DAILY
LESSON PLAN
Schools Division
School
Teacher
Date
I. OBJECTIVES
A. Content Standard:
B. Performance Standard:
C. Learning Competencies and
code:
D. Learning Objectives:
II. CONTENT
III. LEARNING RESOURCES
A. References:
1. Teacher’s Guide pages
2. Learner’s Material Pages
B. Other Learning Resources
Iloilo City
Bo. Obrero National High
School
April Rose A. Deoronio
November 2, 2022
Grade Level
Learning Area
9
Science
Quarter
Second
The development of atomic models led to the description of the behavior of electrons
within atoms
The learners shall be able to construct atomic model showing the correct location of
subatomic particles.
Explain how the Quantum Mechanical Model of the atom describes the energies and
positions of electrons
A. Describe atom and its subatomic particles,
B. Differentiate the differences among electrons, neutrons, and protons, and
C. Organize the protons, neutrons, and electrons into an atomic structure using
simulation.
The Electronic Structure of Atom
Abistado, J. & Bascara, M.A. (2012). Science Links Chemistry. Manila, Philippines: Rex
Book Store
SIMULATION:
https://phet.colorado.edu/en/simulations/build-an-atom
Materials: Laptop, Slide presentation, TV, and Internet Connection
IV. PROCEDURE
Elicit: The activities in this section will evoke or draw out prior concepts or prior experiences from the students
Prayer
A. Reviewing previous lesson or
Checking of Attendance
presenting the new lesson
Review
What
What
What
What
is the smallest thing you know?
would happen if you break bread into half over and over again?
are objects made up of?
are we made of?
Engage: The activities in this section will stimulates their thinking and help them access and connect prior knowledge as a jumpstart to the
present lesson.
Let the learners read the objectives of the lesson one by one.
Post the poem entitled “Little Things” by Julia Carney.
B. Establishing a purpose for the
lesson
Little Things
By Julia Carney
Little drops of water
Little grains of sand,
Make the mighty ocean,
And the pleasant land.
So the little moments,
Humble though they be,
Make the mighty ages
Of eternity.
So our little errors
Lead the soul away
From the path of virtue,
Far in sin to stray.
Little deeds of kindness
Little words of love,
Make our Earth happy,
Like the Heaven above.
Let each group read each stanza.
GUIDE QUESTIONS:
C. Presenting
examples/instances of the new
lesson
1.
2.
3.
4.
5.
6.
What makes the ocean mighty?
What are the little grains?
What makes our earth happy?
Why do little things make part of the whole?
Did you make someone happy? Explain.
If you are given a chance to play a role in the community, what role would you
choose to help our community a better place?
(Teacher’s Note: Make sure that the students are seated according to their group. Let
the students finish this part in 3 to 5 minutes only. Do not forget to connect “little
things” to the atoms and its subatomic particles.)
Explore: In this section, students will be given time to think, plan, investigate, and organize collected information; or the performance of
the planned/ prepared activities from the student’s manual with data gathering with Guide Questions.
D. Discussing new concepts and
practicing new skills #1
Let the students watch a short video regarding the structure of atom
(https://youtu.be/02wrLS-ue1Q)
GUIDE QUESTIONS:
1. What is an atom?
2. What makes up an atom?
.
E. Discussing new concepts and
practicing new skills #2
PRE-ACTIVITY:
Let the students form a circle in their group and do their activity. (See attached
Activity Sheet and Group Activity Rubric.
Let them read the whole activity sheet and ask them if they have questions, if
none, let them proceed and do their tasks.
(Teacher’s Note: Let the students finish this part in 15 minutes only. The timer will start
after the teacher gives instructions.)
Explain: In this section, students will be involved in an analysis of their exploration. Their understanding is clarified and modified because of
reflective activities. Analysis of the gathered data and results and be able to answer the Guide Questions leading to the focus concept or
topic for the day
F. Developing mastery (leads to
Formative Assessment 3
Let the students post their outputs on the board.
Let the students choose/ assign representative/s from their group who will explain
their output in front of the class. They will be graded using the Rubrics for Group
Activity.
Elaborate: This section will give students the opportunity to expand and solidify/ concretize their understanding of the concept and/or apply
it to a real-world situation.
G. Finding practical applications
of concepts and skills in daily
living
Inquiry-Based Approach
Why do we need to study atoms and elements? Why are they important even though we
cannot see them? Can you use the things that you have learned in your everyday living?
How? (Answers may vary)
The teacher may also lead the answer to practicing their critical thinking. Investigating
things like these will develop their scientific mind. The teacher may also lead the students
to the earlier poem – being a part of something bigger)
H. Making generalizations and
abstractions about the lesson
The teacher will post a Venn Diagram and strips of sentences about the lesson on the
board. Ask the students to put the sentences on the Venn Diagram according to their
understanding of the lesson.
