MABINI COLLEGE OF BATANGAS, INC.

“A Tradition of Excellence”

UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8
Unit Topic: NEWTON’S THREE LAWS OF MOTION Quarter: 4

EXPLORE

This unit is about understanding of the Newton’s three laws of motion

Consider this (essential) question: How can you develop a written plan and implement a “Newton’s
Understanding the three laws of motion?
Map of Conceptual Change:

Direction: Locate the given words listed below.

Activity no. 1 Vocabulary Exercise (Word Hunt)

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Read the study guide

https://drive.google.com/file/d/13BBokERD7v103IDxpuDVcjf3HRIckBbm/view

FIRM-UP (ACQUISITION)

Activity no. 2 Video Presentation:

LC1: “Laws of Motion” https://www.youtube.com/watch?v=8LgXgXX3aDg
Describe the laws of motion as
stated by Newton.

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Learning Target/s: Formative Assessment- Picture Analysis: Balanced or Unbalanced?

I can define force

Source/s : https://www.liveworksheets.com/lr1435916ss

DEEPEN (MEANING MAKING)

Activity no. 3 PICTURE ANALYSIS

LC2: Investigate the Guide Questions:
relationship between 1. When a moving car or train suddenly stops, passengers tend to move forward. Why is
this so?
the amount of force
2. What characteristics of an object makes the object to stay at rest or stay in motion?
applied and the mass
Read the study guide
of the object to the
https://drive.google.com/file/d/13BBokERD7v103IDxpuDVcjf3HRIckBbm/view
amount of change in
the object’s motion.

Learning Target/s :

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1. I can describe
inertia and relate it to
the mass of the object.

2. I can
determine the relationship
among force , mass and
acceleration.

LC 3 :
Formative assessment
Infer that when a body exerts a
force on another, an equal A. Check your understanding Page 11&12
amount of force is https://drive.google.com/file/d/13BBokERD7v103IDxpuDVcjf3HRIckBbm/view
exerted back on it; B. Formative Assessment:
What Seatbelts Do!
Learning target/s First law of motion has many applications. Consider your experiences when riding a
I can determine the force vehicle. Observe that the driver is using a seatbelt. How does the seatbelt protect the
driver? Seatbelts provide safety to passengers and drivers from injury during accidents. A
applied and the equivalent
force to it. typical seat belt has two parts; the lap belt, which rests over the passenger’s pelvis; and
the shoulder belt, which rests over the shoulder and across the chest.
What will happen if passengers do no use seatbelt?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Activity no 4: Let us Practice!

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Formative Assessment : Wall Push-Ups Analysis

Explain what happened during your exercise while pushing against the wall using the idea
of the third law of motion, law of interaction. Did you exert force to the wall? How about the
wall against you?
___________________________________________________________
___________________________________________________________

Activity 5:
Acceleration at Varying Mass
https://drive.google.com/file/d/13BBokERD7v103IDxpuDVcjf3HRIckBbm/view
Page 13 & 14
Guided Questions :
What caused the container to be launched?
2. How did increasing the mass of the container affect its motion?
3. What is the relationship between the mass and the acceleration of the container?

Activity no. 6“Act and React Force!”

1. Cite three examples where action and reaction forces occur using a diagram. Explain
each example in terms of Newton’s third law of motion.
2. How are forces explained in the law of interaction?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Self-Assessment: 3-2-1 Exit Slip

TOPIC: ______________________________________

Three concepts that I fully understand.

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Two things I am very interested about.

One concept I am still confused.

TRANSFER

Activity 7. Scaffold: I can Give, and I can Explain: Citing Sample Situations
LC 4
Create situations where the Direction: Look at the table below. Complete the table by giving situations that exemplify
laws of motion are being the three laws of motion. It could be situations in your
observed.
everyday life or what you have observed in your surroundings and industry. You may draw
or paste picture from any source. On the last column,
give a short explanation of the examples.

LAW OF MOTION EXAMPLE SITUATION EXPLANANTION

Law of Inertia
Law of Acceleration
Law of Interaction

Situation 1: THE HULA-HULA-HULA-HULA-HULA-HULA-HOOP

During a Science Camp, Ginnie joined a hurdle with a hula-hoop. She must accomplish 20
hula-hoop rotation in one try. In her first try, she was not able to do 20 rotations but 14
only. It took her 3 tries before accomplishing the continuous 20 rotations. What could’ve
Ginnie done in order for her to have accomplished the continuous 20 rotations.
Can you explain her the concepts of centripetal and centrifugal force? How will it help her?
Learning Target/s
Situation 2: THE EARTH AND THE MOON
I can cite situations where
the laws of motion are Earth’s gravitational attraction is brought by its core that pulls all the objects in the surface
(crust). Included in the list of objects that it pulls is the moon. Because of the gravitational
observed.
pull, Earth maintains the position of moon in the space while it rotates around the Earth.
Higher mass means greater gravitational attraction. If the mass is doubled, how will
the moon’s orbit be affected?
Situation 4: DRIFTING
A person who sits on the right-hand seat of a car that is making a left turn slides over to

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the right. Why?

Situation 4: CAR IN THE CIRCULAR MOTION
A car was tested for an experiment. A car was driven at a constant speed. Therefore, the
centripetal and centrifugal force is maintained and thus constant. In the 23th turn, the
driver accidentally stepped on the gas making the move faster, resulting the centripetal
force to become larger than the frictional force. What do you think happens next?

Performance task: NEWTON OLYMPICS

Goal: Your task is to develop a Rule Book of Games applying any of the three laws of
motion.
Role: You will be tasked as an Olympic game inventor.
Audience: Learners of MCB
Situation: The Science Club will hold a science fest and planning to hold a science
Olympics. You are tasked to invent a game applying the principles of the three laws of
motion. Your book must include the witty name of the game with rules and the mechanics.
You may include diagrams and pictures
Product: Create rule book of games applying Newton’s Laws of Motion
Standards: Your output will be Elements, Relevance
to the Principle of Laws of Motion graded according to its Creativity and Presentation,
Accuracy of Required

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Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
“A Tradition of Excellence”

UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8

Unit Topic: WORK, POWER AND ENERGY Quarter: 1

EXPLORE

This unit is about Work, Power and Energy

Consider this question: Why is it important to understand that the work using constant force,
power, gravitational potential energy, kinetic energy, and elastic potential energy in
identifying the relationship of work, energy, and power in a given situation?
Map of Conceptual Change:
Direction: Write down your initial ideas pertinent to the topic by answering the questions and
filling up the column.

