in times of typhoons.
S: Describe how a typhoon develop. S:Describe the categories of typhoon.
A:State the advantages occurrence of A: Cite the significance of the issuance 2nd Day
typhoons in the Philippines . of Public Storm Warning Signals . Group Activity Presentation

Suggested 2 Plastic bottles with caps e.g 1.5L bottle, Electric fan to represent the different Philippine map
Contextualized masking tape, nail wind speed Group presentation on typhoon preparedness
Learning
Materials/
Activity
Learning Competency:
Explain how landmasses and bodies of water affect typhoons. S8ES-II e-20
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 7
 Day 1 Day 2 Day 3 Day 4 Day 5
Week K: Identify the different landmasses and K: Understand the reason why typhoons DEMONSTRATE PRECAUTIONARY MEASURES BEFORE, DURING, AND
No. bodies of water surrounding the slow down as it hits land. AFTER A TYPHOON.
5 Philippines. S: Describe the movement of typhoon K: Dramatize precautionary measures before, during and after a typhoon.
S: Plot the Philippine’s landmasses and as it passes bodies of water and S: Create an effective means of communicating the precautionary measures before,
bodies of water in a blank activity landmasses. during and after a typhoon.
sheet(plotting landmasses and bodies of
water) A: Acknowledge the importance of A: Show cooperation in group presentation.
A: Appreciate the importance of landmasses and bodies of water in the
identifying different landmasses and movement of typhoon.
bodies of water near the Philippines.
Philippine map Philippine map Group presentation on what to do before, during and after a typhoon.
Learning Competency:
Trace the path of typhoons that enter the Philippine Area of Responsibility using a map and tracking data. S8ES-II f-21
Week K: Determine the coordinates of the K: describe the coordinates of Typhoon K: Analyze given data in tracking the SUMMATIVE TEST ON MODULE
No. Philippine Area of Responsibility. Yolanda and Urduja. latest typhoon that hit Philippines. 2
6 S:Plot the Philippine Area of S: Plot the coordinates of the typhoon S:Present a short weather report on how K:Select the best answer in the
Responsibility. Sen dong and Yolanda . weathermen tracks a typhoon. choices given.
A: Show self reliance and patience in A: Appreciate the value of work (rubrics) S: Distinguish the correct answer on
plotting the coordinates of the Philippine devoted by PAGASA personnel A: Realize the important roles of each item asked.
Area of Responsibility. monitoring typhoons that enters the weathermen in informing the public of an A: Be truthful in answering the test.
Philippine Area of Responsibility. incoming typhoon.
Suggested Philippine map, ruler, pencil Photo of PAG-ASA Mactan Group Presentation
Contextualized Coordinates of Typhoon Yolanda and Weather Reporting
Learning Urduja
Materials/
Activity
Learning Competency:
Compare and contrast comets, meteors and asteroids. S8ES-IIg-22
Week K: Determine the characteristics of a K: Identify the characteristics and K: Compare characteristics of comets K: Explain how the three celestial
No. comet. composition of an asteroid. and asteroids. bodies.
7 S: illustrate the parts and composition of a S: Simulate an asteroid impact through S: Create a Venn diagram on the S: identify the location of meteor,
comet. drawing. characteristics of comets and asteroids. meteorite and meteoroid.
A: Recognize that comets are parts of the (Perform activity on asteroid.) A: Justify that comets and asteroids are A: Enumerate the meteorites found in
solar system. A: Value asteroids as part of the solar remnants of the solar planets. the Philippines.
system.

Suggested Create a model of a comet using modelling Different sizes of rocks to represents Table of meteorites found in the
Contextualized clay asteroid Philippines.
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 8
 Day 1 Day 2 Day 3 Day 4 Day 5
Learning
Materials/
Activity
Learning Competency:
Predict the appearance of comets based on recorded data of previous appearances. S8ES-II h-23
Week K: Determine some of the well-known K: Identify comets that were K: identify different dates of comets K: Determine the length of time that
No. comets. documented in the Philippines. appearance. each comet appear.
8 S: Describe these well-known comets (video clip) S: Sequence data based on previous S: Make a prediction of the next
with their unique characteristics. S: Describe the comet. appearances of comets. appearance of these comets.
(provide info sheets of well-known A: Show appreciation of the occurring A: Reason out why comets take a long (activity)
comets) comets in the Philippines. time for us to observe. A: Show understanding that comets
A: Realize the role of comets in helping have specific length of time that they
scientist understand the origin of water on occur in the night sky.
Earth.
Suggested Video clip on comets documented in the
Contextualized Philippines
Learning
Materials/
Activity
Learning Competency:
Explain the regular occurrence of meteor showers. S8ES-II i-j-24
Week K: define a light phenomena or a meteor K: Explain why meteor showers K: Provide sound, scientific evidence to support one’s stand about superstitions on
No. shower. regularly occur. comets, meteors and asteroids.
9 S: list examples of famous meteor S: Research various meteor shower S: Formulate doable actions to address superstitions on comets, meteors and
showers phenomenon in the Philippines. asteroids.
A: relate the origin of meteor showers. A: Reflect on what factors prevent us A: Justify that superstitions on comets, meteors and asteroids has no scientific
from observing meteor showers and cite evidences.
possible interventions to lessen the
effect of such factors.
Suggested Video clip on the various meteor showers List of superstitious beliefs from parents or grandparents on comets, meteors and
Contextualized in the Philippines asteroids
Learning
Materials/
Activity
Week Film showing 2ND PERIODICAL TEST
No. On Earthquakes, Typhoons, and Celestial bodies K: Analyze the questions being asked.
10 Performance Task S: Isolate the given choices as correct or incorrect.
A: Show self-reliance in answering the test questions.

