School Osmena National High School Grade level 8

Teacher Melmar B. Reverente Learning Area Chemistry

Time and Date 9:45-10:45 am/ July 24 2019 Quarter/Week/Day Q1W7D1

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of classifying substances as elements or
compounds.
B. Performance Standards The learners shall be able to make a chart, poster, or multimedia presentation of
common elements showing their names, symbols, and uses.
C. Learning Recognize that substances are classified into elements and compounds (S7MT-Ig-h-5)
Competencies/Objectiv 1. Identify the name and symbols of elements in the periodic table.
es 2. Familiarize the location and family/group number of elements in the periodic table.
II. CONTENT: Name and Symbols of Elements in the Periodic Table
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s Guide pp 46
2. Learner’s Materials pp 39-42
3. Textbook pp.
B. Additional Materials
from Learning Resource
(LR) Portal
IV. PROCEDURES
A. ELICIT Activity: Saga of the Gold Dust Kid

Good morning class!

Recall previous lesson on solutions.

This morning, we are going to have a new lesson. You are about to discover some
mystery objects in Chemistry in a story you will read today.

For today’s activity, you will read the short story of the Gold Dust Kid with your group.
Do you know this story? In the story are mystery words/objects that you will find out
by referring to the special tool I will hand out to you later. You will do this activity for
10 mins.

Divide the class into 5 groups. Distribute the kit containing the activity sheet and the
special tool: the periodic table.

When the students are already seated by group: Your ten minutes starts now.

Flash the timer on the PowerPoint presentation.

B. ENGAGE After 10 minutes: Time’s up!

Time to read the story together.
Divide the story to 5 parts so that each of the groups will be assigned to read one part
of the story.

Group 1, please read. (then group two, three, until group 5).
 After one group has finished reading, ask the rest of the class if the group answered
correctly. Do this for all the groups.

Very good, everyone! You have successfully discovered the mystery objects in the
story. Do you have ideas on what these mystery objects are? How about the special
tool that you have used?

These mystery objects are called elements and the special tool you have used is the
periodic table. You will be learning about them today.

C. EXPLORE Discuss: Let us go back to the story of the Gold Dust kid. Do you remember what
element the kid inhale on his way to Samarium? Correct, it was oxygen.

Are you familiar with this element? (That is right. Oxygen is the part of air we inhale
that our body needs).

Do you remember what element was present in the water that the kid drank?
(chlorine)

That’s right, it was chlorine. Have you heard of this element before? (You might have
already heard that chlorine is added to pools to make it clean).

Elements are not that much mysterious aren’t they?

They are not only found in the air we breathe or the water we drink, they actually
form objects, even you and me because elements are the simplest form of matter.

Let’s refer back to the story.

What element was the bell the sheriff was protecting made of? Correct. It was made
of platinum.

Remember, elements, are the simplest form of matter and that means they form
objects, even you and me. (flash it on the screen).

Being the simplest form of matter, elements can no longer be broken down into
smaller components physically or chemically. Do you think water can still be broken
down into smaller components? Actually, it still can. The electrolysis of water will
separate H2O into H2 and O2. (flash this: H2O(l) 2H2(g) + O2(g)) But hydrogen and
oxygen both cannot be broken down further into smaller components. In this example
we can also see that hydrogen and oxygen are the elements that makes up water. But
it isn’t just water that elements form, they form everything! Each element is made up
of one type of atom.

Now let us go back to your activity. How were you able to find out the mystery
objects? (by looking for the words that correspond to the letter symbols on the story)

Those letters used in the story are called the symbols of the elements. You also used a
special tool to find out what elements these symbols stand for. What is that special
tool? (the periodic table)

Present/post a big periodic table.

Why do you think scientists use symbols for elements? That’s right. Symbols make it
easier for us to familiarize all the elements.
What do you notice with the symbols of the elements like boron, oxygen, and
sulfur?(ask the students to point out these elements in the big periodic table). That’s
correct. The symbol of these elements are their first letters.
 How about in the elements cobalt, lithium and calcium? (ask the students to point out
these elements in the big periodic table) Some of the symbols of elements are taken
from the first two letters of the element name.

How about in elements like chlorine, zinc, cadmium?(ask the students to point out
these elements in the big periodic table) Here, the symbol of the elements consist of
the first letter of the element followed by another letter found in the element name.

Usually an element symbol is one letter only, that is the first letter of the element
name, or two letters which consist of the first letter and another letter found in the
element name.

Do all elements follow this pattern in their element symbols? (No.)

Can you name some elements that does not seem tuo follow these rules? Elements
like Iron (Fe) and gold (Au) have peculiar symbols because these elements along with
some others have ancient names and their symbols are taken from it.
Remember that element symbols always start with a big letter followed by a small
letter.

Do you now understand what elements are and how they are represented? This time
let us study the periodic table.

All elements are listed on the periodic table. How many elements are listed there?
That’s right, there are at least 118 known elements.

How will you describe the periodic table? (it’s rectangular in shape, it is composed of
boxes containing information for each element and, etc.)

What other information can you find in the periodic table? (atomic number of the
element, atomic mass, etc.)

Do you notice how the elements are arranged in the Periodic table? That’s correct,
the elements are arranged in increasing atomic number from left to right.

To summarize, the periodic table of elements arranges all of the known chemical
elements in an informative array. Elements are arranged from left to right and top to
bottom in order of increasing atomic number. Order generally coincides with
increasing atomic mass.

There is one more information about elements that the periodic table gives us. To
know this I need a volunteer to place these elements (post-its of group 5 elements) on
the large periodic table on the board.

These elements that are in the same column in the periodic table have similar
properties. For this, each column is called a family or group and each has a
corresponding group number. Can you name the other elements that may have
similar properties with neon and argon? (helium, xenon, krypton, radon, oganesson,)

This time, make use of what you have learned about elements and the periodic table
in your seatwork
D. EXPLAIN Seatwork:
What are the elements that make up the following words?
1. MoUNTaIn (Molybdenum, Uranium, Nitrogen, Tantalum, Indium)
 2. AlCoHOLiC
3. AmErICaN
4. ArGeNTiNa
5. AsPIrIn
6. CYClONe
7. DyNAmITe
8. PIRaTe
9. SiCKNeSS
10. VIRuS
E. ELABORATE At this point the teacher will ask what the students had learned from the topic.

F. EVALUATE A. For numbers 1-5, identify the symbol of the given elements: (refer to activity sheet)
1. Tin
2. Antimony
3. Copernicium
4. Terbium
5. Livermorium

For numbers 6-10, identify the name of the element with the given symbol: (refer to
activity sheet)
6. W
7. Xe
8. Mo
9. Ru
10. Mg
G. EXTEND Using the word ELEMENTS make an acrostic about the things you learned in today’s
lesson. Do this in a short coupon bond.
*Explain that the students will compose a short poem using the letters of the word
“elements” as the first letter of the word for each line.

Example acrostic “Gold”

G-Gold is one element I truly know
O-Older than my great great grandparents, lo!
L-Listed among the others in the periodic table
D-Dear to those who love gems and jewels

Prepared by:

Melmar B. Reverente

Teacher I

Subject Teacher

Noted by:

Cristine P. Balacano

T-III/ Teacher-In-Charge