This study was done to look after the effectivity of outdoor game-based learning activities as supplementary material in teaching science 8 to the academic performance. Specifically, it determines the level of the component and characteristics of localized learning activities, student’s motivation, and the student’s performance. The significant difference on the student’s performance and the effect of localized learning activities to student’s motivation were tested. This study employed a descriptive research design to gather information about the significant effect of localized learning activities on the academic performance of selected Grade 8 students in science 8. One hundred forty (140) grade 8 students from Sampaguita Village National High School, San Pedro, Laguna were used as respondents of the study. This study used purposive sampling. The diagnostic test and Summative test, and the checklist questionnaires were the primary sources and instruments in gathering of data. The statistical treatment used for this study is mean, standard deviation, t-test and regression analysis. Based on the data presented and interpreted, the overall statistical data revealed that level of the component of localized learning activities, the level of the characteristics of localized learning activities, and the level of student’s motivation using the localized learning activities performance is in a very great extent. The difference between the diagnostic test and summative test, it showed an analysis of Significant. While the localized learning activities had no significant effect to students’ motivation. Based on the findings, there is a significant difference in the performance of the students in both diagnostic and summative test. Thus, the null hypothesis was rejected. This means that localized learning activities potentially enhanced the overall learning outcomes. There is no significant effect between localized learning activities and student’s motivation. Therefore, the null hypothesis was accepted. This means that the localized learning activities in teaching science has no influence on the student’s motivation. This means that the factors influencing motivation vary greatly depending on an individual's preferences. It is highly recommended that localized learning activities may be utilized as supplemental material to enhance students' academic performance so that students will be able to develop engagement and understand the concepts. In addition, the performance monitoring may focus on the students’ needs and enable them to learn. Educators may also highlight the significance of science concepts and encourage students. Long-term projects could aid in their understanding of how science benefits them on a daily basis.