8
Quarter
Learning Activity 2
Lesson
Sheet for Science6
Learning Activity Sheet for Science Grade 8
Quarter 2: Lesson 6 of 6 (Week 8)
SY 2025-2026
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Development Team
Writer:
Eunice G. Pacifico (Miriam College High School)
Validator:
Vic Marie I. Camacho (Philippine Normal University – Manila)
Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 2nd Quarter
Lesson No.: Lesson 6 Subtopic 3 Date:
Lesson Title/
The Atom and the Periodic Table/ Electron Dot Diagram
Topic:
Grade &
Name:
Section:
I. Activity No.: Activity #1: Fill in the Dots (30 mins)
II. Objective(s): At the end of the activity, the learners are expected to
express the electron dot diagrams of assigned elements through culinary
creativity.
III. Materials Needed: bond paper, pencil, cupcakes (with no toppings),
chocolate stick (like choco-choco or any brand), candy sprinkles, very small
mallows (optional)
IV. Instructions:
The class will be grouped into seven groups.
Each group will have an assigned period.
o Group 1 – Period 1 o Group 5 – Period 5
o Group 2 – Period 2 o Group 6 – Period 6
o Group 3 – Period 3 o Group 7 – Period 7
o Group 4 – Period 4
Each group will draw the electron dot diagram of elements in the
period that belongs to the representative elements on a separate
sheet.
Once done, this will act as a guide in decorating the cupcakes.
Use the choco sticks (may use different flavors/colors) in writing the
symbols of the elements on the cupcakes. Fluffy Mamon or any bread
with the same form could be an alternative for cupcakes.
Use the candy sprinkles or small mallows to represent the valence
electrons around the atom.
Once done, explain and present it to the class.
Rubrics
Point
Category Description
s
Accuracy of Electron All drawings in the cupcake are correctly
5
Dot Diagrams written
All cupcakes are visually captivating.
Presentation 5
(especially clean, it is still appealing to eat)
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The group was able to explain their answers
Explanation 10
accurately and with confidence.
LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 2nd Quarter
Lesson No.: Lesson 6 Subtopic 4 Date:
Lesson Title/ The Atom and the Periodic Table/ Groups and Similar
Topic: Properties
Name: Grade & Section:
I. Activity No.: Activity #2: Row-Blocks (30 mins)
II. Objective(s): At the end of the activity, the learners are expected to:
a. identify the block of a given element, and
b. explain the arrangement of elements according to blocks.
III. Materials Needed: ruler, old folders, plastic cover, marker, scissors,
pencil, tape, glue
IV. Instructions:
The class will be divided into groups with 4 to 5 members.
Using old folders, each group will prepare tiles with 19 by 19
millimeters square and 4 mm thickness.
There will be two types of tiles, element tiles and block tiles.
o Element tiles are comprised of at least four elements in each
element group in the periodic table (except transition elements).
They are randomly picked by the students.
▪ S block elements – ▪ D block elements – 8 tiles
8 tiles ▪ F block elements – 8 tiles
▪ P block elements -
16 tiles
o There will be 48 element tiles.
o Block tiles are for the s-p-d-f blocks.
o There will be 10 block tiles:
▪ S – 2 tiles ▪ D – 2 tiles
▪ P – 4 tiles ▪ F – 2 tiles
Once the tiles are prepared the group may commence the game.
All element tiles must be placed on a table face-down.
The block tiles must also be placed on the table face-down in a
separate area or corner.
The first three/four players will flip an element tile every turn.
The fourth/fifth player will act as an arbiter. They will flip one block tile
and
hold a periodic table.
Once the arbiter flips a block tile, the battle begins. The first player to
grab and tell at least one element (revealed) belonging to the block
tile gains a point.
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The flipping of element tiles continues as the players try to collect the
elements.
A player may snatch the collected elements of another player if they
have elements of the same group. They need to tell the “group” after
getting a tile to snatch a group.
The first player to complete a block (either s,p,d,f) wins.
If no one will be able to form a block, the player with the highest points
within the given time frame will win.
o S element – 1 point o D element – 2 points
o P element – 2 points o F element – 2 points
The arbiter will be the overseer of the game.
The game may continue to championships depending on the teacher’s
discretion.
V. Synthesis:
To process what you have learned answer the following guide questions in
the space provided.
1. What does each block in the periodic table represent?
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2. What do elements in the s-block have in common?
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3. Why does the p-block span six groups of elements?
