School: PINALAGDAN HIGH SCHOOL Grade Level: 8
Teacher: CIENNA D. DEL ROSARIO Learning Area: SCIENCE
GRADE 8 January 6 – 10, 2020
DAILY LESSON LOG MONDAY: 12:20 – 1:20 PM
Teaching Dates: WEDNESDAY: 9:50 – 10:50 AM Quarter: 3RD QUARTER
THURSDAY: 12:20 – 1:20 PM
FRIDAY: 8:30 – 9:30 AM
MONDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the identity of a substance according to its atomic The learners demonstrate an
structure. understanding of the periodic
table of elements as an
organizing tool to determine the
chemical properties of elements.
B. Performance Standard Simulate and describe
Thomson’s and Rutherford’s
model of the atom.
C. Learning Competency/s: Determine the number of protons, neutrons, and electrons in a particular atom. Trace the development of the
S8MT-IIIe-f-10 periodic table from observations
based on similarities in the
properties of elements.
S8MT-IIIg-h-11
II. CONTENT Atoms: Inside Out Atoms: Inside Out Atoms: Inside Out Periodic Table of Elements
(Activity 2: The big difference) (Activity 3: Small but terrible) (Activity 4: What’s in a number?) (Activity 1: Tracking the path
and constructing the periodic
table)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Teacher’s Guide, pages 136 – Teacher’s Guide, pages 137 – Teacher’s Guide, pages 140 – Teacher’s Guide, pages 145 –
137 140 143 151
2. Learner’s Materials pages Learner’s Material, pages 195 – Learner’s Material, pages 198 – Learner’s Material, pages 203 – Learner’s Material, pages 209 –
197 203 208 213
3. Textbook pages
4. Additional Materials from Offline simulation Offline simulation Periodic Table of Elements
Learning Resources
Source: Source:
https://phet.colorado.edu/en/si https://phet.colorado.edu/en/si
mulation/rutherford-scattering mulation/build-an-atom
B. Other Learning Resources https://courses.lumenlearning.c Periodic Table of Elements Element Cards
om/boundless-
physics/chapter/the-early-
atom/
https://study.com/academy/les
son/rutherford-model-of-the-
atom-definition-diagram-
quiz.html
IV. PROCEDURES
A. Reviewing the previous Recall the subatomic particles Show pictures of Ernest Define the following terms: Using flashcards, let the
lesson or presenting the new that make up an atom. Rutherford and J.J. Thomson. students identify the element’s
lesson - isotopes name by showing its element’s
ANSWER: Proton, Electron, Discuss their contributions to - mass number symbol.
Neutron the atomic model. - atomic mass
- ion
B. Establishing a purpose for Show the properties of the three Mystery Object box Recall the number of proton, Define the periodic table of
the lesson primary subatomic particles electron, and neutron in an elements.
using a table. atom.
Let the students analyze the
charges each subatomic particle
carries, its mass, and location in
the atom.
C. Presenting Show an illustration of an Discuss some of the features of Prepare the materials for the Discuss the brief development of
Examples/instances of new atomic model. the current model of the atom. activity. the periodic table of elements.
lesson
Ask the students to make a
concept map/graphic organizer
as they take down notes.
D. Discussing new concepts Perform Activity 2: The big Perform Activity 3: Small but Perform Activity 4: What’s in a Ask:
and practicing new skills #1 difference on pages 195 – 197 of terrible on pages 198 – 203 of number? on pages 203 – 208 of
LM. LM. LM. - How are elements in the
periodic table arranged?
- How are elements classified
in the periodic table?
E. Discussing new concepts Discuss the guide questions Discuss the guide questions Show the offline simulation to Perform Activity 1: Tracking the
and practicing new skills #2 from the activity. from the activity. extend understanding of the path and constructing the
lesson. Periodic Table on pages 210 –
213 of LM.
https://phet.colorado.edu/en/si
mulation/build-an-atom
F. Developing mastery Compare the masses of the Answer the guide questions in Answer the guide questions in Let the students present their
(Leads to Formative subatomic particles using the activity. the activity. answers from the guide
Assessment) different visual representation questions of the activity.
(e.g., bar graph, pie chart).
G. Finding Practical Uses of mathematical and Uses of logic and arithmetic The periodic table is important
applications of concepts and graphing skills such as working skills in working with a tabular because it is organized to
skills with exponents and plotting the representation of some periodic provide a great deal of
values in visual representation. elements. information about elements and
how they relate to one another
in one easy-to-use reference.
H. Making generalizations and Using the visual representations - Thomson’s model of the Isotopes – atoms are having The modern periodic table
abstractions about the lesson the students made, let them atom describes that the the same number of protons shows elements arranged in
make generalizations and negatively-charged electrons but a different number of order of increasing atomic
conclusions about the activity. were embedded in a kind of neutrons.
numbers.
cloud or soup of positive Mass Number – is the sum
charge. of the number of protons Elements are classified into
and the number of neutrons groups or periods.
- Rutherford describes the in an atom. Groups/families are in
model of an atom by Atomic Mass – is the mass vertical columns and
bombarding a very thin of an atom of a particular exhibits similar properties.
sheet of gold foil with element. Periods/series are in
positively-charged alpha Ions – are formed by the
horizontal rows.
particles. addition or removal of
electrons. The representative elements
and the transition elements
are two sets of families.
The periodic table is now
complete with 118
elements.
I. Evaluating Learning The activity sheet will serve as Collect worksheets as evidence The activity sheet will serve as The activity sheet will serve as
the evaluation component. of students’ work. the evaluation component. the evaluation component.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
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 this 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?
Submitted by: Submitted to: Noted:
CIENNA D. DEL ROSARIO JULIA R. BERNARDO VIRGILIO E. CONSTANTINO
Teacher Academic Coordinator School Head / Head Teacher III