FIRM-UP

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Activity1. No Work and Work Demonstration: Lifting the Box

Do This!
Source/s : https://www.dreamstime.com/illustration/man-lifting-box.html

Work is done if the object you push moves a distance in the direction towards
which you are pushing it.

No work is done if the force you exert does not make the object move.

LC 1 :
Differentiate potential and
kinetic Identify situations in
which work is done and in
which no work is done Formative Assessment :
energy. Is Work Done? Work; warm-up activity on pages 5 to 6.
https://drive.google.com/file/d/1T1-CquWSGv5BGdlEVKn4A1wwkr82lH8E/view

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Tel. Number: 043-487-0117
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“A Tradition of Excellence”

DEEPEN (MEANING MAKING)

Activity no. 2 Problem Solving

LC 3 : Explain the factors “You have Potential, You have Kinetic”
that affect potential and https://drive.google.com/file/d/1T1-CquWSGv5BGdlEVKn4A1wwkr82lH8E/view
kinetic energy page 28&29
A. Formative Assessment
Direction: Several factors affect potential and kinetic energy. Match column a with column b. Put
lines from the answers to the questions. Double answers are possible.

1. What are the given units/factors that affect or that are needed ⃝ Acceleration due to gravity
to ⃝ Mass of the object
determine the kinetic energy of an object? ⃝ Reference area
⃝ Height of the object from the
ground
⃝ Direction of displacement
2. What are the given units/factors that affect or that are needed ⃝ Velocity of the object
to ⃝ Force applied
determine the gravitational potential energy of an object? ⃝ Direction of the force.
⃝ friction
B. Self-Assessment: 3-2-1 Exit Slip
EXIT SLIP
TOPIC: ________________________

Three concepts that I fully understand.

Two things I am very interested about.

One concept I am still confused.

TRANSFER

Activity 3
LC 3: Scaffold for Transfer Warm up :
Perform activities which Run Like a Cheetah
demonstrate
Page 2,3
relationships of
https://drive.google.com/file/d/1H9mhwDhRzReC7bXQwbvosQmULxVOLMEu/view
work, power, and energy.

Guide Questions :

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1. For trial 1, who spent more energy completing the 100-meter track? Is it the one who
walks or the one who runs?
2. How is energy spent in completing the 100-meter track related to the speed of the
student?
3. For trial 2, who spent more energy on completing the 100-meter track? Is it the first
student who finished the track first or the second student? Explain.
4. How is energy spent in completing the 100-meter track related to the mass of the
students?

Performance task: GRAPHIC ORGANIZER

Goal: Create a graphic organizer that shows the relationship of work, energy, and Power
in a given situation.
Role: You will take the role of a graphic artist.

Audience: Learners of MCB.

Situation: You may use graphics from the internet or illustrations from the book. You may
also have your own illustration of the concept. Make sure to accurately present the
relationship.
Product: Graphic organizer showing the relationship of work, power, and energy
Standards: Your output will be graded according to its: ACURACY AND RELEVANCE OF
THE CONTENT, CREATIVITY,
PRESENTATION.

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Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
“A Tradition of Excellence”

UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8

Unit Topic: SOUND, LIGHT, AND HEAT Quarter: 1

EXPLORE

This unit is about understanding of the SOUND, LIGHT, AND HEAT

Consider this (essential) question: Why is it important to understand sound, light, and heat to discuss phenomena such
as blue sky, rainbow and red sunset?
Map of Conceptual Change:

Activating Prior Knowledge: The How’s and Why’s

Can you imagine life without sound and light? Sound and light technology have brought innovations (e,g., televisions,
telephones, etc.) that give comfort to people. Living would be difficult without these things; communication would be
challenging. Sound and light have become two of the most essential elements of life. This module will help you
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Tel. Number: 043-487-0117
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understand more about the nature and behaviour of sound and light waves. You will find answers to the following
questions:
1. How does speed of sound vary in different media?
2. How does temperature affect the speed of sound?
3. Why do we see different colors of the sky at certain times of the day?

Read the study guide

https://drive.google.com/file/d/13BBokERD7v103IDxpuDVcjf3HRIckBbm/view

FIRM-UP (ACQUISITION)

Activity no. 1 Video Presentation:

LC1: Sound, Light, and Heat

Describe sound, light, and https://www.youtube.com/watch?v=NOT2deJ7GOE

heat. Activity 1. Let us Play!: My String Telephone—Guide Questions
Try TO PLAY!
String Telephone!
Direction: Design and make your string telephone that can efficiently transmit sound.
When you are done, try to answer the following questions.
1. Explain how your string telephone is able to transmit sound.
2. What is the medium used to transmit sound?
3. If you change the medium with another material, how will sound be affected?

LC2: Investigate the

effect of temperature
to the speed of sound

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DEEPEN (MEANING MAKING)

Activity no. 2

Experimentation : Hot and Cold Sound.

https://drive.google.com/file/d/1skKQ4DqaJZyLqCXhfHXIAWxuxfzUxUPI/view page 2&3
Guide Questions :
1. How would you compare the sound produced by the metal rods in the two different
rooms?
2. What do you think is/are the factor(s) that affected the sound produced in the two
rooms?

Activity no. 3
LEM EM SEE!

https://drive.google.com/file/d/1J82ZOd34ZBSynCktWnp-44QaHdgxQlys/view
(page 3 & 4)

Screenshot of the simulation

Guide Questions
1. How are the following electromagnetic waves arranged in terms of wavelength?
2. Which of the electromagnetic waves can be observed by our eyes? Why?
3. Which among the electromagnetic waves is the most beneficial for you in your daily
activities? Why?
LC 3 :

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 MABINI COLLEGE OF BATANGAS, INC.
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Explain the hierarchy of colors
in relation to the energy of Formative Assessment: Arrange them#1
visible light.
1. Arrange the following according the speed of sound waves in them. Write only number.
____ glass ____ copper ____ air ____ liquid ____ helium
2. Why are sound waves transmitted faster in solids?
3. What happens to the speed of sound as the temperature rises in gases?

