A Detailed Lesson Plan in Science (Grade 8 - 3rd Quarter)
Time Frame: 60 minutes
I.
Objectives
A. Content Standards
-
The learners demonstrate an understanding of the identity of a substance
according to its atomic structure.
B. Learning Competencies
Given several exercises, the Grade 8 students are expected to do the following
with 85% proficiency:
a.) determine the number of protons, neutrons, and electrons in a particular
atom; (S8MT-IIIef-10)
b.) differentiate between the sub atomic particles in an atom in terms of charge
and location;
c.) explain the relative size of the atom compared to everyday objects;
d.) differentiate cation from anion.
II.
Content and Materials
A. Topic: Matter
Subtopic: Atomic Structure
B. References:
1.) Shipman, J., Wilson, J. D., Higgins, C. A., & Lou, B. (2020). An
introduction to physical science. Cengage Learning.
2.) Tillery, B. W. (2002). Physical science. McGraw-Hill.
3.) DepEd K-12 Curriculum Guide
C. Instructional Materials:
 Laptop, PowerPoint Presentation, chalk, meterstick or any
meter-long stick, balloons, string, chairs or any stand for the
stick, glass (from a picture frame), cloth (flannel or silk cloth),
smartphone, PHET Colorado Simulation
III.
Preparatory Activities
Teacher’s Activity
A. Greetings
Student’s Activity
Good morning, Class!
Before we proceed to our online class for
today, let us first have a prayer.
Good morning, Sir!
(student leads the prayer)
B. Attendance
Please say present when your name is
called.
(students says present)
C. Motivation
To start our day, I have here a 2-minute
video entitled, “Voyage into the world of
atoms” by the European Council for Nuclear
Research (CERN)
(students attentively watched the video)
What can you say about the video, Class?
Atoms are indeed very small, Sir!
Now that you know the fact that atoms are
indeed very small relative to the ordinary
objects we see in our daily lives. Let us now
learn more about the parts of an atom.
IV.
Procedure
Teacher’s Activity
A. Activity
Today, you will perform an activity entitled,
“CHARGED it with experience”.
Last meeting, I told you to prepare these following
materials: meterstick or any meter-long stick,
balloons, string, chairs or any stand for the stick,
glass (from a picture frame) cloth (flannel or silk
cloth).
The class will be grouped into 6. Since there are
30 students here in our class, there will be 5
members in each group. I will create 6 breakout
rooms here in ZOOM. Are the instructions clear?
Student’s Activity
Good. The instructions for the activity are shown in Yes, Sir!
the PPT. You have 10 minutes to finish the activity.
(students joins the breakout room with
1. Inflate the two balloons. Tie each using a length their group and prepare the materials)
of string. Place the meter-long stick across two
chairs. Suspend the two balloons so that they hang
freely about two inches apart. (with pics ha PPT)
2. With each hand holding one balloon, rub the
balloons simultaneously against your hair several
times. Let go of the balloons. Observe.
Q1. What happened with the balloons?
Q2. Did the balloons acquire the same charge or
different charges? What made you say so?
(students performs the activity)
3. Rub the piece of glass with a silk cloth. Bring the
piece of glass between the two balloons. Observe.
Q3. What happened with the balloons?
Q4. Does the glass have a different or same
charge as the balloon? What made you say so?
B. Analysis
To answer the queries embedded in the previous
activity, the groups will undergo brainstorming.
Each of the group will be given 5 minutes to
brainstorm their ideas as to the questions of the
previous activity. After the brainstorming session,
each group should have a representative to
present to the class what the group agreed on. Are
they any questions?
Your timer starts now.
Times up! Let us start with group 1.
None, Sir.
Thanks for those ideas.
(teacher corrected some misconceptions, clarified (students brainstorms their ideas in
scientific ideas)
their respective groups)
(students said their answers)
C. Abstraction
Now that we know that atoms have charges, let us
identify those particles that gives an atom its
charge and its different characteristics.
Atoms are made up of smaller particles called
protons, neutrons and electrons.
Electrons (which have a negative charge) travel
in orbits called shells around the nucleus.
The nucleus contains protons (which have a
positive charge) and neutrons (which have no (students listen attentively)
charge)
As a review, draw the Beryllium atom and label a, (student draws the Beryllium atom)
b, c with the 3 sub atomic particles.
Show me you work. Very good!
The number of protons in an atom is known as its
atomic number.
The mass number is the total number of protons
and neutrons in the nucleus of an atom.
The number of protons and electrons in an
electrically neutral atom is the same.
Ions are atoms or group of atoms that have gained
or lost one or more electrons to acquire a net
electric charge.
If the ion has more electrons than protons, it has a
negative charge and it is called an anion.
If the ion has more protons than electrons, it has a
positive charge and it is called a cation.
D. Application
You will build an atom with the help of PHET (students used their smartphones/
Colorado’s “Build an Atom” simulation in your laptop and build the atom with the help
smartphone or a laptop. Build the following atoms: of PHET Colorado Simulation)
-
+2
(teacher checks the work of each group)
Good work! You are now ready for your quiz.
V.
Evaluation
In your quiz notebook, answer the following questions:
Test I. Essay. Give what is asked in 2-3 sentences. (5 points each)
1. How is the size of the atom compared to everyday objects?
2. In terms of charge and location. What is the difference between the sub atomic
particles of an atom?
3. Differentiate cation from anion.
Rubric for Essay
Content
3pts
Organization 1pt
Grammar
1pt
Total
5pts
Test II. Complete the table by filling in the blanks with the correct value.
VI.
Agreement
Read the following article about the History of the Development of the Periodic
Table of Elements:
https://www.rsc.org/periodic-table/history/about
WAYNE DAVID C. PADULLON
Teacher