Topic/Title Grade Level Time Allotment Learning competencies: The Atomic Theory: From the Ancient Greeks up to the Present 11 120 minutes Objectives: By the end of the class, students should be able to: 1. Describe the ideas about the atom and the element from the time of the ancient Greeks up to the present. 2. Explain the contribution of alchemy to chemistry. ELICIT (Access prior knowledge). Materials The students will play a memory game. The teacher will provide pictures of some scientists. Behind the pictures are numbers. The teacher will give 3 mins to familiarize the pictures provided and then the teacher will flip the pictures afterwards. Now the students will then remember and pick those numbers with the same pictures. If they will not pick the right number, then the group will not be credited with points. (see Appendix A). Keypoints: Based on the activity, who were the scientists in the picture? What were their contributions in the field of science? ENGAGE (Get the students’ minds focused on the topic (short question or picture). The teacher will ask the students what can they contribute to their chosen field. Keypoints: Since they were ABM/HUMMS students, what could be their contributions in their field? What can the students do to help improve the society? EXPLAIN (Teach the concept. Should include interaction between teacher and students). 1. The Atomic Theory: from the ancient Greeks up to the present. Discuss the ideas of ancient Greeks up to the present Laptop Power point presentation 2. 3. 4. on the atom and element. Give the main ideas in the discovery of the structure of the atom and its subatomic particles. Cite the contributions of J.J. Thompson, Earnest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom. Describe the nuclear model of the atom and the location of the protons, neutrons and electrons EXPLORE (Provide students with a common experience). Show a video presentation about the Atomic Theory. Laptop Keypoints: Video Presentation Based on the shown video, how does the contributions or ideas of the scientists help in the field of science? How did their ideas developed and helped in the Scientific revolution? ELABORATE (Students apply the information learned in the Explain). The students will pick a scientist and will create a talk show explaining the contributions of Scientists to the structure of the atom. Keypoints: Based on the activity, how relevant for students like you to be informed about the contributions of the said scientists? Do you think scientists in the Philippines are well supported by our government? Why? Criteria EVALUATE (How will you know the students have learned the concept)? Quiz Show Illustration board Chalk EXTEND (Deepen conceptual understanding through use in new context). Criteria The students will draw the atomic structure of their chosen element. Topic/Title Grade Level Time Allotment Learning competencies: Structure of the Atoms and Synthetic Elements 11 120 minutes Objectives: By the end of the class, students should be able to: 1. Differentiate the three sub-atomic particles. 2. Explain how ions are formed. 3. Describe the synthetic elements. ELICIT (Access prior knowledge). Materials The teacher will provide a table containing the three sub- Cartolina atomic particles and its properties with empty slots. The Permanent marker students are tasked to fill in those empty slots with the corresponding answer. Keypoints: Based on the activity, which of the following sub-atomic particles is the heaviest? What is the difference between mass by grams and mass by its atomic mass unit? ENGAGE (Get the students’ minds focused on the topic (short question or picture). The teacher will ask a question: -Why is it important to understand the structure of an atom? Keypoints: How does the structure of the atom describe its characteristics? EXPLAIN (Teach the concept. Should include interaction between teacher and students). 1. 1. 2. 3. The structure of the atom Explains how irons are formed. Laptop The synthetic elements Power point presentation Explain how Dalton’s theory contributed to the discovery of other elements. Explain how the concept of atomic number led to the synthesis of new elements in the laboratory. Show the nuclear reactions involved in the synthesis of new elements. EXPLORE (Provide students with a common experience). Will show a video presentation about the synthetic Laptop elements. Video Presentation Keypoints: Based on the shown video, what is a synthetic element? How does synthetic elements are formed? ELABORATE (Students apply the information learned in the Explain). The students will make a news report about a certain explosion in a nuclear power plant. They will present a strategic plan as to how they will be able to deliver first hand information about the incident without putting their selves at risk. Keypoints: Based on the activity, what is the effect of the certain explosion to the people’s health and the environment? Why is it important to do a strategic plan on this kind of situations? Criteria Rubric EVALUATE (How will you know the students have learned the concept)? Think, pair and share Conceptual multiple choice questions projected on screen. Students are provided A,B,C,D flashcards. Without talking to each other, they will flash their answers and the teacher will make a quick count to determine if majority of the class got the answer right. If less than 70 percent of the students got the correct answer, the teacher will give them 1 minute to talk to their seatmates and talk to each other about the answer. The class will be very noisy, but its ok. Then the teacher will ask the same question again. This time, everyone will get the correct answer, I’m sure of it! Paper and pen EXTEND (Deepen conceptual understanding through use in new context). Irradiated foods are those treated with gamma rays to destroy the microorganisms such as molds and bacteria that may spoil or decompose it. What could be the possible effects of eating these irradiated foods? Topic/Title Grade Level Time Allotment Implementer Matter: Its Properties and Structure 11 120 minutes Jessrey Anyah C. Amacna, Vanessa B. Alderite, Cathniel L. Verallo Learning competencies: Objectives: By the end of the class, students should be able to: 1. Explain the difference among Ionic, Covalent and Metallic Bonds 2. Show Ionic Bond formation among atoms and give the names of the Ionic Compound formed. 3. Describe what happens to the electrons in the three types of Chemical Bonds 4. Describe the relationship between bond energy and bond length 5. Compare the bond energies of Ionic and Covalent compounds 6. Differentiate Ionic from Covalent compounds it terms of their properties 7. Give examples of Ionic and Covalent compounds ELICIT (Access prior knowledge). Materials Wordscapes Laptop Keypoints: Based on the activity, what were the words being formed in the wordscapes? How are these words related to the properties and structure of matter? ENGAGE (Get the students’ minds focused on the topic (short question or picture). EXPLAIN (Teach the concept. Should include interaction between teacher and students). Ionic, Covalent, and Metallic Bonds 1. Explain the difference among ionic, covalent, and metallic bonds. Laptop 2. Show ionic bond formation among atoms and give the Power point presentation name of the ionic compound formed. 3. Describe what happens to the electrons in the three types of chemical bond. 4. Describe the relationship between bond energy and bond length. 5. Compare the bond energies of ionic and covalent compounds. EXPLORE (Provide students with a common experience). The Chemical Bonding Game Cards made from Cartolina and Keypoints: Permanent marker Based on the activity, what were the different bonds that can be formed among metals and nonmetals? What are the things that we consider when doing the Chemical Bonding? ELABORATE (Students apply the information learned in the Explain). The students are tasked to compose a song about the chemical bonding and bond energies. Keypoints: Criteria Based on the activity, how can you sum up and apply the concepts of the lesson through a song? EVALUATE (How will you know the students have learned the concept)? Paper and pencil quiz. The students will be given set of questions. This will be a long quiz. Paper and pen EXTEND (Deepen conceptual understanding through use in new context). The students will prepare a comic strip that explains the Rubric importance of Ionic, Covalent, and Metallic Bonds. The comic strip will be graded based on the given rubric.