Activity no. 4
What a Colourful Rainbow: Focus on Visible Light

Formative Assessment: Arrange Them#2

Activity no. 5
Heat and Temperature: Situational Analysis
SITUATION 1:
You have 3 identical containers. One is half-filled with ice-cold water, one is half-filled with
water at room temperature, and the last is half-filled with hot water. You were tasked by
your teacher to prepare three medicine dropper with food coloring (blue). You were asked
to carefully drop the food coloring inside the container half-filled with hot water. Then
inside the container half-filled with ice-cold water. And the last one with water at room

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Tel. Number: 043-487-0117
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temperature. You were asked to record your observation of the time it took
for the food colorings to scatter. On your observation sheet, you wrote under container 1
(ice-cold water), it took 15 seconds, under container 2 (water at room temperature), it took
10 seconds, and under container 3 (hot water), it took 7 seconds. You were asked
for your inference from the experiment.

Guide Questions :
1. What similarities and differences did you observe when a drop of dye was added to
each container?
2. In which container did the dye scatter the fastest? In which di it scatter the slowest?
3. How do you relate the temperature of the water to the rate of scattering of the dye?
4. How do you relate the temperature to the rate of kinetic energy of water in each
container?

Formative Assessment: What does heat do?

-The Rubbing Friction!
1. Create a friction using your two palms by rubbing them with each other. Continue
rubbing until you feel your palms getting hotter. When you start to feel heat, put your palm
on your cheeks. Wait until the heat becomes lost.
A.
1. What causes the increase in temperature of your palm?
2. Why did the heat lost in your palm after you place them on your cheeks?
3. What is heat and temperature?

B.
What are the effects of extreme heat on the human body? Explain each briefly.
1.______________________________________________________________
2.______________________________________________________________
3.______________________________________________________________

2. Give another effect of heat to human body or environment? How does it affect them?

LC4: Differentiate Activity no. 6 Heat and Temperature: Venn Diagram Completion

between heat and Direction :In the previous activity, you had a short situational analysis on the difference
between heat and temperature. Accomplish the Venn diagram below.
temperature at the

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molecular level.

Learning Target : I can

differentiate heat and
temperature. Guided Question/s :
1.What is heat?
2.Can an object contain heat?
3.How does heat change the behavior of a particle?
4.Why does this change happen?
5.Can we predict the change in kinetic energy? Why or why not?

TRANSFER

Activity 7. Scaffold 1 Concept Map Completion

Direction: Think of any situation or gadget in your daily life, inside your house, your room,
your bathroom, kitchen, or living room that demonstrates application/ observance of
sound, light, and heat in one. Describe the situation explaining the relationship among the
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E-mail address: [email protected]
Tel. Number: 043-487-0117
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“A Tradition of Excellence”

three.
Complete the concept map below :

Performance task: GRAPHIC ORGANIZER

Goal: Your goal is to discuss natural phenomena using the concept of frequency and
wavelength of visible light. You will choose only
one phenomena.
Role: You will become a scientist that will join a science convention
Audience: Your audiences are the elementary science students that will join the science
convention.
Situation: You are tasked to choose natural phenomena to discuss (BLUE SKY,
RAINBOW, RED SUNSET, WHITE CLOUD). You will discuss it by creating a graphic
organizer. You may use 1/8 illustration board or long bond paper. (Remember, discuss
only one phenomena. )
Product: A graphic organizer that discusses natural phenomena.

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Tel. Number: 043-487-0117
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“A Tradition of Excellence”

Standards: Your output will be assessed according to the following standards: CONTENT
AND ACCURACY, CREATIVITY, and
PRESENTATION.

UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8

Unit Topic: EARTHQUAKE AND FAULTS Quarter: 2

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Tel. Number: 043-487-0117
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“A Tradition of Excellence”

EXPLORE

This unit is about understanding of the relationship between Earthquake and Faults
Consider this (essential) question : How does understanding the relationship between earthquakes and faults help in
participating in decision-making on earthquake safety awareness in the community?
Map of Conceptual Change:

Activity1. Decoding the cryptogram: ‘What’s the message?

DID YOU KNOW THAT???? The Philippines is located in the Pacific Ring of Fire; different active volcanoes
and a fault line surround us. The lithosphere is the solid part of the earth that shows movements that cause the change
son the earth’s surface. In this module, you will learn more about the earthquakes in the
Philippines and the active fault lines that surround our country.

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Tel. Number: 043-487-0117
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“A Tradition of Excellence”

Link of study guide :

https://mediacdn.quipper.com/media/W1siZiIsIjIwMTgvMDgvMDkvMDQvNTYvMzAvYzA2M2Q5MzMtMTExMy00NzNhL
WIzYzAtZWY5YmYwMDFjMWI5L1NjaWVuY2U4X1VuaXQ5X1JldjJfU0dfQUFFLnBkZiJdXQ.pdf?
sha=a2065a8713bbe141

FIRM-UP (ACQUISITION)

LC1: Differentiate the Activity no. Activity2. Model Making: (Faults and Earthquake)
1 epicentre of an
earthquake from its
focus;
2 intensity of an earthquake
from its
magnitude;
3 active and inactive faults

Learning target/s
I can define what an
earthquake and a fault line
are.
I can differentiate the
different types of faults. Formative Assessment: It’s Your Fault: ‘What can a fault do?
What can a stress do to a rock? How do faults affect the Earth’s
surface? Draw below the possible scenario in a huge mountain of
rock below after several million years after.

DEEPEN (MEANING MAKING)

Activity 3. Where does an earthquake start? : Part 1. Modeling Faults and

Earthquakes
After performing this activity, you should be able to differentiate between focus and epicentre
and demonstrate how movement along faults affect the surroundings.

PART 1. MODELING THE FAULTS AND EARTHQUAKES

Materials: fault model, scissors, paste, sand/soil

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“A Tradition of Excellence”
Procedure:

1. Look at the Fault Model (Figure Fault Model1; you can also trace it on paper) on the
proceeding pages. Then cut along the outlines of the two drawings.

2. Fold along the lines and paste where indicated. In the end, you should have a model
consisting of two parts that fit together.

3. The upper surface of the model represents the surface of the Earth. The trace of the
fault on the surface of the Earth is called the fault line. Be ready to point out the fault
line when your teacher calls on you.

4. Pull the two pieces apart .The flat surface between the two pieces is called the fault
plane. This is where fault slip or fault movement happens. Observe what happens to
the sand/soil.

5. Push the two blocks against each other. Observe what happens to the sand/soil.

6. Slide the two blocks. Observe what happens to the sand/soil.

7. The place where the fault begins to slip is called the focus. It is where the first
movement occurs. Thus, the focus is the origin of the earthquake. Be ready to explain
it.