1. Makes up an atom
2. Found inside the nucleus of an atom
3. Found outside the nucleus of an atom
4. Positively-charged
5. Negatively charged
6. Neutral
Evaluation: This section will provide opportunities for concept check test items and answer key which are aligned to the learning objectives
– content and performance standards and address misconceptions – if any.
I. Evaluate learning
Read each statement below. Choose the letter of the best answer that described by each
statement inside the box below. Each letter may be used once, more than once, or not at
all.
A. negative charge
B. no charge
C. positive charge
D. electron
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
E. electron cloud
F. neutron
G. nucleus
H. proton
1. It has a neutral charge.
2. It has a charge that would repel an electron.
3. It has a positive charge and is found in the nucleus.
4. It moves randomly around the nucleus of an atom.
5. This is where the negatively-charged particle can be found.
6. This subatomic particle determines the identity of the atom.
7. This subatomic particle has a charge that attracts an electron.
8. An atom with 3 protons & 2 electrons will have this overall charge.
9. This is the region of the atom where almost all of the atoms mass is located.
10. Other than the answer to #3 it is another subatomic particle found in the
nucleus.
Extend: This section gives situation that explains the topic in a new context, or integrates it to another discipline/ societal concern.
J. Additional activities for
Ask the students to research/ read more on the history of the discovery of atoms. Take
application or remediation
notes of the important dates/years and scientists/persons involved. Create a timeline
using what they have searched in a long bond paper. Write a short explana
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 lesson 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 works?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers
H. What strategies and learning
materials did I use to address the
special education needs of the
learners and group of learners in
difficult circumstances?
Prepared by:
APRIL ROSE A. DEORONIO
Teacher I, SCIENCE
Checked by:
LORY H. NOQUERA
OIC Principal
Republic of the Philippines
Department of Education
Region VI - Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
BO. OBRERO NATIONAL HIGH SCHOOL
Dama De Noche St., Lapuz, Iloilo City
Grade & Section: _____________________
Score: ________________
Date: ________________
Group Member’s Names: ______________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
ACTIVITY: Count Me In!
I. OBJECTIVES:
At the end of the activity, the learners should be able to:
A. Describe atom and its subatomic particles;
B. Locate the subatomic particles;
C. Infer which subatomic particle contributes to the atomic number and mass of the atom;
D. Create atomic model of a certain atom/ element
II. MATERIALS:
Manila paper
Scissors
Marker
Ballpen
Crayons/ coloring materials
Activity sheet
Bond Papers
Colored papers
III. PROCEDURES:
A. If you look closely at the tip of sharpened pencil, you will see that it is made of graphite. Going deeper, graphite is
made of carbon atoms. Deeper still, each carbon atom is made of protons, neutrons, and electrons.
1. Draw the carbon atom from the box on the previous page.
2. Label the drawing of a carbon atom.
All labels must be used:
Proton
Neutron
Nucleus
Electron
Positive (+)
Negative (-)
Neutral (0)
Electron Cloud
3. Color each particle (Red – protons, Yellow – neutrons, Green – electrons).
GUIDE QUESTION:
Q1: What are the three (3) subatomic particles?
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Q2: What do neutrons and protons have in common? How are they different?
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B. Particles that are smaller than the atom are called subatomic particles. The three main subatomic particles that form
an atom are protons, neutrons, and electrons. The center of the atom is called the nucleus. Complete the table below.
GUIDE QUESTION(s):
Q3: What are the properties you could use to distinguish a proton from an electron?
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Q4: What property do protons and electrons have that neutron don’t?
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C. Atomic Number & Mass Number. Complete the table below. Take note that:


Atomic Number = number of protons = number of electrons
Mass Number = number of protons + number of neutrons
GUIDE QUESTION(s):
Q5: How can atoms be neutral if they contain charged particle?
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Q6: Why isn’t possible for an atom to have a mass number of 14 and an atomic number of 13?
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D. Complete the table below. Find the element and its symbol. Use the data and the periodic table of elements at the last
page of this activity.
GUIDE QUESTION(s):
Q7: Are the number of protons and neutrons for each element always the same?
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Q8: What is the mass number? Why aren’t electrons included in the mass number?
__________________________________________________________________________________________________
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E. In the earlier discussion, you have encountered Bohr’s Planetary Model of an atom. Create your very own atomic model
using any materials that can be found in the classroom or the materials that you have with you and your group. Take a
picture of it and send it to your teacher so that your teacher can project it on the monitor for your other classmates to
see. Write a short explanation of your model on the space provided below.
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F. Rewrite the data you gathered in the Manila paper.
 Group
 Group
 Group
 Group
 Group
1
2
3
4
5
–
–
–
–
–
details of Activity A only and the answers for Q1 and Q2
details of Activity B only and the answers for Q3 and Q4
details of Activity C only and the answers for Q5 and Q6
details of Activity D only and the answers for Q7 and Q8
send your picture to your teacher, be ready for your explanation