SCIENCE 8 3RD QUARTER

1. DETAILED LESSON PLAN
School Maglambing Integrated School Grade Level 8
Student-Teacher Ma. Danica P. Demoral Learning Area Science
Teaching Date and Time March 13, 2024 (1:00 PM-2-00 PM) Quarter 3
I. OBJECTIVES At the end of the discussion, the students shall be able to:
a. differentiate the various groups of the periodic table;
b. illustrate the number of valence electrons in a given element; and
c. appreciate the importance of chemical bond form by the unstable elements in daily
lives.
A. Content Standards
B. Performance
Standards
C. Learning
Competencies with LC
Code
Use the periodic table to predict the chemical behavior of an element (MELC S8MT-III-j-12)
II. CONTENT The Chemical Behavior of Elements
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Pages 145-151
2. Learner’s Material
Pages
Pages 209-212
3. Textbook Pages
4. Additional Materials
from Learning Resources
Portal
PowerPoint Presentation, Printed Materials, Marker, Periodic Table, Manila Paper
B. Other Learning
Resources
Learning Activity Sheets
IV. PROCEDURES Teacher’s Activity Learner’s Activity (ANNOTATIONS)
-PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED
DURING THE DEMONSTRATION

2. A. Preliminary Activities 1. Prayer
Everybody stand. _________ kindly lead
the prayer.
Good morning class!
Before you take your seats, kindly pick
up some pieces of paper and arrange
your chairs.
2. Attendance Check
May I know who’s absent today?
Secretary kindly check the number of
absent for today.
3. Establishing Classroom Norms
To make our class organized. I have
some rules for you to follow.
Please read, class.
Are the classroom rules clear class?
That’s great!
Also, I have here a score board for you
to track your scores in every activity
(A student will lead the prayer)
Good morning, Ma’am Dan
(Students will pick some pieces of papers and
will arrange their chairs)
(Classroom secretary will check the number of
absents and presents)
(Students will read the classroom rules)
Yes, Ma’am!

3. However, be mindful with your actions,
class. I have here a behavioral chart
once you get noisy or not behave in our
class your group will be given sad emoji
as a result points will be deducted in
your scores.
Is it clear, class?
Can I expect that you will listen
attentively and behave during our class?
Good to hear!
Yes, Ma’am!
Yes, Ma’am!
B. Reviewing previous
lesson/ Presenting New
Lesson
ELICIT (3 minutes)
What was our topic last meeting? Who
can recall?
Yes, Rian.
Very good. We talked about the
development of the periodic table.
Now who are the scientist who
developed the periodic table?
ENGAGE (5 Minutes)
Activity title: Go Find Me!
Directions: Encircle the 6 words you will
find in the puzzle
(a student raises a hand)
We talked about the development of the periodic
table
Johan Doberiner, John Newlands, Henry Mosely,
Dmitri Mendeleev, Lothar Meyer.

4. What are the words you have found?
What do these words represents?
Very Good, this time we will be talking
the groups of elements and their
features
Alkali, Alkaline, Group, Nitrogen, oxygen, boron,
group, transition, noble gas, carbon
Groups of elements ma’am
C. Establishing purpose
of the lesson
1. Presentation of Objectives
Everybody read.
2. Unlocking of Difficulties
Family- elements grouped together in
a column.
Valence electrons- the outermost
electron in the shell.
At the end of the discussion, the students shall
be able to:
a. differentiate the different groups of the
periodic table;
b. illustrate the number of valence electrons
in a particular element; and
c. cite the importance of elements in daily
lives.
PPST Indicator 1: Use a range of
teaching strategies that enhance
learner achievement in
literacy and numeracy skills
Provided definitions of terms related
to the topic that promotes
achievement in literacy.

5. Alkali metals- Alkali metal, any of the
six elements of Group 1 (IA) of the
periodic table
Alkaline Earth metals- The alkaline
earth metals are the elements that
correspond to group 2 of the modern
periodic table.
Transitions metals- are the chemical
elements that correspond to Group 3-12.
Boron Group- elements that correspond
to group 13 of the modern periodic table.
Carbon Group- elements that
correspond to group 14 of the modern
periodic table.
Nitrogen Group- elements that
correspond to group 15 of the modern
periodic table.
Oxygen Group- elements that
correspond to group 16 of the modern
periodic table.
Halogen- elements that correspond to
group 17 of the modern periodic table.
Noble Gas- elements that correspond to
group 18 of the modern periodic table.
D. Presenting examples/
instances of the new
lesson
EXPLORE (15 MINUTES)
(The students will going to watch a
video)
Directions: Illustrate the number of
electrons and valence electrons in a
given element. Place the element on the
corresponding column in their respective
group.
Group 1- Oxygen, Sulfur, Fluorine,
Chlorine
Group 2- Carbon, Silicon, Nitrogen,
Phosphorus,
Group 3- Boron, Aluminum, Carbon,
Silicon
Group 4- Magnesium, Beryllium, Boron,

6. Aluminum
Group 5- Lithium, Sodium, Beryllium,
Magnesium
(the teacher will going to give example
and show the steps)
Example 1:
Example 2:
Group ________ Group ________