8. Put the two pieces of the model together. The focus is now hidden “underground.”
Now, imagine a vertical line from the focus to the upper surface of the model. Mark the
place where you expect the line to come out.

9. Explain the result of your experiment.

Where does an earthquake start?

Activity no. 4 Where does an earthquake start?

LC 2 :
using models or
illustrations, explain how
movements along faults
generate earthquakes;

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E-mail address: [email protected]
Tel. Number: 043-487-0117
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“A Tradition of Excellence”

Activity 5. Picture Analysis: The Interior of the Earth

Look at the illustration of the layers of the Earth below. Describe the composition of the Earth
considering the occurrences of different seismic waves. Be guided by the question below.

Read the study guide (How earthquakes provide information on the composition of the earth).
What is the conclusion of the seismologist on the characteristics and description of the layers
of the earth based form the properties of the three seismic waves?

LC 3 :

explain how earthquake

Activity 6. Situational Analysis: Illustrating Magnitude and Intensity
waves provide
Direction: Now that you are introduced with the Intensity Scale used by PHIVOLCS in the
information about the
Philippines, you can already imagine the situation of the surrounding if an earthquake hit a
interior of the earth location. Based from the description of intensity by the PHIVOLCS Earthquake Intensity
Scale (PEIS), illustrate the possible scenario. You may add color to your illustration. Under
your illustration, write an 8-to-10-sentence description to explain your illustration.

“AN INTENSITY VII/ DESTRUCTIVE EARTHQUAKE HIT BOHOL AND MOST PEOPLE
ARE FRIGHTENED AND RAN OUTDOORS ON
OCTOBER 15, 2013”

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E-mail address: [email protected]
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
“A Tradition of Excellence”

Self-Assessment: 3-2-1 Exit Slip

EXIT SLIP
TOPIC: ___________________________

Three concepts that I fully understand.

Two things I am very interested about.

One concept I am still confused.

TRANSFER

LC4: Participate in Activity 7 Scaffold#1: Organizing Safety Checklist: Before, During, and After an
Earthquake
earthquake safety
Objective: Construct an earthquake checklist.
awareness in the
Materials: Colored paper, paste, pen
Community.
Procedure: Make an earthquake checklist following the format below. You may paste
pictures/ colored paper here.

BEFORE: BE PREPARED DURING: STAY CALM AFTER: BE CAREFUL

Activity 8. Scaffold#2: Video Presentation

“BT: Magnitude 7.2 earthquake na tumama sa Bohol, katumbas ng 32 Hiroshima atomic

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Tel. Number: 043-487-0117
MABINI COLLEGE OF BATANGAS, INC.
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bomb” https://www.youtube.com/watch?v=1qyYYO3McbE

Assessment. Essay Writing

Guide Question: Write a 50-word paragraph answering the question: “Why it is important
to be prepared before an earthquake happens?” Write your answer on another sheet of
pad/bond paper. It must contain Introduction, Body, and conclusion. Your output will
be assessed through its Content, Organization, and Presentation.

Differentiated Performance Task: Earthquake Preparedness Campaign

G- Your goal is to inform other students about the danger brought by earthquake.
R- You are a group of volunteers from the National Disaster Risk Reduction and
Management Council (NDRRMC).
A- Your audience are the Grade 8 students
S- After the tragedy that happened in Bohol and in some parts of Visayas on October 15,
2013 caused by an earthquake with a
magnitude of 7.2, the NDRRMC has launched a campaign to orient the students and other
school personnel and the community about
the earthquake and the precautionary measures to be done before an earthquake strikes.
P- You will choose one task to be presented in class.
Product 1: a brief report on the important points about the earthquake, followed by a five-
minute video clip of different scenarios
during and after the earthquake that happened in the Philippines.
Product 2: A video clip of demonstration of what to do before, during, and after the
earthquake.
Product 3: A poster-slogan about the importance of precautionary measures during
natural disasters (earthquake and tsunami)
Product 4: A brochure that contains the precautionary measures.
S- Your presentation or product will be assessed based on the following criteria: Content,
Relevance, Organization/ Clarity of
Message, Purpose, and Creativity.

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UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8
Unit Topic: UNDERSTANDING TYPHOONS Quarter: 2

EXPLORE

This unit is about understanding of the formation of typhoons and their movement within the PAR.

Consider this (essential) question: Why is it important to understand the formation of typhoons and their movement in
the PAR in demonstrating precautionary measures before, during, and after typhoons and lessen the risks brought by
typhoons?
Map of Conceptual Change:

Activity no. 1 Activity1. Picture Analysis: One Picture, Five Words!

Hello, I am your weather man for this moment. What

scenario can you remember after you saw the image here?
What did you feel after seeing the image? How about write
5 words that comes to your mind after seeing the picture?
Write them down below.
____________________________________________

____________________________________________

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____________________________________________

FIRM-UP (ACQUISITION)

LC1: Describe typhoons. Activity2. Arrange It, Describe It!

Direction: Arrange the following illustrations according to how typhoons are formed. Write
1 -3. Under each illustration, write a short description.
Learning target/s :
I can discuss how typhoons
develops.

Formative Assessment: Work, Work, Work!

Do you remember a typhoon that hit your locality? What is the name of the typhoon?
Describe how it hit your locality.

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DEEPEN (MEANING MAKING)

Activity no. 3 Check your understanding Fill in the blanks

LC 2 :
explain how landmasses
and bodies of water
affect typhoons;

Activity no. 4 Warm up (The Adventure Through the Mountains)

Guide Questions:
1. Assuming that bubbles represent raindrops, compare the amount of rainfall experienced
by each side of the mountain.
2. How did the presence of mountain affects the amount of rainfall received in each side
of the landmass?
3. Barangay Masaya is near the coastal area and is also located near a mountain range.
On the other hand, Barangay Magalak is situated at the other side of the mountain range.
If there is an incoming typhoon, which barangay would receive greater precipitation?

Clickable link/s : file:///C:/Users/Hp/Downloads/Science8_Unit10_SG_Rev2_MSS.pdf

Learning target/s
I can explain why the Activity5. Different Location Analysis: The Typhoon, the Mountain, and Ocean
Philippines is prone to
typhoons.

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Direction: Observe the illustration below. Read each situation below. Answer each
question for corresponding situation.

Activity 6. Inferring Scenario: What will be?

Answer the question below.
What do you think will happen to a family who does not prepare for an incoming typhoon?