Suggested Philippine Documentaries on earthquakes, typhoons and celestial bodies

Contextualized
Learning
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 9
 Day 1 Day 2 Day 3 Day 4 Day 5
Materials/
Activity
THIRD QUARTER: MATTER
Learning Competency:
Explain the properties of solids, liquids, and gases based on the particle nature of matter(S8MT-111a)
Week Topic-Matter and its Properties Group Activity-Which is matter, which Group Activity-What is matter made of? Topic: Pointillism
No. K:Explain matter is not? K:Explain what matter is made of K:Define pointillism
1 S:Describe the properties of matter K:Describe common properties of S:Perform the activity on what is matter S:Illustrate an object using the
A: Appreciate the existence of matter. matter made of pointillist painting
S:Distinguish properties of matter from A:Develop the ability in reasoning A:Show the neatness of an output
those of non-matter
A:Realize that not all things around us
are all matter Ideas- Choose models that can be
find around the school campus.
(localization)
Suggested Realia-chair,table,paper Group Activity Group Activity Individual Activity
Contextualized Interactive discussion Local Plants, objects in/out of the Realia-powdered juice,water Objects that represents atom-
Learning classroom Bihod,manchinitas
Materials/
Activity
Learning Competency:
Explain the properties of solids, liquids, and gases based on the particle nature of matter(S8MT-111b)
Week Topic: Atoms and Molecules Group Activity-Are the particles of Topic: Three States of Matter Topic: Concept Mapping on Matter
No. K:Differentiate between atom and matter moving? What is between them? K:Identify the properties of the three K:Describe words related to matter
2 molecule K:Infer from observations that particles states of matter S:Fill in the appropriate terms on
S:Illustrate the difference between an of matter move S:Illustrate the three states of matter matter
atom and molecule S:Draw the particles of matter S:Recognize that matter can be of A:Show neatness of an output
A:Realize that atoms and molecules are A:Show cooperation in doing the different states
different from each other activity
Suggested Interactive discussion Group Activity Fashion Show and role play Individual Activity on Concept
Contextualized Marble with different colors Real life situations-smell of the dried fish Realia-stone,softdrinks,air mapping
Learning
Materials/
Activity
Learning Competency:
Explain physical changes in terms of the arrangement and motion of atoms and molecules(S8MT-111c)
Week Video Presentation: Water Cycle Group Activity-What changes Take place when water is heated or cooled
No. Topic: Changes of the three states of Matter K:Describe what happens when water is heated/cooled
3 K:Identify the different processes in the water cycle S:Perfom activity on the changes that take place when water is heated/cooled
S:Make a concept map from the video clip A:Conform precautionary measures in performing the activity
A:Practice water conservation in school, at home and in the community

DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 10

 Day 1 Day 2 Day 3 Day 4 Day 5
Suggested Video clip presentation Group Activity
Contextualized Conduct orientation on how to save water in the locality Localized examples-eyeglasses fogging up, water outside a glass of cold drink,
Learning mosquito fogging
Materials/
Activity
Learning Competency:
Explain physical changes in terms of the arrangement and motion of atoms and molecules(S8MT-111d)
Week Group Activity-What changes take place Topic: Phase Changes in Matter Summative Test in Module 1-The
No. when ice turns into liquid water K:Differentiate between sublimation and deposition Particle nature of Matter
4 K:Explain the process of melting and S:Illustrate the processes involved in phase changes
freezing A:Display creativity in making a poster on the phase changes in matter
S:Perfom activity on the changes that take
place when ice turns into liquid water or
vice versa
A:Observe precautionary measures in
performing the activity
Suggested Group Activity Group Activity-Poster making on the Phase Changes in Matter Summative test
Contextualized Realia-melting candle, butter, ice candy Air freshener, albatross, napthalene balls
Learning
Materials/
Activity
Learning Competency:
Determine the number of protons, neutrons, and electrons in a particular atom(S8MT-111e)
Week Video presentation Group Activity Group Activity-Charge it to experience Group Activity-The big difference
No. Topic: Dalton’s Atomic Theory Topic: Sub-atomic particles K:Infer that objects may carry positive K:Compare the masses of the
5 K:Compare the three fundamental laws K:Differentiate the three sub-atomic and negative charges subatomic particles using the different
established by Dalton particles S:Perform the activity on “Charge” it to ways of visual representation
S:Describe how the structure of an atom S:Locate the three sub-atomic particles experience S:Construct a graph of the masses of
evolved based on the given chart A: Relate the charges of the three sub- the subatomic particles
A: Recognize the importance of John A: Realize that atoms are composed of atomic particles to the different attitudes A:Justify the masses of the subatomic
Dalton’s Atomic Theory in the sub-atomic particles particles through the graph
development of an atomic model
Suggested Video clip Presentation Group Activity Group Activity Group Activity
Contextualized Individual Activity: Boiled egg, raisin bread Drycell (Eveready Battery) Make a graph showing the difference
Learning K-W-L Chart Gender(Male,Female) between the subatomic particles.
Materials/
Activity
Learning Competency:
Determine the number of protons, neutrons, and electrons in a particular atom(S8MT-111f)
Week Video Presentation Video Presentation Group Activity-What’s in a number Summative Test in Module 2-
No. Topic: Atomic Model Topic: Alpha Particle Scattering K:Differentiate between an isotope and Atoms:Inside Out
6 K:Explain the different atomic models Experiment ion
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 11
 Day 1 Day 2 Day 3 Day 4 Day 5
S:Make an atomic model using a clay K:Explain the alpha particle scattering S:Interpret shorthand notations for
A:Appreciate the effort of the scientist in experiment isotopes and atoms
developing atomic model S:Interpret the video clip on alpha A:Evaluate the overall electrical charge
particles of an atom
A:Appreciate the effort of the scientist
in developing the concept of subatomic
particles
Suggested Video clip presentation Video Clip presentation Group Activity Summative Test
Contextualized Modelling clay,used candle - K-W-L Chart Activity Sheet
Learning
Materials/
Activity
Learning Competency:
Trace the development of the periodic table from observations based on similarities in properties of elements. (S8MT-111g)
Week Video presentation Topic: Modern Periodic Law Individual Activity: Decoding Periodic Table of Elements
No. Topic: Development of Periodic Table K:State the periodic law
7 K:Describe how the elements are S:Arrange the given element in the K:Identify the groups and periods in the periodic table
arranged in the periodic table periodic table S:Construct the groups and periods in the periodic table using the coloring
S:Trace development of the periodic table A:Recognize the importance of materials
A:Appreciate the contributions of the arranging an element according to A:Appreciate the importance of how the elements are arranged in the periodic
scientist in developing the periodic table increasing atomic number table

Suggested Video clip presentation Individual Activity Individual Activity

Contextualized Relate into real situations Element card Activity Sheet
Learning Classroom arrangement, falling in line Uses of common elements found at home
Materials/ - Use common materials in making a
Activity copy of periodic table /elements
(recyclable)
Learning Competency:
Trace the development of the periodic table from observations based on similarities in properties of elements. (S8MT-111h)
Week Individual Activity-Symbo Game Topic: Reactivity Group Activity-Metal. .Metal: How reactive are you?
No. K:identify the symbols of an element K:Define reactivity and corrosion Topic: Activity Series of Metals
8 S:Play the symbo game S:List down reactive elements found in K:Compare the relative reactivity of metals in acid solution
A:Participate actively in the game the periodic table S:Perform the activity on the reactivity of Metals
A:Find ways of preventing corrosion A:Show awareness on the harmful changes when a metal reacts or mixes with
due to the reactivity of metals acids

DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 12

 Day 1 Day 2 Day 3 Day 4 Day 5
Suggested Symbo Game Interactive Discussion Group Activity
Contextualized Symbo card, Score sheet Real life situations-rusting of iron, spoon Activity Sheet
Learning Relate the mechanics of a Bingo Game and fork Painting of roofs and iron grills
Materials/
Activity
Learning Competency:
Use the periodic table to predict the chemical behavior of an element. (S8MT-111i)
Week Topic: Metallic and Non-metallic Topic: Electronic configuration Video Presentation
No. character K:Define electronic configuration Topic: Trends of an Elements in the
9 K:Differentiate between metallic and non- S:Write the electron distribution of the first ten elements Periodic Table
metallic character A:Follow the rules in distributing the electrons K:Identify the chemical behavior of
S:List down the metallic and non- an element in the periodic table
metallic elements found in the periodic S:Label the figure to show the trends
table of chemical behavior of an element
A:Cite the uses of metals and non-metals A:Cite the importance of the chemical
in the industry behaviour in locating an element in
the periodic table
Suggested Interactive discussion Video clip presentation Video clip Presentation
Contextualized Junk Shop,waste segregation Activity on electron configuration using mnemonics for the first 20 elements Inequality symbol
Learning
Materials/
Activity
Learning Competency:
Use the periodic table to predict the chemical behavior of an element. (S8MT-111j)
Week Topic: Performance Task Summative Test in Module 3-Periodic Periodical Test
No. Scrapbooking on the different elements Table of Elements
10 and its uses
Rubrics
Suggested Group Activity Summative test Periodical test
Contextualized Srapbooking on the elements
Learning
Materials/
Activity
THIRD QUARTER: MATTER
Learning Competency:
Explain the properties of solids, liquids, and gases based on the particle nature of matter(S8MT-111a)
Week Topic-Matter and its Properties Group Activity-Which is matter, which Group Activity-What is matter made of? Topic: Pointillism
No. K:Explain matter is not? K:Explain what matter is made of K:Define pointillism
1 S:Describe the properties of matter K:Describe common properties of S:Perform the activity on what is matter S:Illustrate an object using the
A: Appreciate the existence of matter. matter made of pointillist painting
S:Distinguish properties of matter from A:Develop the ability in reasoning A:Show the neatness of an output
those of non-matter
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 13
 Day 1 Day 2 Day 3 Day 4 Day 5
A:Realize that not all things around us
are all matter Ideas- Choose models that can be
find around the school campus.
(localization)
Suggested Realia-chair,table,paper Group Activity Group Activity Individual Activity
Contextualized Interactive discussion Local Plants, objects in/out of the Realia-powdered juice,water Objects that represents atom-
Learning classroom Bihod,manchinitas
Materials/
Activity
Learning Competency:
Explain the properties of solids, liquids, and gases based on the particle nature of matter(S8MT-111b)
Week Topic: Atoms and Molecules Group Activity-Are the particles of Topic: Three States of Matter Topic: Concept Mapping on Matter
No. K:Differentiate between atom and matter moving? What is between them? K:Identify the properties of the three K:Describe words related to matter
2 molecule K:Infer from observations that particles states of matter S:Fill in the appropriate terms on
S:Illustrate the difference between an of matter move S:Illustrate the three states of matter matter
atom and molecule S:Draw the particles of matter S:Recognize that matter can be of A:Show neatness of an output
A:Realize that atoms and molecules are A:Show cooperation in doing the different states
different from each other activity
Suggested Interactive discussion Group Activity Fashion Show and role play Individual Activity on Concept
Contextualized Marble with different colors Real life situations-smell of the dried fish Realia-stone,softdrinks,air mapping
Learning
Materials/
Activity
Learning Competency:
Explain physical changes in terms of the arrangement and motion of atoms and molecules(S8MT-111c)
Week Video Presentation: Water Cycle Group Activity-What changes Take place when water is heated or cooled
No. Topic: Changes of the three states of Matter K:Describe what happens when water is heated/cooled
3 K:Identify the different processes in the water cycle S:Perfom activity on the changes that take place when water is heated/cooled
S:Make a concept map from the video clip A:Conform precautionary measures in performing the activity
A:Practice water conservation in school, at home and in the community

Suggested Video clip presentation Group Activity

Contextualized Conduct orientation on how to save water in the locality Localized examples-eyeglasses fogging up, water outside a glass of cold drink,
Learning mosquito fogging
Materials/
Activity
Learning Competency:
Explain physical changes in terms of the arrangement and motion of atoms and molecules(S8MT-111d)
Week Group Activity-What changes take place Topic: Phase Changes in Matter Summative Test in Module 1-The
No. when ice turns into liquid water K:Differentiate between sublimation and deposition Particle nature of Matter
4 K:Explain the process of melting and S:Illustrate the processes involved in phase changes
freezing A:Display creativity in making a poster on the phase changes in matter
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 14
 Day 1 Day 2 Day 3 Day 4 Day 5
S:Perfom activity on the changes that take
place when ice turns into liquid water or
vice versa
A:Observe precautionary measures in
performing the activity
Suggested Group Activity Group Activity-Poster making on the Phase Changes in Matter Summative test
Contextualized Realia-melting candle, butter, ice candy Air freshener,albatross,napthalene balls
Learning
Materials/
Activity
Learning Competency:
Determine the number of protons, neutrons, and electrons in a particular atom(S8MT-111e)
Week Video presentation Group Activity Group Activity-Charge it to experience Group Activity-The big difference
No. Topic: Dalton’s Atomic Theory Topic: Sub-atomic particles K:Infer that objects may carry positive K:Compare the masses of the
5 K:Compare the three fundamental laws K:Differentiate the three sub-atomic and negative charges subatomic particles using the different
established by Dalton particles S:Perform the activity on “Charge” it to ways of visual representation
S:Describe how the structure of an atom S:Locate the three sub-atomic particles experience S:Construct a graph of the masses of
evolved based on the given chart A: Relate the charges of the three sub- the subatomic particles
A: Recognize the importance of John A: Realize that atoms are composed of atomic particles to the different attitudes A:Justify the masses of the subatomic
Dalton’s Atomic Theory in the sub-atomic particles particles through the graph
development of an atomic model
Suggested Video clip Presentation Group Activity Group Activity Group Activity
Contextualized Individual Activity: Boiled egg, raisin bread Drycell (Eveready Battery) Make a graph showing the difference
Learning K-W-L Chart Gender(Male,Female) between the subatomic particles.
Materials/
Activity
Learning Competency:
Determine the number of protons, neutrons, and electrons in a particular atom(S8MT-111f)
Week Video Presentation Video Presentation Group Activity-What’s in a number Summative Test in Module 2-
No. Topic: Atomic Model Topic: Alpha Particle Scattering K:Differentiate between an isotope and Atoms:Inside Out
6 K:Explain the different atomic models Experiment ion
S:Make an atomic model using a clay K:Explain the alpha particle scattering S:Interpret shorthand notations for
A:Appreciate the effort of the scientist in experiment isotopes and atoms
developing atomic model S:Interpret the video clip on alpha A:Evaluate the overall electrical charge
particles of an atom
A:Appreciate the effort of the scientist
in developing the concept of subatomic
particles
Suggested Video clip presentation Video Clip presentation Group Activity Summative Test
Contextualized Modelling clay,used candle - K-W-L Chart Activity Sheet
Learning
Materials/
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 15
 Day 1 Day 2 Day 3 Day 4 Day 5
Activity
Learning Competency:
Trace the development of the periodic table from observations based on similarities in properties of elements. (S8MT-111g)
Week Video presentation Topic: Modern Periodic Law Individual Activity: Decoding Periodic Table of Elements
No. Topic: Development of Periodic Table K:State the periodic law
7 K:Describe how the elements are S:Arrange the given element in the K:Identify the groups and periods in the periodic table
arranged in the periodic table periodic table S:Construct the groups and periods in the periodic table using the coloring
S:Trace development of the periodic table A:Recognize the importance of materials
A:Appreciate the contributions of the arranging an element according to A:Appreciate the importance of how the elements are arranged in the periodic
scientist in developing the periodic table increasing atomic number table

