DETAILED LESSON PLAN IN GRADE 8 SCIENCE

I. OBJECTIVES
At the end of the lesson the learners will be able to:

A. Content Standard: demonstrate an understanding of the periodic table of

elements as an organizing tool to determine the chemical properties of
elements
B. Performance Standard: -
C. Most Essential Learning Competency: use the periodic table to predict the
chemical behavior of an element (S8MT-IIIi-j-12)
Specific Objectives:

a. determine the properties of each element in the periodic table

b. identify the groups and periods of periodic table of elements correctly
c. appreciate the value of elements through giving some importance in
their daily lives.

II. CONTENT: The Periodic Table of Elements

III. LEARNING RESOURCES

A. References:
1. Teacher’s Guide pages: SLM in Science 8(pp. 7-12)
2. Other Learning Materials: periodic table of elements, laptop,
TV, activity sheets, chalk, chalkboard
IV. TEACHING PROCEDURES

Teacher’s Activity Student’s Activity

ELICIT
Preliminary Activities
Before we start Ms. ________, Please lead the prayer.
(The learner will lead the prayer.)

Good morning, Class!

Good morning, ma’am!
Before you take your seats, please pick up those pieces
of paper under your chair and arrange it properly.
(Students will do as told.)

Ms. secretary, is there any absentees today?

(The secretary will tell who is absent.)
Recall
Last time we discussed about the development of
periodic table.

Again, what is periodic table?

Yes, _________________?
(The student will share their answer
based on what they can recall.)

How about him?

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(The teacher shows Dmitri Mendeleev.)
Do you recall who is in the picture?
Yes, _________?

Yes, ma’am!

He is Dmitri Mendeleev the father of

periodic table. He arranged the elements
in order of increasing atomic mass while
putting in groups those with similar
properties.

Very good!
Now class, let us move to our new lesson but before
that let us have an activity.

ENGAGE
Motivation
As you can see, I have here different materials for our
activity. Kindly read the instruction Ms. ______.

Activity: Group ME.

Objective: to organized the

marshmallows according to their
similarities.
Procedure:
1.The class will be divided into 4
groups.
2.Materials will be distributed into each
group.
 Plastic cups
 1 Paper plate
 1 pack of marshmallows
3.When the teacher gives the Go signal,
the learners will pour the mallows in
their paper plate.
4.Each group will use their own strategy
in organizing the mallows according to
their similarities.
5. Once done, one representative from
the group must go to the teacher
together with the sorted mallows and
What are the characteristics of the mallows that made have their time recorded.
you decide to group them together?
Yes, group _______?

Very good! Ma’am based on their shapes.

How about the other group?
Yes, _______?
We group them based on their colors,

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Excellent! Ma’am.
Any other answers?
Yes, Group ______?
Ma’am we perform the activity by
grouping them based on their sizes.
That’s right! It is very evident from this activity that
they have similarities and differences so we can group
them from one another.

Now how can you relate our activity earlier to the

periodic table?
(The learners share their opinions.)
That’s right!
Periodic table is composed of different elements with
different characteristics.

Just like how we sort other things, like the condiments

in the kitchen, your school supplies in your bags and
even when you are arranging your clothes. We also did
the same thing to the periodic table. Each element in
the periodic table has their unique characteristics.
EXPLORE
Discussing New Concept
Last time, we only discuss the introduction and
development of periodic table, now we will study how
periodic table works and arranged.
In your lower grade, you also encounter different
elements. Can you give an example of an element that
is still familiar to you?
Yes, ________?
(The learners will give elements that
are familiar to them in their lower
grade.)
That’s right!
It seems that you still remember elements that you
have studied then. We will now identify its
characteristics and properties.
Are you ready to explore the periodic table of
elements?

(The teacher will give a copy of periodic table of

elements in each learner and will also provide visual aid
on the board.)

Okay class, what are your observation with the

periodic table of elements?
Yes, _______?
They are represented by letters and

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 numbers ma’am.

Nice observation!
Do you have any other idea?
Yes, _____? They arranged in different colors,
ma’am.

Exactly!
Class, find and observe the elements that you said a
while ago. (The learners will look for the
elements they answer a while ago.)

Now, class how do you compare your element with

your seatmates?
The numbers and letters are not the
same.

Very good observation!

Each element has different properties.
Take a look at the letters and numbers class.

For example, my element is Nitrogen, the number at

the upper part is what we called atomic number. The
letter in the middle is the symbol of an element. The
name under the symbol is the element name. And the
number located at the lower part is what we called as
atomic mass, mass number or atomic weight.
Is that clear? Yes, ma’am.

Now, _________ please tell me the atomic number of

Silver. The atomic number of Silver is 47,
ma’am!
Correct!
How about the atomic mass of Chlorine?
Yes, _________?
The atomic mass of Chlorine is 35.
Correct!
What is the symbol for gold?
Yes, ____________?
The symbol for Gold is Au.

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That’s right!
Last, Fe stands for what element?
Yes, ____________?

Ma’am, Iron!
Excellent!
What did you observe in the properties of elements in
the periodic table? How are they arranged?
Yes, ________?

The periodic table of elements is

arranged in increasing atomic
number and mass.

Good!
Periodic table of elements is not only arranged based
on atomic number and mass. Let us take a look at the
periodic table of elements.

What did you observe?

Yes, _______________?
Based on the picture we can group
the elements into Metals, Non- Metals,
Nice answer! and Metalloids.
Any idea what is metal?
Yes, _____________?

Metals
- Shiny
- Solid
- Good conductor of heat and
electricity
- Malleable and ductile
That’s right!
It can be bent or drawn into sheets or wire without
breaking and almost about 85% of the elements are
metals.