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TRANSFER

TRANSFER

Activity no. 7 Let’s Plot It!

file:///C:/Users/Hp/Downloads/Science8_Unit10_SG_Rev2_MSS.pdf

LC 3 : Direction :
trace the path of 1. Use the blank map of the Philippines provided in the link below and carefully follow the
succeeding steps
typhoons that enter the
Blank Map of the Philippines Quipper. 2018. ‘Let’s Plot It!.’ https://drive.google.com/open?
Philippine Area of
id=1M5VmL75-X94WNu9ow1bn9vCLIJuDeP8J
Responsibility (PAR)
2. Locate and plot the point 25°N and 120°E.
using a map and
3. Locate and plot the point 25°N and 135°E.
tracking data;
4. Locate and plot the point 5° N and 135° E.
5. Locate and plot the point 5°N and 115°E.
6. Locate and plot the point 15°N and 115°E.
7. Locate and plot the point 21°N and 120°E.

Guide Questions:
1. What can you say about the coverage of the Philippine Area of Responsibility (PAR)?
2. What do you think is the importance of Philippine Area of Responsibility (PAR)?

Performance task: ASSESSING THE RISKS AND HAZARDS OF TYPHOON

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For years, disaster risk reduction in the Philippines has placed more emphasis on disaster
preparedness and response, and not so much in identifying the hazard-prone areas and
other factors that contribute to people’s exposure to disasters. Now, the focus shifts to
enhancing the capacity of the community to cope with the threats and hazards of
typhoons. As a researcher for the Local Disaster Risk Reduction and Management Office
of your locality, you are tasked to assess the risk of typhoons in your area and
recommend plans of action. You will develop a multimedia presentation for your risk
assessment plan and present it to the barangay officials. It could either be in a form of
graphic organizer in an illustration board or a PowerPoint presentation. Make sure to add
illustrations and images in your presentation. Your multimedia presentation should contain
the hazards and/or risks in the community, the causes of the identified hazards and/or
risks, the effect to people/property, and most importantly, your strategy to mitigate or
lessen the risk in the community. You may use your answer in the previous attachment.
Your presentation will be evaluated based on quality of data gathered and interpreted,
practicality of recommendations, and effectiveness of presentation.

UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8
Unit Topic: COMETS, METEORS, AND ASTEROIDS Quarter: 2

EXPLORE

This unit is to demonstrate an understanding of: characteristics of comets, meteors, and asteroids.

Consider this (essential) question: How can the characteristics of comets, meteors, and asteroids explain the beliefs
and practices about them?
Map of Conceptual Change:

Prior knowledge check

Direction: Look at the pictures below. Let us test your knowledge about comets, meteors, and
asteroids. Write C if the picture shows a comet, M if it shows a meteor, and A if the picture shows
an asteroid. Ready? Let us begin!

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FIRM-UP (ACQUISITION)

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Activity no. 2 “Labeling exercise “ A&B

LC1:
Define comets, meteors,
and asteroids.

Answer the following questions.

1. Why do you think the asteroid belt divides the terrestrial planets (inner solar system)
and the gas giants (outer solar system)?
2. How does the origin of the comet affect its orbit around the Sun?
3. How are comets and asteroids alike?
4. What do you think are ways to detect near-Earth objects (asteroids, comets,
meteorites)?
5. What do you think are ways we can do to defend Earth in case there is an impending
asteroid collision to the planet?

Formative Assessment: Identify It, Explain It!

Tell whether the items describe a meteoroid, meteor, or meteorite.

________1. Inside the earth’s atmosphere ________2. Landed the earth’s surface
________3. Outer space ________4. Chondrites
________5. Friction with the atmosphere
What is the difference between a meteor and a comet?
Activity3. Illustrating “What if Ceres Hits Earth?”

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Below is an image of the largest asteroid, Ceres. What do you think will happen if the asteroid
Ceres collides the Earth? Show your answer using an illustration. Be creative in your illustration.
Support your illustration with a short explanation

DEEPEN (MEANING MAKING)

Activity4. Video Presentation: Guide Questions

Open the link below and watch the video entitled COMET, METEOR OR ASTEROID - The
REAL difference https://www.youtube.com/watch?v=ToPBxyYDDDQ Answer the
following questions below about the differences among the three other members of the

solar system.

Activity 5 Table Completion: Meteors, Comets, and Asteroids: How are they Different?
Direction : You are now equipped with the knowledge about the three minor member of
LC2: the solar system. You are tasked to differentiate the three from each other through
Compare and different aspects namely: Origin, Shape and Appearance, Size Range, Composition, Orbit/

contrast comets, Movement, and Effect to The Earth. Complete the table.

meteors, and asteroids.

Learning target/s
I can explain the

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differences between and

among comets, meteors,
and asteroids.

Self-Assessment: 3-2-1 Exit Slip

EXIT SLIP
TOPIC: ______________________________________

Three concepts that I fully understand.

Two things I am very interested about.

One concept I am still confused.

TRANSFER

Activity5. Scaffold: Are you Superstitious? Using the Lens of Science!

Do superstitions about comets, asteroids, and meteors have scientific basis?
1 Research about superstitions related to comet and asteroid in the library, internet, and
by interviewing your parents or elderly neighbours.
2 Choose 2 superstitions (one from the Philippines, and the rest from other countries).
3 Discuss each superstition to answer the question: Do superstitions about comets and

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asteroids have scientific basis? Why or why not?

4 List down as many scientific evidence to support your answer to the question. The group
may go back to the library to
research for more evidence in books or online resources.
5 Propose doable actions that you can do to promote a more scientific attitude towards
comets, asteroids, and meteors to their fellow students or to family members.

LC3: Present data on

the beliefs and
practices about
comets, meteors, and
asteroids.

Learning target/s
Do superstitions about meteors, comets and asteroids have scientific basis? Why?
Answer:
I can gather data _______________________________________________________________________
on the beliefs and _______________________________________________________________________

practices about comets _______________________________________________________________________

and meteors.
Scientific facts/evidence to support the group’s answer: Proposed actions to promote a
more scientific understanding of comets, asteroids, and
meteors:
can discuss the
_______________________________________________________________________
beliefs and practices _______________________________________________________________________
about comets and _______________________________________________________________________
meteors whether they
have scientific basis.

Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: [email protected]
Tel. Number: 043-487-0117
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Do superstitions about meteors, comets and asteroids have scientific basis? Why?
Answer:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Scientific facts/evidence to support the group’s answer: Proposed actions to promote a
more scientific understanding of comets, asteroids, and
meteors:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Performance task: BREAKING THE MYTH: DISCUSSING THE BELIEFS AND

PRACTICES ABOUT COMETS AND METEORS
One of the specialist of PAG-ASA announced that there will be a meteor shower this year
during the aired-interview. The Filipinos are so excited to the meteor shower because they
believed that wishing upon a shooting star make their wishes come true. You are a
science artist and asked to explain the superstitious beliefs about meteor and other
celestial bodies scientifically among public and private schools in the locality.
You may prepare any of the following:

1. A creative flyer that explains the truth about comets and meteors. It must contain
images and pictures that will present scientific facts that clarifies the superstitions about
meteors and comets. It must be in a clean sheet of bond paper or vellum paper.
2. An article/essay that explains how scientific the beliefs and superstitions about comets
and meteors are. It must contain a title, an introduction, the body, and conclusion written
on a clean sheet of bond paper.

Your presentation will be evaluated based on the Content and Relevance, Originality and
Creativity, and Performance and Presentation.

Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: [email protected]
Tel. Number: 043-487-0117
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UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8
Unit Topic: THE PARTICLE NATURE OF MATTER Quarter: 3

EXPLORE

This unit is about understanding of the particle nature of matter as basis for explaining properties, physical changes, and
structure of substances and mixtures.
Consider this (essential) question: How can the particle nature of matter explain how water behaves in different states
within the water cycle?
Map of Conceptual Change:

Activity 1. Activating prior Knowledge:

Can you Identify?
Which from the following set of
pictures are solid, liquid, or gas.
Write your answer inside the box.

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Pre-Assessment: Multiple Choice

Direction : Read each question carefully. Encricle the letter of the best answer.
Don’t worry about the answer this is a pre-test.
1. The diagram below shows the changes between the three phases of matter. Which changes represent melting and
freezing?

a. I and III b. II and V c. IV and V d. V and VI

2. Ice floats in water. Which of the statements most correctly describes this observation?
a. Ice is denser than water. b. Ice is less dense than water.
c. Ice is not soluble in liquid d. Ice is colder than liquid water
3. Which of the following statements is NOT correct about atoms and molecules in matter?
a. matter can disappear b. attracted to one another.

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c. constantly moving d. Move faster as temperature increases

FIRM-UP (ACQUISITION)

Activity 2. Concept Map Presentation

LC1: Define the assumptions

of the particulate nature of
matter.

Learning target/s
I can define the assumptions
of the particle nature model of Solid, Liquid, or Gas?
matter.
Identify what state of matter is being described in each item. Write SOLID, LIQUID, or
GAS.

I can define and describe _______1. Strong intermolecular forces _____2. Moving by sliding past each other.
properties of the states of _______3. Exerts pressure ______4. Does not flow
matter
_______5. Can be compressed ______6. Has definite volume and shape

_______7. Has definite volume but no definite shape____8. Moves quickly

_______9. Rigid __________10. Cannot be compressed

Table Completion: SOLID, LIQUID, AND GAS DIFFERENTIATION

Differentiate the three states of matter using the concept of Particle Nature Model of Matter by
filling up the table completely. You may uses coloring materials.

STATE Arrange Movemen Shape Volume Compressib Changes

S OF ment of t of ility in Phase
MATTE Particles Particles (When
R added with
Heat)

SOLID
LIQUID
LC2: Explain the properties GAS
of solids, liquids,

and gases based on the particle

nature of matter.

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DEEPEN (MEANING MAKING)

Activity no. 3 Experimentation : Marble on the Roll

LC3: Explain physical Clickable link/s: https://drive.google.com/file/d/12t3A7qbKgwarljBQ-
changes in terms of the
smoPIdxmw4fh9ee/view page 6&7
arrangement and motion of
atoms and molecule
Guide Questions:
1. In which setup are the marbles definitely arranged? In which setup are the marbles
randomly arranged?
2. In which setup are the marbles free to move? In which setup do the marbles have
limited movement?
3. Which setup best resembles a solid? How about a liquid? How about a gas?

ASSESS, SORT, AND GENERALIZE!

Matter is composed of small particles that are in constant motion. Normally, it exists as
solid, liquid, gas, and plasma known as phases of matter. In this activity, you will assess
your learning about the nature of matter. You should sort the objects and decide which
correct category it belongs. Identify which state of matter the following substances belong
to. Put a check in the column of states of matter.

Formative Assessment: Identify It!

Activity 7. Graphic Organizer Presentation: The Mighty Water

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*Observe and examine the illustration below.*

LC4: Present the water

cycle based on how water
behaves.

What Process is It?

Self-Assessment: 3-2-1 Exit Slip

EXIT SLIP
TOPIC: ___________________________

Three concepts that I fully understand.

Two things I am very interested about.

One concept I am still confused.

TRANSFER

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E-mail address: [email protected]
Tel. Number: 043-487-0117
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Activity 8. Scaffold: In the Water Cycle!

Performance task: POP-UP MAKING

Goal: Your objective is to present how water behaves in its different states within the
water cycle.
Role: Assume the role of an artist and a hydrologist who is assigned to create a
presentation of the physical changes of water within the water cycle. You are hereby
challenged to use your innate creativity to come-up with a creative presentation of the said
theme.
Audience: Your output will be presented to the other grade 8 learners of the school.
Situation: Your office will be holding an exhibit of how water creates energy. Your team is
assigned for the water cycle. You are hereby asked to create a pop-up diagram of the
water cycle. The pop-ups must contain the explanations of the processes of how water
behaves during the water cycle. Your output should be placed in an illustration board or
any cardboard with a size of long bond paper. You may also create an aquarium-like box

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to present the output. You must explain how water changes from one form to another.
Product: A pop-up diagram of the water cycle.
Standards: Your output will be graded according to Degree of Difficulty

UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8
Unit Topic: STRUCTURE OF AN ATOM Quarter: 1

This unit is about understanding of the identity of a substance according to its atomic structure.

Consider this (essential) question: How does the knowledge on the identity of a substance according to its atomic
structure help in creating a model that describes the sub-atomic particles?
Map of Conceptual Change:

Activity 1. Activating Prior Knowledge: A Tree and a Gold Atom!

Pre- Assessment: What do you Know?