Suggested Video clip presentation Individual Activity Individual Activity

Contextualized Relate into real situations Element card Activity Sheet
Learning Classroom arrangement, falling in line Uses of common elements found at home
Materials/ - Use common materials in making a
Activity copy of periodic table /elements
(recyclable)
-
Learning Competency:
Trace the development of the periodic table from observations based on similarities in properties of elements. (S8MT-111h)
Week Individual Activity-Symbo Game Topic: Reactivity Group Activity-Metal. .Metal: How reactive are you?
No. K:identify the symbols of an element K:Define reactivity and corrosion Topic: Activity Series of Metals
8 S:Play the symbo game S:List down reactive elements found in K:Compare the relative reactivity of metals in acid solution
A:Participate actively in the game the periodic table S:Perform the activity on the reactivity of Metals
A:Find ways of preventing corrosion A:Show awareness on the harmful changes when a metal reacts or mixes with
due to the reactivity of metals acids

Suggested Symbo Game Interactive Discussion Group Activity

Contextualized Symbo card, Score sheet Real life situations-rusting of iron, spoon Activity Sheet
Learning Relate the mechanics of a Bingo Game and fork Painting of roofs and iron grills
Materials/
Activity
Learning Competency:
Use the periodic table to predict the chemical behavior of an element. (S8MT-111i)
Week Topic: Metallic and Non-metallic Topic: Electronic configuration Video Presentation
No. character K:Define electronic configuration Topic: Trends of an Elements in the
9 K:Differentiate between metallic and non- S:Write the electron distribution of the first ten elements Periodic Table
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 16
 Day 1 Day 2 Day 3 Day 4 Day 5
metallic character A:Follow the rules in distributing the electrons K:Identify the chemical behavior of
S:List down the metallic and non- an element in the periodic table
metallic elements found in the periodic S:Label the figure to show the trends
table of chemical behavior of an element
A:Cite the uses of metals and non-metals A:Cite the importance of the chemical
in the industry behaviour in locating an element in
the periodic table
Suggested Interactive discussion Video clip presentation Video clip Presentation
Contextualized Junk Shop,waste segregation Activity on electron configuration using mnemonics for the first 20 elements Inequality symbol
Learning
Materials/
Activity
Learning Competency:
Use the periodic table to predict the chemical behavior of an element. (S8MT-111j)
Week Topic: Performance Task Summative Test in Module 3-Periodic Periodical Test
No. Scrapbooking on the different elements Table of Elements
10 and its uses
Rubrics
Suggested Group Activity Summative test Periodical test
Contextualized Srapbooking on the elements
Learning
Materials/
Activity
FOURTH QUARTER: LIVING THINGS AND ENVIRONMENT
Learning Competency:
Explain ingestion, absorption, assimilation, and excretion (S8LT-IVa-13)
Week Topic: Human Digestive System. Topic: Human Digestive System (Enzymes) Topic: Human Digestive System.
No.
1 K- Identify the different organs that K- Identify the different processes
comprises the human digestive system K- Determine the different enzymes that are involved in the digestion process that involves in the digestive process
S- Draw and label the parts of the S- Explain how enzymes affect digestion and how enzymes act as catalysts during S- Trace the flow of the food in the
digestive system digestion digestive system
A- Cite the importance of knowing the -Infer chemical changes in food as it undergoes chemical digestion; A- Recognize the importance of
parts and functions of the organs that A- Give the significance of the enzymes in the digestion process familiarizing the flow of the food in
comprises the digestive system the digestive system

