Department of Education
Region IV-A CALABRZON
Division of Batangas
SAN ISIDRO MALVAR SENIOR HIGH SCHOOL
Malvar, Batangas
GRADES 1 to 12
Detailed Lesson Plan
School
SAN ISIDRO MALVAR
SENIOR HIGH SCHOOL
Quarter
4th Quarter
Teacher
Christian M. Millave
Learning
Area
Physical Science
Teaching
Day
MONDAY AND
FRIDAY: HUMS AND
ABM
WEDNESDAY AND
THURSDAY: TVL
Grade/ Section/ Time
HUMSS 11/11:30-12:30 AM, ABM 11
/1:00-3:00, TVL 11/9:30-11:30 AM
A. Content Standards
Teaching
Date
I. Curriculum Content, Content Standard, and Lesson Competencies
The learners...
1. the formation of the elements during the Big Bang and during stellar evolution.
2. the distribution of the chemical elements and the isotopes in the universe.
3. how the concept of the atom evolved from Ancient Greek to the present.
4. how the concept of the element evolved from.
5. Ancient Greek to the present.
6. how the uses of different materials are related to their properties and structures.
7. the relationship between the function and structure of biological macromolecules
The learners...
B. Performance
Standards
C. Learning
Competencies and
Objectives
D. Content
E. Integration
Teacher’s Guide Pages
Learner’s Materials
Pages
Other Learning
Resources
IV. PROCEDURE
Activating Prior
Knowledge

Make a creative representation of the historical development of the atom or
the chemical element in a timeline.
The learners...

Explain how the concept of atomic number led to the synthesis of new elements in the laboratory.
S11/12PS-IIIb-11
Objectives:
1. Explain the concept of atomic number led to the syntesis of New Elements in labaratory.
2. Identify the different elements formed after the process of synthesis.
3. Realize the importance of the atomic number in identifying the new elements identity in the periodic
table.
Module no.
2
Lesson no.
6
Topic
How the idea of the atom, along with the idea of the elements evolved.
Chemistry: traces the development of the periodic table from observations based on similarities in
properties of elements, and Mathematics: performs addition, subtraction, multiplication, division,
and composition of functions. M11GM-Ia-3
III. LEARNING RESOURCES
Module 2 Page 1-9 file:///D:/Physical%20Science%20Humss,%20TVL,%20Abm/co-q1-physical-scienceshs-module-2-physical-science-quarter-1-module-2-the-atomic-number-and-the-synthesis-of-newelements.pdf
https://www.youtube.com/watch?v=rZwK3m32-bc,
https://youtu.be/rVTcX726Cto?si=0brWk6cQNutIqmJr
Teacher’s Activity
Student’s Activity
“May we all stand to start the class with a Prayer.”
(The student will come
forward and lead the
prayer)
“Please lead the prayer”
“Let’s put ourselves in the
presence of Lord. In the
name of the Father and of
the son and the Holy
Spirit. Amen”
“Good morning class”
“Good morning Sir”
“Before you seat down, kindly pick up the pieces of paper under your
chair and arrange your chair properly.”
(Students will pick up the
pieces of papers under
their chair and will
arrange also their chairs
properly)
“Please sit down”
“Who is the class secretary?”
I’m the Secretary
“Do we have absentees for today?”
Sir, none
Before we start our discussion, Let’s us have a short review about our
lesson last meeting.
Do you know, What is Periodic Table of Elements?
Yes Sir
REVIEW ACTIVITY
Give an example and draw of one elements in periodic table of elements
then identify what is the atomic number, symbol, name, and atomic
weight. (3 mins) in 1/4 sheet of paper
Establishing Lesson
Purpose
Times Up (check learners activity)
Class, Do you have any questions regarding in your review activity?
So if you don’t have any question regarding in our lesson last meeting,
let’s proceed to our new task.
None Sir
(Learner’s read the
objectives)
Class are you excited to do our activity?
Task 1: Motivational Activity (5mins)1/4 sheet of paper
Directions: Read and the following questions or statement then identify
what is the jumble word in the clue, then arrange the words form in the
blank in order into their number.
1. What is the word relating and concerned with atoms?
C I M O
T A
R
E
B
M U N
None Sir
Yes Sir
2. What is the composition or combination of parts so as to form a whole?
S
I
S
E
H
T
N
Y
S
(The leaners perform their
task)
3. What is a pure substance consisting of onlyone type of atoms?
S
T
N
E
M E
L
E
Answer:
ATOMIC NUMBER
SYNTHESIS
ELEMENTS
Based, in our Task 1, what did you think what is our lesson for today?
THE 1.______________ AND THE 2. _____________ OF NEW
3.________________
Let’s Check Your Work
Class, do you have any question regarding in our first tasks?
Let’s proceed in our task 2, But before we proceed I will group this class
into four?
TEAM RED
TEAM BLUE
TEAM YELLOW
TEAM GREEN
THE ATOMIC NUMBER
AND THE SYNTHESIS OF
NEW ELEMENTS
(checking the learner’s
output)
None Sir
Task 2:
Directions: In this activity I prepared a video presentation regarding in this
lesson, watch, listen, and gather information carefully in the video
presentation because your going to use in answering the questions align
in the video presentation.
