GRADE 1 to 12 School DIGOS CITY NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher Learning Area SCIENCE

Teaching Dates and Time Quarter THIRD

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standard 1. The learners demonstrate understanding of the identity of a substance according to its atomic structure.

B. Performance Standard
C. Learning Competency/Objectives Determine the number of protons, Determine the number of protons, Describe the development of atomic Determine the number of protons, neutrons,
Write the LC code for each. neutrons, and electrons in a neutrons, and electrons in a models using drawing. and electrons in a particular atom.(S8MT-
particular atom.(S8MT-lllc-d-9) particular atom.(S8MT-lllc-d-9) lllc-d-9) REMEDIATION
1.Locate the atomic number in a
periodic table,
2.Identify the subatomic particles
associated with mass number,
3.determine the number of neutrons
and protons from the mass number.
4. make an inventory of subatomic
particles of a given element.
II. CONTENT Atom inside out
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp.191-194 pp.195-196 Pp. 115-127
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource Student Activity Sheets, Manila Pencil/ pen crayon or colored Paper, pencil
Papers, Markers, Cardboard, Fine pencils.
sand,Ruler and Newspaper.
IV. PROCEDURES
A. Reviewing previous lesson or ELICIT ELICIT ELICIT ELICIT
presenting the new lesson - Post pictures showing phase The teacher will pose question: Pose a question:
change and let the student identify 1. Compare the masses of proton Enumerate the different atomic
each picture. 1. Proton carries a _______charge electron and neutron. models.
2. Electron carries a _____charge
3. Neutron ____ carry any charge
B. Establishing a purpose for the ENGAGE ENGAGE: ENGAGE ENGAGE
lesson - Pose questions: Pose a picture of atomic model. Let  We are living with stories, and -Locate the atomic number and
1. What is atom? the student identify the location of theories, atomic mass in a given element.
2. What makes up an atom? proton, neutron and electron.  How are theories different from -------
hypothesis?
Ask further:
Why is it that electrons are place in  How can these theories remain Na
the outer part? valid?
_
 Pose pictures of different scientist Write the shorthand notation of the
and let the students identify them. following elements:
1. Potassium

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 2. Helium

In a neutral atom
Element name p e n mass #
Nitrogen 7 7 7 14
Fluorine 9 9 10 19
C. Presenting examples/Instances of EXPLORE: EXPLORE: EXPLORE ENGAGE:
the new lesson Perform Activity 1 Activity 2. The big difference Based on the given data on the number of
“ Charge” it to experience! subatomic particles of N and F, formulate
“Blast from the past”
an equation on how to solve for the number
of protons, electrons, neutrons and mass
Formation of atomic models number of an element.

Expected answer:
Protons = atomic number = electrons
Atomic mass = protons + neutrons

D. Discussing new concepts and -The students will answer the -post lab discussion. post lab discussion. EXPLORE
practicing new skills # 1 guide questions 1 to 4 and let Let one member from the group will Let one member from the group will
them present the result in-front of share their answer in front of the share their answer in front of the class. Supply the correct quantity or number of
the class. class. particles.

Element Mass # atomic # p+ e- n0

E. Discussing new concepts and 1. Lithium 3 3
practicing new skills # 2 2. Calcium 40 20
3. Iodine 127 53
4. Oxygen 8 8
5. Iron 56 26

Guide questions:

1. The mass number of an atom is equal to

_____________.
2. Given the data, were you able to get the
same answers (numbers) compared to the
Periodic Table.
F. Developing mastery EXPLAIN: EXPLAIN EXPLAIN EXPLAIN
(leads to Formative Assessment 3) Atoms contain particles with  Proton and neutrons are John Dalton – He is regarded as the In a neutral atom, the atomic number of an
positive and negative charges. “massive indeed” “father of the modern atomic theory” element is equivalent to the number of
Atom- comes from the Greek word  Electrons are very much protons in an atom.
atomos, means that these lighter than the protons and -discuss different atomic theory The number of protons then is equivalent to
particles are indestructible and neutrons. The mass of the -John Dalton the number of electrons.
indivisible. electron is negligible. -Joseph John Thomson To get the atomic mass number of an
-Earnest Rutherford element, the number protons is added to
Proton- carries a positive charge -Hans Geiger and Ernest Marden the number of neutrons.
Electron- carries a negative -Neil Bohr
charge
Neutron-does not carry any
charge
Atoms in their most stable state
are neutral with an equal number
of protons and electrons.