Suggested Individual Activity: Group Activity: Video Presentation:

Contextualized Conduct experiments Watch a video about the Human
Learning Draw and label the parts of the human a. How do enzymes affect digestion? Digestive System
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 17
 Day 1 Day 2 Day 3 Day 4 Day 5
Materials/ digestive system. b. How does pH affect enzyme activity?
Activity
MATERIALS:
MATERIALS: MATERIALS:
Activity sheet, Pencil, Coloring Materials,  tablespoonful of granulated gelatin (Gulaman Powder)  Video clip on the process of
Model of Digestive system  Pineapple juice/Papaya Juice digestion,
 water  visual aid of Blank digestive
Virtual Laboratory:  measuring cup system
ICT integration  spoon  Printed activity sheet
- 2D/3D Virtual interaction of Digestive  graduated cylinder
System:  droppers
http://www.innerbody.com/i
 test tubes
mage/digeov.html#continued
 test tube rack
 markers
hot plate
Learning Competency:
Explain how diseases of the digestive system are prevented, detected and treated; (S8LT-IVb-14)
Topic: Am I eating right? Topic: What happens when nutritional Topic: Food Plate and Menu Planning Summative Test
needs are not adequately met?

K- Analyze the consequences of an K- Identify the different components that K- Review the topics that covers the
Week K- Recall the meals taken for the last unhealthy diet comprises the food plate first module
No. three days S- Demonstrate understanding of S- Give examples of the following S- Answer the questions that pertains
2 S- Make a record of your daily meals diseases that result from nutrient components; Fruits, Grains, Vegetables the topics that covers the first module
Determine if your food intake adequately deficiency and their prevention and and Proteins A- Display ethical values in
meets nutritional requirements. treatment. A- Cite the significance of eating the answering the examination
A- Present an analysis of the data right amount
gathered on diseases resulting from of food as per food plate design
nutrient deficiency
Suggested Written Work (Individual) Group Activity: Group Activity:
Contextualized  Daily meal journal  List and present the different - Make a common Filipino food plate Pen and paper test
Learning diseases with its corresponding - Presentation of Outputs
Materials/ food deficiency using Manila Paper Or a
Activity or Cartolina.
 Students make a survey on the  A five-minute presentation of an
MATERIALS: nutritional status per grade level. MATERIALS: infomercial on the proper way to
http://www.doh.gov.ph/ maintain a healthy digestive
 using bondpapers, ruler, pencils (May or may also perform the other  Using illustration boards. system.
activity such as: poster with a  Pictures of Filipino foods from old
campaign slogan or an article or news used magazines and newspapers or

DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 18

 Day 1 Day 2 Day 3 Day 4 Day 5
features.) books.
Learning Competency:
Identify healthful practices that affect the digestive system (S8LT-IVc-15)
Week Topic: Cell Cycle/Division Topic: Mitosis Topic: Meiosis
No.
3 K- Define mitosis and Meiosis
S- Differentiate Mitosis and Meiosis K. Observe mitosis using prepared K. Differentiate meiosis I and meiosis II
based from the videos presented slides of onion root tip S- Create and identify the stages of meiosis
A- Identify the significance of mitosis in S- Draw and identify the stages of A- Recognize the changes that occurs during meiosis I and II
the production of the body cells and Mitosis
meiosis in the production of the sex cells A- Understand the changes that occurs
in the cell during the cell cycle
(Mitosis)

Suggested Group Activity: Individual Activity: GroupActivity:

Contextualized Video Presentation: Draw mitosis using bondpaper and - The group (big group) will secure clays and make a 3D Model of Meiosis
Learning (Downloadable at youtube) coloring materials. I and Meiosis II
Materials/ a. Mitosis OR
Activity b. Meiosis Option: - The group may create a portfolio showing the different stages of Meiosis
- Make a table of the difference between a. Students may view the process using I and Meiosis II
mitosis and meiosis a prepared slides with microscope
b. Pictures from the internet may be
-Healing of wounds printed out and post it in on the board
-Giving Birth as guides.

MATERIAL:
MATERIAL: - Cartolina or manila paper, markers MATERIAL:
- Cartolina or manila paper, markers - Prepared Slides - Clay in different colors
- Pictures - Drawing book/bondpaper
- Art and coloring materials
Learning Competency:
Compare mitosis and meiosis, and their role in the cell-division cycle. (S8LT-IVd-16)
Week Topic: Spermatogenesis and Oogenesis Topic: Spermatogenesis and Oogenesis Topic: Chromosomal Aberrations
No.
4 K- Define gametogenesis and identify the K- Indicate the parts where the
two types of gametogenesis Oogenesis and Spermatogenesis differ K- Define chromosomal aberrations or mutation
S- Differentiate Oogenesis and S- Draw and illustrate Oogenesis and S- Enumerate and explain the diseases/illnesses acquired if there’s a chromosomal
spermatogenesis Spermatogenesis aberration occurs during cell cycle
A- Give the significance of identifying the A- Appreciate the difference between A- Develop awareness about the factors affecting chromosomal
number of cells produced during Oogenesis and Spermatogenesis aberrations/mutations
Oogenesis and Spermatogenesis
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 19
 Day 1 Day 2 Day 3 Day 4 Day 5