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FIRM-UP (ACQUISITION)

Activity no. 2 WARM UP! A Bigger Model of an Atom

LC1: Name and describe

the subatomic particles

Guide Questions:
1. What does this wire represent in the actual model of an atom?
2. Where are protons, neutrons, and electrons in the model of the atom that you built?
Clickable link/s : https://drive.google.com/file/d/130Gt3OxsNt6hafAYMyxZt1LUAS7jtoVW/
view
LC3: Present a model that
Activity 2. Timeline Presentation: Atomic Theory
describes the subatomic
particles. Assessment

Direction : Identify the name of the atomic models shown below and describe each model

DEEPEN (MEANING MAKING)

Activity 4. Let’s Do This! Computing the Neutron, Proton, and Electron of Elements

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 Find It in the Periodic Table

Clickable link/s: https://drive.google.com/file/d/130Gt3OxsNt6hafAYMyxZt1LUAS7jtoVW/

view

3-2-1 Exit Slip

EXIT SLIP

TOPIC: ______________________________________

Three concepts that I fully understand.

Two things I am very interested about.

One concept I am still confused.

TRANSFER

LC 3 :
Present a Model that Activity 8. Scaffold: Getting to Know Atoms: Illustrating Atoms!
Performance task: MY MODEL OF ATOM: Structure of an Atom
describes the subatomic Goal: Your objective is to present a model of an atom from any proponent.
particles.
Role: Assume the role of an artist that will use indigenous materials to create your model
of atom.
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Audience: Your output will be presented to the other grade 8 learners of the school.
Situation: Your class is tasked to discuss the structure of atom explaining the different sub
particles and their descriptions. You are assigned to create a group of 4 members. Your
output must illustrate the fundamental parts. Included in your atom is the explanation of
the structure of an atom.
Product: A model of the structure of an atom.
Standards: Your output will be graded according to Degree of Difficulty, Design
Effectiveness, Model Quality, and Effort.

UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8
Unit Topic: PERIODIC TABLE OF ELEMENTS Quarter: 3

EXPLORE

This unit is about understanding of elements in the periodic table including their history, significance, and products
Consider this (essential) question:
Map of Conceptual Change:

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Activating Prior Knowledge: Key Questions

Pre Assessment: Multiple Choice

FIRM-UP (ACQUISITION)

Formative Assessment: Looking Back--WhoDunIt?

Activity 1. Illustration Presentation: Application of Elements in Real Life

Activity 2. Video Presentation:The Periodic Table Song (2018 Update)│ SCIENCE

SONGS https://www.youtube.com/watch?v=rz4Dd1I_fX0

Formative Assessment:Looking Back--WHat’s the Element?

LC 1 :
Describe the arrangement of Activity 3. Coloring the Elements!
elements in the periodic table.

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DEEPEN (MEANING MAKING)

Activity 5. Let’s Do This: Computing the Neutron, Proton, and Electron of Elements

LC 2 : ACtivity 6. Find It in the Periodic Table!

use the periodic table to
predict the chemical Activity 7. Getting to Know Atoms: Knowing the Elements!
behaviour of an element.

Formative Assessment: Fill Out the Tables

3-2-1 Exit Slip

EXIT SLIP

TOPIC: ______________________________________

Three concepts that I fully understand.

Two things I am very interested about.

One concept I am still confused.

TRANSFER

Activity 8. Scaffold: Getting to Know Atoms: Illustrating Atoms!

LC 3 : Goal: Your objective is to present a model of an atom from any proponent.
Prepare an exhibit of Role: Assume the role of an artist that will use indigenous materials to create
understanding of the elements your model of atom.
including the history,
background uses and
properties.
Performance task: MY MODEL OF ATOM: Structure of an Atom

Audience: Your output will be presented to the other grade 8 learners of the school.
Situation: Your class is tasked to discuss the structure of atom explaining the different sub

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E-mail address: [email protected]
Tel. Number: 043-487-0117
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particles and their descriptions. You are assigned to create a group of 4 members. Your
output must illustrate the fundamental parts. Included in your atom is the explanation of
the structure of an atom.
Product: A model of the structure of an atom.
Standards: Your output will be graded according to Degree of Difficulty, Design
Effectiveness, Model Quality, and Effort.

UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8
Unit Topic: STRUCTURE AND FUNCTION: DIGESTIVE SYSTEM Quarter: 4

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EXPLORE

This unit is about understanding the digestive system and its interaction with the circulatory, respiratory, and excretory
systems in providing the body with nutrients for energy, diseases that result from nutrient deficiency and ingestion of
harmful substances, and their prevention and treatment.

Consider this (essential) question: How can we prevent diseases from nutrient deficiency by understanding the digestive
system?
Map of Conceptual Change:

Activity 1. A Food Tracer, I am!

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Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: [email protected]
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
“A Tradition of Excellence”

FIRM-UP (ACQUISITION)

Activity no. 2 Labelling and Identification

Study guide : https://drive.google.com/file/d/1VPH-CTSPXKf--YfA9LTlsER25VjXDmPS/
LC1:Define the view page 14 & 15

parts and function

of the structure of the
digestive system.

Activity no. 3 Hands on modelling

A Simple Digestive Model
https://drive.google.com/file/d/1VPH-CTSPXKf--YfA9LTlsER25VjXDmPS/view page 5 & 6
Guide Questions:
1. What do you think the wavelike motion is for?
2. What does the switch from a small solid object to cotton represent?
3. What does tearing up cotton represent?

DEEPEN (MEANING MAKING)

Activity 3. Point It Where in the Digestive System

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1. Below are the main processes involved in the digestive system. Draw a line to indicate
which part it occurs at. Inside the box, describe the process in your own words.
2. Inside the box below, describe the part of the digestive system presented using one
sentence.

LC2: Explain ingestion,

absorption, assimilation,
and excretion .

Activity no.4 Poster-Slogan Making: A Healthy Tummy is a Healthy Body!

1. Create a poster-slogan about the effects of not having a healthy diet, the disorders and
diseases and how to prevent them.
2. Do it on a separate sheet of paper or illustration board with a seize of 8.5 in x 11.0 in.
3. Your output will be evaluated according to its relevance to the topic, Creativity and Use
of colors, and Presentation.

Formative Assessment: TRUE OR FALSE?

Write True if the statement is correct and False if not.

Diarrhea can cause severe Stomach-aches are caused by the

dehydration if not treated infection of the large intestine that
immediately leads to cancer.
Appendicitis happens when the Appendicitis can be cured by antacid
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acids in the stomach leaks into the

intakes.
esophagus.

