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# Occidental Mindoro and

Daily Lesson Log Teacher Class A Group 1 CuTe Learning Area Science
Teaching Date
Quarter Third (Chemistry)
and Time
DAY:

I. OBJECTIVES

## The learners demonstrate an understanding of the periodic table of

A. Content Standards elements as an organizing tool to determine the chemical properties of
elements.
B. Performance Standards
C. Trace the development of the periodic table from observations based
on similarities in properties of elements. (S8MT – III g – h – 11)
Learning Competencies / Objectives Objective:
Write the LC code for each 1. Describe how the elements are arranged in Mendeleev’s
periodic table.

## Module 3: The Periodic Table of Elements

II. CONTENT
Lesson 22: Development of Periodic Table

## III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 147-151
2. Learner's Materials Pages pp.209-211
3. Textbook Pages
Resource (LR) portal

IV. PROCEDURES

## “The New Periodic Table Song”.

ELICIT
A. Reviewing previous lesson or
Write the name of the elements mentioned in the video. Describe their
presenting the new lesson
uses.
ENGAGE 1
B. Describe how the elements are arranged in Mendeelev’s periodic table.
Establishing a purpose for the Lesson
C. ENGAGE 2
How would you describe the arrangement of elements in the periodic
Presenting examples / instances of the
table?
new lesson
Let the student perform the activity below.
“Trace Me Where I Am”

1. The teacher may divide the class into five groups. Distribute
EXPLORE 1
the set of element cards in each group of students.
Discussing new concepts and
D. 2. Instruct the students to arrange the element cards into a two
practicing
dimensional grid in a way that makes sense to them.
new skills #1
3. When the students have finished arranging the elements
ask them to note the reason why they arranged the element
cards in the way they did.
4. Give additional set of element cards. Observe the change
in the table every time new element card is added to the table.
E. EXPLORE 2
.
Discussing new concepts and
. What criteria did you use to choose which group or family an
practicing
element belongs to?
new skills #2
F. 1. How many groups or families of elements are in your table?
2. Is there a trend in atomic mass going across your table?
Is there a trend in atomic mass going from top to bottom?
3.. Are there any exceptions to these trends? If so, which
EXPLAIN
elements break the trend? Why did you arrange these
Developing mastery
elements the way you did?
4.. Are there any holes or gaps in your arrangement? Where
are they? What do you think these gaps might mean?
5. . How did your table change each time you added new
ELLABORATE
G. Finding practical applications of .Make a diagram of Mendeleev periodic table.
concepts and skills in daily living
There were several attempts even in early times to classify elements in
systematic and logical arrangements. Notable of the early groupings
are Lavoisier’s classification, Dobereiner’s triads, Newlands’ Law of
ELLABORATE 2
Octaves, Lothar Meyer and Mendeleev’s periodic table. Lothar Meyer
H. and Mendeleev arranged the elements in order of increasing atomic
Making generalizations and
mass while putting in groups those with similar properties. Both of them
also left blank spaces in their table believing that these spaces would
be filled later with elements yet to be discovered.

paper.

## 1. Which of these is not a contribution made by Mendeleev in the

development of the periodic table?
a. His arrangement provided blank space spaces to
accommodate unknown elements.
b. He organized the element’s positions according to their
repeating characteristics.
c. He organized elements according to increasing mass.
d. He discovered elements in the actinide series in the
periodic table.

## 2. Who among the following scientists arranged the elements in

order of increasing atomic mass while putting in groups those
with similar properties?
a. Glenn Seaborg c. Antoine Lavoisier
b. Henry Moseley d. Dmitri Mendeleev
EVALUATE
I.
3. Which is NOT true about Mendeleev’s periodic table?
Evaluating Learning
a. It includes all the known elements during that time.
b. There were gaps to accommodate missing elements.
c. All the elements with similar properties could not be
grouped together.
d. The grouping of elements did not indicate any
reoccurrence of properties of elements.

## 4. What was the significance of Mendeleev leaving gaps in his periodic

table?
a. The elements had not yet been discovered.
b. He didn’t know where to put some elements.
c. He assumed that these elements would have similar
properties like those of metals.
d. He wanted to leave some work for others to do when he
died.

## 5. Which of the following best describes Mendeleev’s periodic

table?
a. Elements are grouped according to their atomic
numbers.
b. Elements are grouped according to their similar
properties and increasing mass.
c. The elements with unlike properties could be grouped
together.
d. There are no spaces for the newly discovered elements
in the periodic table.

table.
Remediation

J.

V. REMARKS

VI. REFLECTIONS

## No. of learners who earned 80% in the

A.
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
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these worked?

## F. What difficulties did I encounter which my

principal or supervisor can help me solve?
G. What innovation or localized materials did
I Use or discover which I wish to share
with other teachers?