Lesson Plan in Science Grade 8
Content Standards:
The learners demonstrate an understanding of how the one-way flow of energy and
the cycling of materials in an ecosystem
Performance Standards:
The learners should be able to make a poster comparing food choices based on the
trophic levels
Learning Competency and Code: Explain how materials cycle in an ecosystem . (S8LT-
IVi-24)
Quarter: 4 Week: Day:a
I. Objective:
At the end of 60-minute, 100% of the learners are expected to:
1. Identify the process involves in water cycle
2. Describe the each process of water cycle
II. Content:
Subject Matter: Cycling of materials in the ecosystem (Water Cycle)
Integration: English: Learners will be using English as their medium of
communication in their reporting and some queries and answers.
Strategies: Inquiry-Based Learning, Cooperative Learning,7e's Learning Model
Materials: Worksheets
References:
Science 8 Teacher’s Guide.(2015).Department of Education-Instructional Materials
Council Secretariat (DepEd-IMCS). Pasig City, Philippines
Science 8 Learner’s Module pp.286
III. Learning Tasks:
A. ELICIT (Access prior knowledge ) Materials
To elicit prior knowledge, the teacher will ask the students
Guide Questions Questions
1. What is water?
2. We need water to _____.
3. What happens if there is no water on earth?
PAGE \* MERGEFORMAT 1
B. ENGAGE (Get the students’ minds focused on the topic)
Guide Questions: Projector/LED TV
1. Where have water molecules been? Laptop
2. Did you ever wonder where the water molecules you HDMI/CGA connector
drink came from?
Extension wire
3. What do you call the circulation of water?
C. EXPLORE (Provide students with a common experience)
The teacher will divide the class into several groups. Each
group should compose of at least five (6) members. Then,
instructs the students to conduct an activity, entitled
“ Water Cycle”. The teacher will provide each group an Activity sheet
activity sheet.
Guide Questions
1. Describe the each process involves in water
cycle
2. How is water cycle used?
3. How do plants use up water?
4. What happens if there is no water cycle on
earth?
Rubrics will be given by group
D. EXPLAIN (Teach the concept. Should include interaction between
teacher and students).
Presentation of Output Manila Paper
Call representatives from each group to come in front of the class and Marker
identify the process of water cycle.
Masking Tape
E. ELABORATE (Students apply the information learned in the Explain.
The teacher will give inputs to deepen the understanding of the students)
The teacher will show video clip about water cycle and elaborate the
lesson through a power point presentation.
Key concept:
* Water keeps changing state as it goes
PAGE \* MERGEFORMAT 1
through the water cycle. This means that it
can be a solid, liquid or gas.
* The cycling process involves evaporation,
Transpiration, Condensation, Precipitation,
Runoff andInfiltration
Evaporation - changes liquid water to water Source:
vapor
Transpiration - is like evaporation. In https://m.youtube.com/watch?
Transpiration, plants release water vapor v=xgZam0ABDsE
through their leaves.
Condensation - changes water vapor to
liquid water. Some of the water vapor
condenses into water droplets. Water
droplets may form clouds
Precipitation - is water that falls from clouds
to Earth’s surface. The water falls as rain if
the air is warm. If the air is cold, the water
may freeze and fall as snow, sleet or hail.
Runoff - is precipitation that flows over
surface of the land. This water may travel
to a river, lake or ocean.
Infiltration - is the process by which water
soaks into the ground. Some may stay in
the soil, where plants can absorb it with
their roots.
Power point Presentation
Source : https;//www.ck12.org/book/ck-12-middle-school-earth-science-
concepts/r2/section/6.3/
Guide questions
1. How does the water cycle ensure that we
have water?
2. Is water important to our life? Why?
F. EVALUATE
The activity and performance rating sheet will serve as the evaluate part of Performance rating sheet
the lesson.
G. EXTEND (Deepen conceptual understanding through use in new
context).
Explain what happens with groundwater? Write your answer on the 1/2 Sheet of paper
crosswise sheet of paper.
Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
PAGE \* MERGEFORMAT 1
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___
Group # :____________________ Date: _________________
Activity : Water Cycle
Objective :
Identify the process involves in water cycle
Procedure
1. Draw the diagram on the manila paper.
2. Identify the each arrow and answer the process involve.
3. Answer the guide questions below and the conclusion.
PAGE \* MERGEFORMAT 1
Guide Questions
1. Describe the each process involves in water cycle
2. How is water cycle used?
3. How do plants use up water?
4. What happens if there is no water cycle on earth?
Conclusion
Criteria 5 4 3 2
• Captures the •Captures the • Displays minimal • The entire report is
attention of the interest of the eye contact with read from notes and
entire audience and audience, but still audience, while does not engage
seldom looking at returns to notes reading mostly from audiene
notes the notes
Delivery • Speaks fluently but • Speaks in low
• Speaks fluently gradually lessen • Speaks in uneven volume, and
and maintain audience interest volume with little or monotonous
audience’ interest and misses some no inflection tone,which causes
while stressing key key points. audience to disengage
points.
• Demonstrates full • Rubrics
Reads answers on • Is uncomfortable • Does not have grasp
for Reporting
knowledge by notes and able to with information of information and
answering all raised answer some and is able to cannot answer
questions with questions, without answer only questions about
Content/ elaboration elaboration rudimentary subject
questions
Organization
Enthusiasm/ • Demonstrates • Shows some • Shows little or • Shows no interest in
Audience strong enthusiastic feelings mixed topic presented
Awareness about the topic
enthusiasm about feelings about the • Fails to increase
topic • Raises audience topic being audience
presented understanding of
during entire understanding and
presentation awareness of most • Raises audience knowledge of topic
points
• Significantly understanding and
increases audience knowledge of some
understanding points
PAGE \* MERGEFORMAT 1
and knowledge of
topic; convinces an
audience to
recognize the
validity and
importance of the
subject
Total Score
Rubrics in Participation/ Group Activities
Points Indications
Shows eagerness and cooperation to do task, participation actively,
5
do great help to the group.
Shows eagerness and cooperation to do task, participation actively,
4
good followers only.
3 Participated but late, with teacher’s supervision.
Activity was done but does not show eagerness to participate or
2
cooperate.
1 No interest in participating the activities.
PAGE \* MERGEFORMAT 1
PAGE \* MERGEFORMAT 1
PAGE \* MERGEFORMAT 1