(The teacher group the
learner’s into four)
(The learner’s perform
their task)
Task 2:
Directions: Read and analyze the following statements and questions then,
choose what is the correct answer in the box, then write was is the correct
answer in the blank. ( 5 mins)
HENRY MOSELEY
ERNEST RUTHERFORD
JAMES CHADWICK
NUCLEAR TRANSMUTATION
URANIUM
_________1. He discovered that elements, have a unique number of
protons, through X-RAY spectroscopy?
_________2. He proposed the nuclear atom model, showing a positively
charge nucleus, and negatively charge particles surrounding it?
_________3. How do you call in some elements in Periodic Table not found
in nature but rathe rcreated in lab?
_________4. He discovered neutron, when fusing beryllium and and
helium to make carbon?
_________5. In 1930’s this the heviest element that could exist?
Answer:
1. HENRY MOSELEY
2. ERNEST RUTHERFORD
3. NUCLEAR
TRANSMUTATION
4. JAMES CHADWICK
5. URANIUM
Times up, let’s check your work
(Checking the learner’s
output)
Class, do you have any questions regarding in task 2?
None Sir
Developing and
Deepening
Understanding
Let’s proceed in our new task 3
Task 3: Used your Periodic Table Elements (10 mins)
Directions: Read and analyze the following elements then identify what
is the atomic number, atomic symbol,atomic weight, number of proton,
number of electron, and lastly number of neutron.
(The learner’s perform
their tasks)
Times up, let’s check your work
Class do you have any question regarding in our activity?
Guided Question:
So, if you don’t have any question
(checking the learners
output)
None Sir
None Sir
I will be the who ask a question?
Making
Generalization
1. Dmitri Mendeleev is often regarded as the Father of the Periodic Table.
Would you say that Henry Moseley deserves the recognition more than
him?
2. Explain why the atomic number is called the “fingerprint” of elements.
3. How would you relate alchemy to synthesis of new elements?
Generalization:
Dmitri Mendeleev is recognized as the Father of the Periodic Table
for his groundbreaking efforts in arranging elements according to their
atomic mass and for his ability to predict the characteristics of
undiscovered elements, establishing a crucial foundation for
contemporary chemistry.
- In contrast, Henry Moseley significantly advanced the field by
establishing that the atomic number, defined by the number of protons,
is the key characteristic that defines an element, rather than its atomic
mass. His research clarified and rectified discrepancies in Mendeleev's
original table, resulting in the current structure of the periodic table.
- In summary, while Mendeleev's original system for organizing elements
is commendable, Moseley's enhancement of the periodic table through
the concept of atomic numbers was equally transformative. The
contributions of both scientists are essential, collectively underpinning
the framework of modern chemical classification.
Why the Atomic Number is Called the "Fingerprint" of Elements:
The atomic number is called the "fingerprint" of elements
because it uniquely identifies each element. This number represents the
number of protons in an atom's nucleus, which remains consistent for all
atoms of a given element. Just like fingerprints are unique to each
individual, the atomic number is unique to each element, determining its
position in the periodic table and its chemical properties.
Relating Alchemy to the Synthesis of New Elements:
Alchemy, the ancient practice aimed at transforming base
metals into noble metals, laid the groundwork for modern chemistry. The
synthesis of new elements in modern science can be seen as an evolution
of alchemy, but with a scientific basis. While alchemists relied on
(Answer May Vary)
(Answer May Vary)
mysticism, modern scientists use nuclear reactions and advanced
technology to create new elements, fulfilling the age-old dream of
transmuting matter but with precision and scientific understanding.
Application: To test your understanding about The Atomic Number and
Synthesis of New Elements I have prepared another set of group activity.
Evaluating Learners
Teachers Remarks
(Learner’s Perform Their
Tasks)
Directions: Read and analyze the following elements then identify the
mass number, atomic number, symbol elements by used of the periodic
table, then arrange by used this pattern above. (5 mins)
1. He
2. C
3. O
4. Pb
Class. Do you have any question about in our activity?
Class please get ¼ sheet of paper then write your name, grade, section
and the date to day, then answer the following.
Directions: Write the nuclear reactions involved in the synthesis of each of
the following new elements.((10 mins)
a. Curium (Z = 96) was formed by reacting Pu – 239 with alpha particles
42He. It has a half-life of 162 days.
b. Mendelevium (Z = 101) was formed by reacting En-253 with alpha
particles.
c. Meitnerium (Z = 109) was formed by cold fusion which involves the
combination of Bi and Fe nuclides at ordinary temperature.
Note of Observation on any of
Effective
Problem
the following area
Practices
Encountered
Strategies Explored
Material Used
Learner
Engagement/Interaction
Other
IV. REFLECTION
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.
No. of learners who earned 80% in the evaluation.
No. of learners who require additional activities
for remediation who scored below 80%.
Did the remedial lessons work? No. of learners
who have caught up with the lesson
No. of learners who continue to require
remediation.
Which of my teaching strategies worked well?
Why did these worked?
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?
Prepared by:
Checked by:
CHRISTIAN M. MILLAVE
LSB-TEACHER
DENNIS S. CALINGACION
ASSISTANT PRINCIPAL I