Suggested Video Presentation Individual Activity Group Activity:

Contextualized Make a KWL Chart Draw Oogenesis and Spermatogenesis.  The students will try to research around their neighborhood if there are people
Learning suffering from chromosome aberration if none, research over the internet
Materials/ (preferably, Filipino with such cases) and print it.
Activity MATERIAL:  May also cut out pictures from old medical magazines, ordinary magazines,
MATERIAL:  Bondpapers and ballpens newspapers and used books
 Bondpapers and ballpens  Video clips
 Video clips  Rulers, art materials
 Rulers, art materials

Learning Competency:
Explain the significance of meiosis in maintaining the chromosome number. (S8LT-IVe-17)
Week Topic: Topic: Topic:
No. Mendel’s Principle of Heredity Mendel’s Pattern of Inheritance - Monohybrid Cross
5
K- Identify the contributions of Gregor K- Differentiate phenotypes and K- Define one-factor cross or monohybrid cross
Mendel in Genetics genotypes S- Construct a Punnett square in solving a monohybrid cross.
S- Differentiate the dominant and S- Determine the phenotypes and A- Give the importance one’s of Mendelian Crosses on the study of genetics
recessive traits of human genotypes of an organism
A- Recognize the significance of A- Appreciate the different traits or
understanding the differences of traits characteristics of each organism
from parents to offspring.

Suggested Individual Activity Individual/Group Activity: Group Activity:

Contextualized Solving a one One-Factor Cross (Monohybrid Cross)
Learning Dominant and Recessive Traits in Determining phenotypes and genotypes. Note: This is a two-day activity.
Materials/ Human: Predicting Human Traits First Day: Distribution of the problem per group
Activity Second Day: Presentation of problems and answers in the class.

MATERIALS: MATERIALS: MATERIALS:

