Republic of the Philippines
Department of Education
Schools Division of Tarlac Province
CORAZON C AQUINO HIGH SCHOOL
(formerly Tagumbao High School Annex)
Poblacion 3, Gerona, Tarlac
GRADE 1 to 12
DAILY LESSON LOG
School
CORAZON C. AQUINO HIGH SCHOOL
Grade Level
8
Teacher
Teaching Dates and Time
BERNADETTE L. MACADANGDANG
March 20-24, 2023
Learning Area
Quarter
SCIENCE
THIRD
MONDAY
7:30-8:30- HR
8:30-9:30- 8 Avocado
9:50-10:50- Vacant
10:50-11:50- Vacant
12:00-12:50- Vacant
12:50-1:40- 8 Cherry
1:40-2:30- 8 Honeydew
2:30-3:20- 8 Melon
3:30-4:20- 8 Orange
TUESDAY
7:30-8:30- 8 Mango
8:30-9:30- 8 Avocado
9:50-10:50- Vacant
10:50-11:50- Vacant
12:00-12:50- Vacant
a. Describe the idea of Democritus a.
and John Dalton about atom.
I. OBJECTIVES
School ID: 307007
Phone # (045) 491-8850
corazoncaquinohighschool@gmail.com
b. Read the reading passage and
answer the guide questions b.
correctly.
c. Recognize the importance of the
contribution of Democritus and c.
John Dalton about atom.
12:50-1:40- 8 Cherry
1:40-2:30- 8 Honeydew
2:30-3:20- 8 Melon
3:30-4:20- 8 Orange
WEDNESDAY
THURSDAY
7:30-8:30- 8 Mango
12:50-1:40- 8 Cherry
8:30-9:30- ICL-Avocado 1:40-2:30- 8 Honeydew
9:50-10:50- Vacant
2:30-3:20- 8 Melon
10:50-11:50- Vacant 3:30-4:20- 8 Orange
12:00-12:50- Vacant
7:30-8:30- 8 Mango
8:30-9:30- 8 Avocado
9:50-10:50- Vacant
10:50-11:50- Vacant
12:00-12:50- Vacant
Describe the idea and atomic a.
model of Joseph John Thomson
and Ernest Rutherford.
Describe the idea and atomic a.
model of Niels Bohr and Erwin
Schrodinger.
Draw the Atomic Structure b.
Model of Joseph John Thomson
and Ernest Rutherford.
Draw the Atomic Structure Model b.
of Joseph John Thomson and
Ernest Rutherford.
c.
Recognize the importance of the c.
contribution of Joseph John
Thomson and Ernest Rutherford
about atoms.
Recognize the importance of the
contribution of Niels Bohr and
Erwin Schrodinger about atoms.
12:50-1:40- 8 Cherry
1:40-2:30- 8 Honeydew
2:30-3:20- 8 Melon
3:30-4:20- 8 Orange
FRIDAY
7:30-8:30- 8 Mango
8:30-9:30- 8 Avocado
9:50-10:50- Vacant
10:50-11:50- Vacant
12:00-12:50- Vacant
12:50-1:40- 8 Cherry
1:40-2:30- 8 Honeydew
2:30-3:20- 8 Melon
3:30-4:20- 8 Orange
Deepen the understanding of a.
the students on the different
atomic structure models.
b.
Accomplish the activity sheet.
Familiarize on the different
atomic structure models.
Show honesty in accomplishing c.
the activity sheet.
Show
creativity
and
perseverance in creating model.
Create a 3D model of the
structure of atoms.
A. Content Standard
The learners demonstrate an The learners demonstrate an The learners demonstrate
understanding of the:
understanding of the:
understanding of the:
an The learners demonstrate an The learners demonstrate
understanding of the:
understanding of the:
an
Identity of a substance according to
its atomic structure.
Identity of a substance according to its
atomic structure.
Identity of a substance according to its
atomic structure.
Identity of a substance according to its
atomic structure.
Identity of a substance according to its
atomic structure.
B. Performance Standard
N/A
N/A
N/A
N/A
N/A
C. Learning
Competency/Objectives
Write the LC code for
each.
Determine the number of protons,
neutrons, and electrons in a
particular atom.
(S8MT-IIIe-f-10)
Determine the number of protons,
neutrons, and electrons in a particular
atom.
(S8MT-IIIe-f-10)
Determine the number of protons,
neutrons, and electrons in a particular
atom.
(S8MT-IIIe-f-10)
Determine the number of protons,
neutrons, and electrons in a particular
atom.
(S8MT-IIIe-f-10)
Determine the number of protons,
neutrons, and electrons in a particular
atom.
(S8MT-IIIe-f-10)
A.
B.
a.
CONTENT
b.
LEARNING
RESOURCES
1.
Teacher’s Guide
pages
2.
Learner’s
Materials pages
3.
Textbook pages/
Learning Module
4.
Additional Materials
from Learning
Resource (LR)portal
Other Learning
Resource
ATOMS- INSIDE OUT
(Atomic Structure Models)
ATOMS- INSIDE OUT
(Atomic Structure Models)
ATOMS- INSIDE OUT
(Atomic Structure Models)
pp.
pp.
Module 3- pp. 1-9
Module 3- pp. 1-9
Module 3- pp. 1-9
Module 3- pp. 1-9
Module 3-pp. 1-9
Paper, pen, copy of the reading
passage, set of questions
Paper, per, pencil, crayons,
pictures
Paper, per, pencil, crayons, pictures
Paper, pen, activity sheets
Illustration board, clay,
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health
and safety protocols.
c. Checking of attendance.
d. Quick “kumustahan” and give some
reminders.
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health
and safety protocols.
c. Checking of attendance.
d. Quick “kumustahan” and give
some reminders.