Self-Assessment: 3-2-1 Exit Slip

EXIT SLIP

TOPIC: ______________________________________

Three concepts that I fully understand.

Two things I am very interested about.

One concept I am still confused.

LC3:Explain the
diseases and
disorders of the
digestive system
and their prevention
and cure.

TRANSFER

Activity 5. Scaffold: Getting To Know My Diet

Day Day Day Day Day
MEAL
1 2 3 4 5
MEAL 1
Merienda
MEAL 2
Merienda
MEAL 3

PROCESS QUESTIONS:
1. Which of the food items you consumed are healthy? Unhealthy? Research further on
healthy and unhealthy foods to help you answer this.
Healthy Unhealthy
2. How many times during the five-day observation period did you eat healthy food?
Did you eat unhealthy food?
3. Which of the items listed in the table can you not live without? It is a healthy food?
4. Suggest ways to keep your self from the disorders and diseases in the digestive

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system.
5. Explain the importance of having a healthy “gut” or a healthy digestive system?

Integrative Performance Task (Science and Health): AWARENESS DRIVE

You are to display an understanding of the functions of the
digestive system. You should also display awareness of the
Goal:
importance of a healthy diet and healthful practices for the optimal
LC 4 : function of the body.
Suggest ways to prevent You ca either be a:
diseases and disorders of the Role: 1. Nutritionist
digestive system 2. Visual artist
Audience: Grade 7 Science Students
The digestive system is the body’s food processor. It simplifies the
food that living thing seat, so it can be utilized by the cells as
sources of energy. However, due to malpractices, the various
digestive organs are being affected, and this leads to nutrient
Situation:
deficiencies, diseases, and abnormal functioning of different
digestive organs. You are tasked by the DOH to conduct a diet
awareness campaign. The activity that you will perform depends
the role you will choose.
1. Prepare a brochure containing a one-week meal plan
2. Make an eye-catching poster that will show at least 5
Product:
healthful practices that will maintain the normal functioning of the
body.
Your product will be assessed based on the accuracy of content,
Standards:
organization, clarity of message, and creativity and effort.

UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8
Unit Topic: HEREDITY: INHERITANCE AND VARIATION Quarter: 4

EXPLORE

This unit is about understanding of how cells divide to produce new cells, meiosis as one of the processes producing
genetic variations of the Mendelian Pattern of Inheritance.

Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: [email protected]
Tel. Number: 043-487-0117
MABINI COLLEGE OF BATANGAS, INC.
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Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: [email protected]
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
“A Tradition of Excellence”

FIRM-UP (ACQUISITION)

LC1:Compare mitosis and Think This Over!

meiosis, and their role in the
cell division cycle.

Activity 3. Graphic Organizer Presentation: The Cell Cycle

Activity 4. Graphic Organizer Presentation: Meiosis

LC2: Explain
the significance of meiosis
in maintaining the
chromosome number .

Activity 5. The Cell Cycle A Very Important Process: Seeing mitosis in Real Life
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LC3: Predict phenotypic Below are illustrations of a cell that undergoes cell cycle. Label what stage of mitosis
(Prophase, Metaphase, Anaphase, Telophase) is shown by each picture. Below it,
expressions of traits describe what happens to the cell as the picture shows.
following simple patterns of
inheritance.

DEEPEN (MEANING MAKING)

Activity 8. The Cell Cycle A Very Important Process: Completing the Table
Complete the table below by explaining how the given phenomena during the Meiosis
ensure the Variations of organism.

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Activity 10. Let’s Try This: The Garden Peas

LC4: Gather and present

data on the applications of
genetics in plant and
animal breeding. Self-Assessment: 3-2-1 Exit Slip
EXIT SLIP

TOPIC: ______________________________________

Three concepts that I fully understand.

Two things I am very interested about.

One concept I am still confused.

Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: [email protected]
Tel. Number: 043-487-0117
MABINI COLLEGE OF BATANGAS, INC.
“A Tradition of Excellence”

TRANSFER

Activity 13. Poster Making: Plant and Animal Breeding in the Industry

Direction: Search on the internet about the applications of meiosis and mitosis in plant and
animal breeding. If you don’t have internet connection, please go to your teacher to give
you some articles and sites to read from about the said theme. After reading, you are now
tasked to create a poster about the application of meiosis and mitosis from the article you
have read. Your poster must illustrate clearly what the article have presented. Your poster
will be evaluated based on its Relevance to the Theme, Creativity and Use of Colors, and
Presentation. Use another sheet of paper or illustration board with a size of 8.5 in x 11.0
in. Do not forget to write your name, subject, name of teacher, and the title of the activity.
Good Luck

Performance Task: INFOGRAPHIC MATERIAL

Goal: Explain the importance of variation in plant and animal breeding

You will assume to become a

Role:
1. Biologist and/or Writer

Audience: Grade 7 Learners of MCB

Situation: Cell division—mitosis and meiosis are two important processes

that regulate growth, development, and reproduction in all forms of
life. It has been used in the industry to produce hybrids combining
two or more traits in a single crop or animal. It has been proven
effective and successful especially for crop growers and animal
breeders. Like for example, nowadays, there are rice crops which
are more effective and efficient than the rice crops before because
of breeding. Bred cows are now produced to have leaner meats
and more milk. Those are just some of the applications of cell
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division and cross breeding to the crops and animal industry. Your
team is tasked to create an Info graphic Art that shows how a
hybrid is important to human consumption. You are expected to
present them to grade 7 learners of OLMHRA. You should be as
creative as possible to catch the audiences’ attention.
An Info graphic Art explaining the importance of hybrid to human
Product:
consumption

Your product will be assessed based on the accuracy of content,

Standards:
organization, clarity of message, and creativity.

UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8
Unit Topic: BIODIVERSITY Quarter: 4

EXPLORE

This unit is about understanding

Consider this (essential) question: How can we prevent diseases from nutrient deficiency by understanding the digestive
Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: [email protected]
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
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system?
Map of Conceptual Change:

FIRM-UP (ACQUISITION)

DEEPEN (MEANING MAKING)

TRANSFER

Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: [email protected]
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
“A Tradition of Excellence”

UNIT LEARNING PLAN

Subject: SCIENCE Grade Level: 8
Unit Topic: Quarter: 3

EXPLORE

BIODIVERSITY

FIRM-UP (ACQUISITION)

DEEPEN (MEANING MAKING)

TRANSFER

Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: [email protected]
Tel. Number: 043-487-0117