7. Guide Questions:
1. What elements belong in the same
group?
2. What do they have in common?
3. How do they differ?
Please by guided by the following
rubrics.
5 All of the answers are
correct
4 Most of the answers
are correct.
3 some of the answers
are correct
2 Little to none of the
answers are correct
Reminder you will only be Given 15
minutes to complete the activity.
Do you have any questions before we
start?
Okay, Your 15 minutes starts
No, ma’am
E. Discussing new
concepts and practicing
new skills #1
EXPLAIN (5 minutes)
Every group will choose two
representatives to present their answers.
Group 1 will be the first one to present
explain their answers in front.
Excellent, Group 1!
Clap your hands to Group 1.
Let’s proceed to Group 3.
(Students selecting two representatives)
(Group 1 representatives start presenting their
output.)
(Students clapping their hands.)
(Group 2 representatives start presenting their
output.)

8. Good job, Group 2!
Clap your hands to Group 2.
Let’s have the Group 3.
That’s Good, Group 3!
Clap your hands to Group 3.
Very good, Group 4!
Clap your hands to Group 4
Very good, Group 5!
Clap your hands to Group 5
(Students clapping their hands.)
(Group 3 representatives start presenting their
output.)
(Students clapping their hands.)
(Group 4 representatives start presenting their
output.)
(Students clapping their hands.)
(Group 5 representatives start presenting their
output.)
(Students clapping their hands.)
F. Discussing new
concepts and practicing
new skills #2
ELABORATE (15 minutes)
What is a family?
The definition of family can vary, from
groups of people that are genetically
related to one another to a group of
people who share a strong bond.
In chemistry, we call elements grouped
together in a column of the periodic table
a family. There are 18 families, or groups
on the periodic table.
Elements whose atoms have the same
number of valence electrons are
grouped together in the Periodic Table.
PPST Indicator 1: Use a range of
teaching strategies that enhance
learner achievement in
literacy and numeracy skills
Provided discussion of the
arrangement of the atomic number
that promotes achievement in
numeracy.

9. Valence electrons play a crucial role in
determining the properties of an
element.
As the number of valence electrons in an
elements increases, its chemical
properties undergo significant changes.
Low Valence Electrons: Elements with
few valence electrons exhibit high
reactivity because they seek to achieve
a stable electron configuration by either
losing or gaining electrons.
Intermediate Valence Electrons:
Elements with moderate valence
electrons can form multiple bonds and
participate in various chemical reactions.
High Valence Electrons: Elements with
many valence electrons tend to be less
reactive because their outer shells are
already close to being full.
Group 1 is called the alkali metals. The
alkali metals include lithium, sodium,
potassium, rubidium, cesium and
francium. These elements have very
similar characteristics. The Alkali metals
are the most reactive among metals

10. It has to do with the atomic structure and
organization of the electrons in the atom.
In this group, each element only has one
electron in the outer shell of the atom.
This one electron makes the atom
reactive. All of the metals in Group 1
have high reactivity and bond easily with
other elements. They even have to be
stored in oil so they do not react with the
air! They are soft metals, meaning they
can be cut with a butter knife.
Reactivity in the Group 1 alkali metals
increases as you move down the group,
meaning that francium would be the
most reactive!
The 2nd group is called alkaline earth
metals. It includes beryllium (Be),
magnesium (Mg), calcium (Ca),
strontium (Sr), barium (Ba), and radium
(Ra). These metals are less reactive

11. than Group 1, but still retain similar
metallic properties. They have two
electrons in the outer shell, which makes
chemical bonding easy.
All the elements in this family occur
naturally on the earth. Calcium is found
in large quantities in limestone, and is a
large component of sidewalk chalk.
Groups 3 to 12 are called transition
metals. They include precious metals
like gold, silver, platinum, and
construction metals like iron. They
contain two valence electrons. Transition
metals are less reactive than metals in
the first two metal groups.
Those that follow lanthanum (La) are
called lanthanides. They are all shiny,
relatively reactive metals. Those that
follow Actinium (Ac) are called actinides.

12. They are all radioactive metals. This
means they are unstable. They break
down into different, more stable
elements.
The Boron family includes the elements
boron, aluminum, gallium, indium, and
thallium and nihonium. All group 13
elements have three valence electrons
and are fairly reactive. All are solids at
room temperature.
Group 14 is called the carbon group. All
the elements in the carbon group have
four valence electrons. They are not very
reactive.
Group 15 is called the nitrogen group.
The first two elements in this group are
nonmetals. All the elements in the
nitrogen group have five valence
electrons, but they vary in their reactivity.