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Please give example of metals based on the periodic
table of elements.
Yes, _____________?

(The learners will give an example of

That’s right! metals.)
How do we describe non- metal?
Please read.
Yes, ______?

Non- metals
- located at the right side of the table
- poor conductor
- no metallic luster
Thank you! -brittle and nonductile in the solid
Please give example of non-metal based on the state.
periodic table of elements.
Yes, ________?

(The learners will give an example of

Very good! non-metals.)
Next is semi-metals or metalloids.
Kindly read, __________.

Semi-metals or Metalloids
- Have the appearance and some
properties of metal but behave
like a non-metal in certain
Thank you! instances.
There are seven semimetals or metalloids. Give one
example.
Yes, _________?

(The learners will give an example of

metalloids.)
Correct!
Looking at a Periodic Table, we can see that it is made
up of rows and columns. Do you know that the
Periodic Table is organized n different groups?
A row is called a period (Series)
A column is called a group (Family)

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We can identify the names of the groups of elements
based on their colors and their characteristics. Please
read, _________. Group 1 -Alkali metals. These metals
are so reactive that they are never
found as uncombined elements in
nature.

Thank you!
Group 1 metals, from lithium to francium except for
hydrogen, are called the alkali metals. Hydrogen is
placed in Group 1 because it contains one valence
electron; however, not a member of alkali metal.
Next, please read, __________.
Group 2, the alkaline earth metals are
not as reactive as the Group 1 metals
but are more reactive than most other
metals.

Very Good!
Like the metals in Group 1, they are also never found
uncombined in nature. How about the next group of
elements?
Yes, ________? Elements in Group 3 through Group
12 are called the transition metals.
They are less reactive than the metals
in Groups 1 and 2.

That’s right!
Next, groups 13 and 15. Did you find the groups 13 and Yes, ma’am!
15 class?

Please, read, ________. Only some of the elements in Group

13 and 15 of the periodic table are
metals.
These metals are never found

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 uncombined in nature.

Good!
So, now for Group 16. The elements found in Group 16 of
Please read, __________. the periodic table is called as
What do you call the two rows of elements below? chalcogens. It consists of the
Yes, _______? element oxygen, sulfur, selenium
tellurium and polonium. These can be
found in nature in both free and
combined states.

Thank you!
How about Group 17? The two rows of elements placed
Yes, _______? below the central part of the periodic
table are lanthanide series at the top
row and the actinide series in the
bottom row. Different lanthanides are
usually found together in nature and
are always combined with other
elements.
The elements in group 17 are called
halogens. They are very reactive non-
metals. When halogens are mix with
the metals, they form salts such as
sodium chloride (NaCl); hence, the
named word halogen means a salt-
former.

Correct!
For the last group, please read _______.
The last group, group 18 is called
noble gases. Elements in this group
are colorless, odorless gases that
almost can’t react with other
elements to form compounds.

Thank you!
Did you understand the lesson class? Yes, ma’am!

Any question or clarifications? (Students will ask questions if they

have.)

EXPLAIN
Developing Mastery
Let me check if you can still recall the concepts that we
have discussed today.

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Give the properties of Hydrogen.
Yes, _______?

Very good!
What is the difference between a group and a period?
Yes, _______? The columns of elements are called
group or families. They are numbered
from group 1 to group 18 while the
rows of periodic table are called
periods.

Very well said!

Do you still remember the three other groups of
elements?
Yes, _____________? They are Metals, Non-Metals and
Metalloids.

Very good, now move to your groupmates in our

activity earlier because we will have another activity.

I will give an example of an element and each

representative from the group will write in the board
the group name, number and period number of the
element given. The first group to answer correctly will
have a point and the group that will have highest point
will win the game.
Example:

Ca
Calcium
Period 4, Alkaline Earth Metals (Group 2)

Copy?
Paste, ma’am!
Okay, let the game begin! Choose your representative.

Au
Gold Au
Gold
Period 6, Transition metals, (Group
11)
C

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 Carbon C
Carbon
Period 2, Non- metals, (Group 14)
Be
Beryllium Be
Beryllium
Period 2, Alkaline metals, (Group 2)

K K
Potassium Potassium
Period 4, Alkali metals, (Group 1)

ELABORATE
Abstraction

Now as part of review let us summarize our lesson

based on this graphic organizer.

Please explain _______.

(The learners will explain their ideas

on the lesson they have tackled.)
Very good!

Application
Now, why do you think periodic table is important?
Yes, _____________?
Periodic table is important because it
can tell you the characteristics and
information about a specific element.
Very good!
How does periodic table work?
Yes, _______________.

The periodic table is arranged in

increasing atomic number. Elements
in the same row are in the same
period. This means they have similar
physical properties, such as how well
they bend or conduct electricity.

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 While elements in the same column,
are in the same group.

That’s right!

Looking at the picture, can you tell me what is the

importance of chemistry as an organizing tool??
Anyone? Yes, ____________. Using of periodic table can tell us to
identify easier where the element is.
When we need it to use, we can check
their properties based on their
arrangement.
And if one element is not available,
we can check the best alternative of
that element which has the same
characteristics.

Excellent!
Based on the periodic table can you give me elements
that are important in your daily life? Please explain
why.
Yes, _________________?
(The learners will give examples of
element and will explain why it is
important to them.)
EVALUATION
Quiz
Use the periodic table to determine whether each element is a metal, non-
metal, or metalloid. Color each section accordingly.
YELLOW – metals, GREEN – non – metals, RED – metalloid.

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EXTEND

Assignment

Direction: Roam around your house and list all the appliances or things you think consists
of metals. Take a picture of those things and make a collage. Then, put the printed pictures
in a bond paper.

Prepared by:

SALIJA C. BACAY
Teacher I Applicant

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