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G. Finding practical application of ELABORATE: ELABORATE ELABORATE ELABORATE
concepts and skills in daily living Practical uses of elements:
Have you experience that your  Show a comparison of the Pose a question: 1. What will happen to your body if your
hair raised? In what condition or masses of the three deficient of calcium and iodine?
instances that it will occur? subatomic particles using bar Why do you think that scientist 2. How important is oxygen to humans?
graph. utilized such materials in their Why?
Let the student perform the atomic models?
following: _________________________________
H. Making generalizations and
abstractions about the lesson Rub a balloon to your hair for Call on students to do the following tasks:
about 2 mins, and observe what * identify the location of the atomic number
will happen next? in a periodic table,
* determine the subatomic particles
Let one student share their associated with mass number
observation and experiences. * present the formula in finding the atomic
mass number of an element
Let the student state another
example that charge particles is
present.

I. Evaluating learning EVALUATE: EVALUATE EVALUATE EVALUATE

Multiple Choice: Multiple choice. Multiple choice Based on the given shorthand notation,
1. Which Statement best describe 1.Which statement compares the 1. Who was the first to propose that supply the missing data in the table.
electrons? masses of two subatomic particles? matter is composed of tiny indivisible 35 9
a.They are positive subatomic a. The mass of an electron is particles? Cl Be
particles and are found in the greater than the mass of a proton a. Aristotle 17 4
nucleus. b. The mass of an electron is b. Democritus
b. They are positive subatomic greater than the mass of a neutron c John Dalton Element Atomic Atomic no. p+ e- n0
Mass
particles are found surrounding c. The mass of a proton is greater d. Ernest Rutherford
Cl
the nucleus. than the mass of an electron 2. Which of the following statements is
Be
c. They are negative subatomic d. The mass of a proton is greater NOT part of Dalton’s atomic model?
particles and are found in the than the mass of a neutron. a. Atoms combine to form compounds
nucleus 2. An orbital is a region of space b. Atoms of different elements are Given the information, create a shorthand
d. They are negative subatomic where there is a high probability of different notation of the element.
Element e- n0
particles and are found finding c. All atoms of the same elements are
surrounding the nucleus. a. a proton identical. Mg 12 12
2. Which statement matches a b.a neutron d. Atoms are composed of positively N 7 7
subatomic particle with its charge? c. a positron and negatively charge particles.
a. A neutron has a negative d. an electron 3.Ruthersford’s gold foil experiment 1. Mg 2. N
charge 3. Which particles have was instrumental in the ____.
b. A proton has a negative charge approximately the same size and a. discovery of the neutron
c. a neutron has no charge mass as each other? b. discovery of the electron
d. A proton has no charge a. neutrons and electrons c. discovery of alpha particles
3. The three basic subatomic b. Electrons and protons d. discovery that an atom is mostly
particles are ___. c. Protons and neutrons empty space.
a. proton, neutron, and hydrogen d. All subatomic particles have 4. Which statement of Dalton’s atomic
b. nucleus, proton, and neutron different mass and size theory is now known to be incorrect?
c. proton, neutron and electron 4. The major portion of an atoms a. Each element has its own type of
d. proton, ion and electron mass consists of atom
4.Which of the following particles a. electrons and protons b. atoms of the same element are
will be attracted to a negatively b. electrons and neutrons identical
charged plate? c. neutrons and positrons c. all matter is made up of tiny particles
a. electron d. neutrons and protons called atoms
b. proton 5. The sum of the protons and d. Atoms can be joined together to form
c. both of them neutrons in an atom is its compounds.
d. neither of the two a. atomic weight 5. What is the key difference between
5. An atom is said to have a b. atomic energy the models of the atom proposed by

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 neutral charge if it contains the c. atomic number Bohr and Rutherford?
same number of what two d. atomic a. Bohr’s model accounted for the
particles nucleus of the atom, whereas
a. neutrons and neutrinos Rutherford’s model did not.
b. neutrons and protons b. Bohr’s model included the neutrons
c. Electrons and protons and protons, whereas Rutherford’s
d. Electrons and quark model did not.
c. Bohr’s model has the atom made up
of mostly empty space, whereas
Rutherford’s model has not
d. Bohr’s model has the electrons
moving in fixed energy levels, whereas
Rutherford’s model has not.
J. Additional activities for application or EXTEND: EXTEND EXTEND EXTEND
remediation Assignment:
Give at least 3 examples of real- Assignment: - Student will create their own 1. What is an isotope?
life situation that shows the Pictures of a scientist behind the atomic model, by using 2. How does an element become an
interaction of charge particles. discovery of subatomic particles. localized materials. isotope?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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?

Prepared by: Checked by:

Verified By:

_______________________________________ _____________________________________ J ANELY A. PANTINOPLE

Head Teacher lV- Science Dept.
Master Teacher

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