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4. Why does the d-block span ten groups of elements?
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5. Why is the f-block comprised of 14 elements in a series?
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 2nd Quarter
Lesson No.: Lesson 6 Subtopic 5 Date:
Lesson Title/ The Atom and the Periodic Table/ Groups and Similar
Topic: Properties
Name: Grade & Section:
I. Activity No.: Activity #3: Bioaccuulation of Metals
II. Objective(s): At the end of the activity, the students can derive the
meaning of bioaccumulation of metals based on the illustration.
III. Materials Needed: pen and worksheet
IV. Instructions: Using the illustration below, write your ideas on the space
provided. Present your work in the class.
Image Source: Espejo, Winfred & Celis Hidalgo, Jose & González-Acuña, Daniel & Banegas, Andres
& Barra, Ricardo & Chiang, Gustavo. (2017). A Global Overview of Exposure Levels and Biological
Effects of Trace Elements in Penguins. 10.1007/398_2017_5.
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 2nd Quarter
Lesson No.: Lesson 6 Subtopic 5 Date:
Lesson Title/ The Atom and the Periodic Table/ Groups and Similar
Topic: Properties
Name: Grade & Section:
I. Activity No.: Activity #4: Trendy Groups (40 mins)
II. Objective(s): At the end of the activity, the learners are expected to
explain how valence electrons are involved in the trend of properties
observed in elements of the same group.
III. Materials Needed:
test tubes
test tube holder
testtube racks
solutions of: Ca(NO3)2, NaCl, K2SO4, CaCl2, BaCl2, Fe(NO3)2, Fe(NO3)3,
Cu(NO3)2, NaF, NaCl, NaBr, NaI
IV. Instructions: Follow the safety precaution guidelines of the school
laboratory for safety purposes. Always wear the complete laboratory safety
attire (laboratory gown, gloves, goggles) whenever necessary.
Reaction of Group 1A (alkali metal)
o Pour 2mL of NaCl solution in tube 1 and 2mL of K2SO4 in tube 2.
o Make sure to label each tube.
o Add 3 mL of NH4OH in each tube. Swirl for even distribution.
o Document the test and take note of your observation.
Reaction of Group 2A (alkaline earth metal)
o Pour 2mL of CaCl2 solution in tube 1 and 2mL of BaCl2 in tube 2.
o Make sure to label each tube.
o Add 3 mL of NH4OH in each tube. Swirl for even distribution.
o Document the test and take note of your observation.
Reaction of Group Transition Metals
o Pour 2mL of Fe(NO3)2, Fe(NO3)3, Cu(NO3)2 solutions in separate
test
o tubes.
o Make sure to label each tube.
o Add 3 mL of NaOH in each tube. Swirl for even distribution.
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o Document the test and take note of your observation.
Reaction of Halogens
o Pour 2mL of NaF, NaCl, NaI, and NaBr solutions into separate test
tubes.
o Make sure to label each tube.
o Add Ca(NO3)2 in each tube. Swirl for even distribution.
o Document the test and take note of your observation.
Experiment Sheet
Group/Family Target Element Reagent Observation of the Test
Na NaCl
1A
K K2SO4
Ca CaCl2
2A
Ba BaCl2
Fe2+ Fe(NO3)2
Transition Metals Fe3+ Fe(NO3)3
Cu2+ Cu(NO3)2
F NaF
Cl NaCl
Halogens
Br NaBr
I NaI
Additional Notes:
V. Synthesis:
Answer the following questions based on your observations.
1. Are there any similar observations with alkali and alkaline earth
metals? What does it so?
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2. How would you describe the reactivity of Halogens to Ca(NO 3)2?
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3. Does the number of valence electrons contribute to the reactivity of
the elements? Explain.
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VI. Extend:
Divide the class into groups. Create a scientific booklet that will show the
similarities among the representative elements of the same group (Group
1A to 8A). The following information must be seen:
Family Contribution of valence electrons
Element symbols Exemptions to the trend within the
Element sample photo group
Similar physical properties Proper Handling
Similar chemical Helpful Uses in Different Fields
reactivities List of references
Rubrics
Point
Category Description
s
All information presented was accurate with at least
Content 10
three reliable sources.
Presentatio The booklet is easy to use/follow, and sustainable, and
15
n students’ creativity was observed
There was no report of noncollaborative groupmates. All
Teamwork 10
members completed their assigned tasks.
Timeliness The activity was submitted on time 5
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