 Activity sheet  Activity sheet.  Cartolina/Manila Paper
 Chalk for board work activities  Colored Markers
Activity Sheets
Learning Competency:
Predict phenotypic expressions of traits following simple patterns of inheritance (S8LT-IVf-18)
Week Topic: Topic: Written Work:
No. - Dihybrid Cross Non-mendelian Genetics
6
K- Define a two-factor cross or dihybrid cross K- Identify the different Non-mendelian K- Review the topics that covers the
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 20
 Day 1 Day 2 Day 3 Day 4 Day 5
S- Construct a Punnett square in solving a dihybrid cross Genetics second module
A- Give the importance one’s of Mendelian Crosses on the study of genetics S- Differentiate incomplete dominance, S- Answer the questions that pertains
codominance and multiple alleles the topics that covers the second
A- Cite the advantages of understanding module
of applying genetics in offspring A- Display ethical values in
production answering the examination
Suggested Group Activity: Group Activity: Conduct a Summative Test covering
Contextualized Solving a Two-Factor Cross (Dihybrid Cross) Scientific reading and understanding of the Second Module
Learning Note: This is a two-day activity. concept of in vitro fertilization.
Materials/ First Day: Distribution of the problem per group
Activity Second Day: Presentation of problems and answers in the class. -May read online scientific readings that
involves Filipino who undergone In vitro
Group Activity: Fertilization (i.e. Vicky Belo and Hayden
 Cartolina/Manila Paper and colored Markers Kho and Joel Cruz)
Activity Sheets
Learning Competency:
Explain the concept of a species (S8LT-IVg-19)
Week Topic: Levels of Biodiversity Topic: Archaea and Bacteria Topic: Protists and Fungi Topic: Nonvascular and Vascular
No. Plant
7 K- Identify the different organisms K- Differentiate archaea and bacteria
provided/given by the teacher S- Make a table showing the organisms K- Differentiate phototrophs, K- Differentiate non-vascular and
S- Give the names of organisms as they that belongs under archaea and bacteria heterotrophs and sporozoans Vascular Plants
are known in your community A- Appreciate the use of archaea in S- Give the different parts of a fungi S- Construct a skeletal diagram of
A- Recognize the need to have a system bioremediation the benefits or harmful A- Cite uses of some Protists as nonvascular and vascular plants
of classifying and naming organisms. effects of these microorganisms biological indicator and fungi in making A- Acknowledge the
food and drinks different plants that
belongs to nonvascular
and vascular
Suggested By Pair Activity: Video Presentation Video Presentation: Video Presentation:
Contextualized Perform Act. # 1: What’s in the name? pg. Group Activity: Group Activity: Individual Activity
Learning 225 Make a table of archaea after watching - Make an outline of the different - Make a big portofolio of the
Materials/ the video presentation. fungi that can be seen in our locality different vascular and non-
Activity MATERIALS: (i.e: Molds from bread) vascular plants
 pictures of organisms (Make sure MATERIALS: MATERIALS
that organisms are from  Cartolina/manila paper - Make a portfolio out Protists using - Cartolina/Manila Paper
surroundings i.e. Dog, Cat, Fish,  Printed pictures or cut-out actual pictures they took from - Markers, Rulers
etc) pictures from old periodics locality. - Other references
 pencil or ballpen i.e: Caulerpa lentillifera (Lato)
 sheet of paper
Learning Competency:
Classify organisms using the hierarchical taxonomic system (S8LT-IVh-20)
Explain the advantage of high biodiversity in maintaining the stability of an ecosystem (S8LT-IVh-21)
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 21
 Day 1 Day 2 Day 3 Day 4 Day 5
Week Video Presentation: Video Presentation: Topic: What is the importance of Written Work:
No. Topic: Animal Kingdom Topic: Animal Kingdom biodiversity to ecosystems?
8 (Invertebrates) (Vertebrates)
K- Differentiate low from high
K- Identify the different invertebrate K- Identify the different vertebrae phyla biodiversity K- Review the topics that covers the
phyla S- Make a table of the different S- Identify ecosystems with low and high Third module
S- Create a catalogue/portfolio by group characteristics of organisms under biodiversity; and S- Answer the questions that pertains
showing photos of organisms that belong vertebrae phyla - Predict what will happen to an the topics that covers the Third
on each phylum A- Appreciate the uniqueness of each ecosystem with low biodiversity. module
A- Give the importance of these species under the vertebrae phyla A. State the different A- Display ethical values in
organisms in the development of the ways/methods of answering the examination
higher levels of organisms conserving and
protecting biodiversity
Suggested Group Activity: Group Activity Group Activity:
Contextualized Make a powerpoint presentation Make a table - Make an infomercial on how to
Learning conserve and protect biodiversity.
Materials/ MATERIALS MATERIALS: Conduct a Summative Test covering
Activity - Camera or cellphone camera - Pictures of organisms under this MATERIALS: the Third Module
- Pictures of the different organisms phylum. - Video camera or cellphone camera
under this phylum. - Cartolina/Manila Paper
- Markers, Art Materials
Learning Competency:
Describe the transfer of energy through the trophic levels (S8LT-IVi-22)
Analyze the roles of organisms in the cycling of materials (S8LT-IVi-23)
Explain how materials cycle in an ecosystem (S8LT-IVi-24)
Week Topic: Food Chain and Food Web Individual Activity: Topic: Water Cycle
No. Topic: Meat eaters vs. plant eaters The Oxygen-Carbon Dioxide Cycle
9 K- Differentiate food web from food Nitrogen cycle
chain K- Infer from the biomass pyramids
S- Make a food web using different S- Solve the biomass of consumer K- Understand the differences among the cycling materials in the ecosystem
organisms as the teacher instructed and (eater) from the given producer (plant) S- Draw and explain the cycling materials in the ecosystem (Water, Oxygen-
identify the different food chains in the A- Cite the advantages of eating a lot Carbon Dioxide, and Nitrogen)
food web fruits and vegetables A- Participate in pair-sharing activity and discussion
A- Recognize the need for balance in the
ecosystem
Suggested Group Activity: Individual Activity: Video Presentation
Contextualized Make a chart of a food web Solving the Biomass Pair-Share Activity:
Learning Draw and explain the different cycles
Materials/ MATERIALS
Activity Pictures of different organisms most MATERIALS MATERIALS
preferably endemic in the Philippines. - Pen and Paper - Short video clips of the different cycles.
- Chalk for board works - Bond paper and other drawing materials.
DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 22
 Day 1 Day 2 Day 3 Day 4 Day 5
Enlarged pictures of the different cycles.
Learning Competency:
Suggest ways to minimize human impact on the environment (S8LT-IVj-25)
Week Topic: Impact of Human Activities in an Ecosystem Written Work:
No.
10 K- Identify the different human activities that affects the ecosystem K- Review the topics that covers the
S- Report on the following topics; monoculture, herbicides and insecticides and Fourth Module
chemical fertilizers. S- Answer the questions that pertains the
How to conserve the environment?; topics that covers the Fourth Module
A- Propose a plan on how to help in conserving and protecting the environment A- Display ethical values in answering
the examination PERIODICAL
EXAMINATION
Suggested Group Activity:
Contextualized Group Reporting Conduct a Summative Test covering the
Learning Poster Making Fourth Module
Materials/
Activity MATERIALS: - Testpapers
 Students may utilize Manila Paper/Cartolina in preparing their reports ; Or
 Powerpoint presentation
-

DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 23

Writers:

Rachel L. Aying Mactan National High School

Raineria E. Babayson Bankal National High School
Marjorie B. Del Rosario Marigondon National High School
Nonah Mae T. Espina Marigondon National High School
Hanzel B. Funtanar Babag National High School
Concepcion V. Garzota Babag National High School
Lovely L. Marata Maribago High School
Nova S. Sebarios Mactan National High School

Please e-mail your comments and suggestions to [email protected]

DepED-Division of Lapu-Lapu City Science 8 Version 2017 Page 24