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health and
safety protocols.
c. Checking of attendance.
d. Quick “kumustahan” and give some
reminders.
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health
and safety protocols.
c. Checking of attendance.
d. Quick “kumustahan” and give some
reminders.
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health
and safety protocols.
c. Checking of attendance.
d. Quick “kumustahan” and give some
reminders.
What are the atoms composed of?
Describe briefly the contribution of
Democritus and John Dalton on the
history of atom.
Describe briefly the atomic model of
Joseph John Thomson and Ernest
Rutherford.
Describe briefly the atomic model of
Niels Bohr and Erwin Schrodinger.
Describe briefly each of the atomic
structure model.
Do you have any idea about the
atomic model of Niels Bohr and Erwin
Schrodinger?
Distribute the activity sheets.
Let the students to assemble and seat
with their groupmates.
PROCEDURES
Reviewing previous
lesson or presenting
the new lesson
ELICIT
Give the properties of the subatomic
particles such as: charge, mass in
grams, and location inside the atom.
B.
ATOMS- INSIDE OUT
(Atomic Structure Models)
References
c.
A.
ATOMS- INSIDE OUT
(Atomic Structure Models)
Establishing a purpose
for the lesson
ENGAGE (Get the students’
minds focused on the topic.)
How do you think our idea about
atoms was started?
Who are the different persons with
great contributions on the history of
atoms?
Do you who is Joseph John
Thomson? How about Ernest
Rutherford?
What is their contribution on the
atomic structure?
Show the pictures below and ask the
students if they know the persons in
the pictures.
Let the students to give their idea
on the given pictures below.
Let the students to give their idea on
the given pictures below.
C. Presenting
examples/Instances of
the new lesson
(Present the questions that
the students can be able to
answer during and after the
lesson.)
a.
Discussing new
concepts and
practicing new
skills # 1
EXPLORE (Provide
students with a common
experience.)
b.
Discussing
new
concepts
and
practicing new skills
#2
Developing
mastery
(leads to Formative
Assessment 3)
Let the students discover the
contribution of Democritus and John
Dalton on the history of atom by
reading and comprehending the
reading passage.
Check the content of the activity
sheet.
Each group will prepare their
materials.
Read and explain the direction.
Explain the activity of the students.
Accomplish the activity sheet.
Using pictures, discuss the atomic
structure model of Joseph John
Thomson and Ernest Rutherford.
Using pictures, discuss the atomic
structure model of Niels Bohr and
Erwin Schrodinger.
Creating of their 3D model of the
structure of the atoms.
Students will answer the guide
questions based on what they
understand on the reading passage.
Draw the atomic model of Joseph
John Thomson and Ernest
Rutherford.
Draw the atomic model of Niels Bohr
and Erwin Schrodinger.
Checking and discussing of the
result of the activity.
Discuss the answers of the students
on the guide questions.
Randomly chose at least three
students to present their output and
describe briefly the atomic model of
J.J. Thomson and Ernest
Rutherford based on what they
understand from the discussion.
Randomly chose at least three
students to present their output and
describe briefly the atomic model of
Niels Bohr and Erwin Schrodinger
based on what they understand from
the discussion
Question and answer about the
atomic structure models.
Finalizing their work.
Roam around and check each of the
group.
c.
EXPLAIN
(Use
what
students had discovered in
the explore stage to help
them build a concept.)
Presentation of outputs.
d.
Finding practical
application of
concepts and skills
in daily living
ELABORATE (Students
formalize and apply their
learning.)
e. Making
generalizations and
abstractions about
the lesson
EXTEND (Students make
connections not just in the
subject/ides studied but also
beyond it.)
f.
Evaluating learning
EVALUATE
A.
Additional
activities for
application or
remediation
d.
REMARKS
e.
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
How is the idea of Democritus and
John Dalton about atom important
to our lives?
How is the idea of Joseph John
Thomson and Ernest Rutherford
about atom significant to our lives?
How is the idea of Niles Bohr and
Erwin Schrodinger about atoms
significant to our lives?
How are the idea of the different
scientists on the structure of atoms
important on today’s modern idea of
atoms?
How is your knowledge on the
structure of atoms important to your
life?
Describe briefly the contribution of
Democritus and John Dalton on the
history of atom.
Describe briefly the contribution of
Joseph John Thomson and Ernest
Rutherford on the historical
development of the atomic
structure.
Describe briefly the contribution of
Niels Bohr and Erwin Schrodinger on
the historical development of the
atomic structure.
Describe each of the atomic
structure model.
Name the different scientists who
contributed on the historical
development of the structure of atoms
and describe briefly their contribution.
The answer of the students on the The presentation of the students The presentation of the students on The answer of the students on the The output of the students in the
guide questions will serve as an on the activity will serve as an the activity will serve as an activity will serve as an evaluation. activity will serve as an evaluation.
evaluation.
evaluation.
evaluation.
Search and read the contribution or
idea of Joseph John Thomson and
Ernest Rutherford about atoms.
Search and read the contribution or
idea of Niels Bohr and Erwin
Schrodinger about atoms.
Prepare the materials for
tomorrow’s activity.
Bring periodic table on Monday.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
8-Mango
8-Avocado
8-Cherry
8-Honeydew
8-Melon
8-Orange
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8-Avocado
8-Cherry
8-Honeydew
8-Melon
8-Orange
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8-Avocado
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8-Avocado
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8-Avocado
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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?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
G.
Prepared:
BERNADETTE L. MACADANGDANG
Teacher III
Checked:
Noted:
ANAVEILLE B. CANCIO
Master Teacher II
Approved:
PAUL D. GAMBOA
Principal II
DINKY N. RAMILO
Head Teacher I