13. Nitrogen (N) in not reactive at all.
Nitrogen is important to the chemical
industry. It is used to make fertilizers,
nitric acid, nylon, dyes and explosives.
To make these products, nitrogen must
first be reacted with hydrogen to produce
ammonia.
The oxygen family, also called the
chalcogens, consists of the elements
found in Group 16 of the periodic table
and is considered among the main group
elements. It consists of the elements
oxygen, sulfur, selenium, tellurium and
polonium. These elements contains six
valence electrons.
The halogens are located in Group 17.
The word halogen means “salt former”
This group include fluorine, chlorine,
bromine, iodine, and astatine. The
halogens are highly reactive nonmetals
with seven valence electrons

14. Elements that have eight electrons in the
outer shell of the atom are considered to
the stable, and are less likely to bond
with other atoms. Group 18, or the noble
gases. Noble gases include helium,
neon, argon, krypton, xenon, and radon.
These are elements that naturally have
eight electrons in the outer shell except
for helium. This stability causes the
elements to have low reactivity. They
are the least reactive of all the element
or inert elements
Noble gases are also used in the lighting
system because of their chemically inert
nature.
Each of these families has a unique set
of characteristics based on the atomic
structure of the atom. Notice that each
member of each family has the same
number of electrons in the outer shell,
suggesting that electrons a play a very
important role in the chemical behavior

15. of an element.
Now let’s take a look at this video. Take
observe and take down notes.
https://youtu.be/Q4rW0fvkt2g?si=ZD4-
weor-goloSY9
What did you observe? What happpen to
the electrons?
Okay elements with unstable state tend
to lose or gain electrons. Same as to the
Sodium and chloride there is chemical
bonding then there is chemical reactions
that happens. As a result, table salt was
formed.
Another example CO2 or the carbon
dioxide. This is compound of 1 carbon
and 2 oxygen atoms. The valence
electrons of carbon bond with the two
oxygen atoms. To form the carbon
dioxide.
Do you have any questions or
clarification about ou topic for today.
(The teacher will going to check the

16. answers)
G. Developing Mastery
(Leads to formative
assessment)
To ensure your mastery with our topic
today.
How many families are there in the
periodic table?
Yes, Nicole
Very Good!
How many valence electrons are there in
each group?
(The teacher will going to flash the
periodic table group)
Who can draw the valence electron of
Neon?
Yes, Ashly
Eight ma’am
(student will illustrate the answer on the board)

17. Which is more reactive element? Why?
What would happen if atoms of halogen
nonmetal (Group 17) gain one
electron?
Boron ma’am because the lower the valence
electrons the higher the reaction.
The halogen will gain 1 electron and becomes
stable.
H. Finding practical
applications of
concepts and skills in
daily living
(In this activity the teacher will going to
choose 4 students to present their
answer)
Activity 2: What’s my uses (5 minutes)
Directions: Identify the valence electron
of each given elements.
Elements: +
Number of Valence Electrons:
_______, ________, _________
Compound: ________
Importance:
________________________________
________________________________
________________________________
Your answer will be rated with the
following rubric.

18. Do you have any questions before we
start?
Your 5 minutes starts
(after the 5 minutes the students are
going to pass the papers and the
teacher will randomly choose 4 students
to present their answer)
I. Making
Generalizations
To sum up what you have learned today.
What are the groups in the periodic
table?
How many valence electrons present in
Group 1?
How about group 2?
In which arrangement of elements will
reactivity generally become greater?
How many electrons are needed to
consider the element as stable?
Who can illustrate the valence electron
of Neon?
Now to measure what you have learned
with our topic. You will answer a 10 item
quiz.
Alkali metals, alkaline earth metals, transition
metals, boron Group, Oxygen Group, Flourine
Group, halogens, noble gases, lanthanides and
actinides.
One ma’am
Two ma’am
Top to bottom ma’am
Eight ma’am

19. J. Evaluating learning EVALUATE (5 minutes)
Directions: encircle the correct answer.
1. What do you call the outermost
electron?
A. Electrons
B. Neutrons
C. Valence electron
D. Protons
2. How many families or groups on the
periodic table?
A. 7
B. 17
C. 18
D. 15
3. What does the word halogen means
A. Sugar former
B. Salt former
C. Sand Former
D. Rock former
4. How many valence electrons are
there in group 1?
A. 3
B. 5
C. 2
D. 1
5. What would happen if atoms of
halogen nonmetal (Group 17) gain one
electron?
A. The atoms will have 0 valence
electrons.
B. The atoms will have 7 valence
electrons.
C. The atoms will have 8 valence
electrons.
D. The atoms will gain 17 valence
electrons.

20. 6. These metals are less reactive than
Group 1?
A. Alkali Metals
B. Alkaline metals
C. Transition metals
D. Noble Gas
7. In which arrangement of elements will
reactivity generally become greater?
A. left to right
B. bottom to top
C. top to bottom
D. both A and B
8. Which metal is widely used as
jewelry?
A. Aluminum
B. Gold
C. Potassium
D. Zinc
9. Chalcogen is also known as
A. Nitrogen Group
B. Carbon Group
C. Oxygen Group
D. Boron Group
10. How many electrons are needed to
consider the element as stable?
A. One
B. Seven
C. Six
D. 9
K. Additional activities
for application or
remediation
EXTEND
Assignment: Research in advance
about the chemical properties of metals,
non-metals and metalloid.
V. REMARKS

21. Prepared by: Checked by:
MA. DANICA P. DEMORAL _RONIE S. BAGSICAN__
Student-Teacher Cooperating Teacher
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?