SCHOOL: ZSNHS GRADE LEVEL: GRADE _9_

GRADE ___9____
TEACHER: Michelle F. Baguio LEARNING AREA: SCIENCE
DAILY LESSON LOG
TEACHING DATES & TIME: August 12-16, 2019 QUARTER: 2

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of the development of atomic models that led to the description of the behavior of
electrons within atoms.
B. Performance Standards None
C. Learning Competencies / HOLIDAY S9MT-IIa-21 S9MT-IIa-22 S9MT-IIa-22
Objectives. Write the LC code for
each.  The learners should be able to c. The learners should be able to explain how d. The learners should be able to
describe how the Bohr model of the Quantum Mechanical Model of the explain how the Quantum
the atom improved Rutherford’s atom describes the energies and positions Mechanical Model of the atom
atomic model. of the electrons. describes the energies and
Specific Objectives: Specific Objectives: positions of the electrons.
a. Discuss Niels Bohr’s atomic a. Discuss the contributions of de Broglie, Specific Objectives:
theory. Heisenberg and Schrodinger. a. Identify the number of electrons in
b. Relate the colors emitted by the b. Define principal energy level, sublevel and given energy level.
metal salts to the structure of the atomic orbitals. b. Write the electron configuration of the
atom. c. Construct a graphic organizer of the related elements in the Periodic Table.
terms.
II. CONTENT Niels Bohr’s Atomic Spectra Energy levels and Atomic Orbitals Electron Configuration
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal
B. Other Learning Resources https://www.newpathonline.com/free- Youtube.com
curriculum
resources/virtual_lab/Flame_Test/9/12,
13,14/1914
IV. PROCEDURES
Review the contributions of the Have the students enumerate the assumptions Students review what they already know
different scientists to the development of Niels Bohr regarding the atomic structure. about Bohr’s theory and the energy
ELICIT of the atomic structure. Post pictures of levels.
scientists with their corresponding
atomic structure.
ENGAGE Ask the students why elements emit Show a picture of the current model and let Students are engaged in a worksheet on
certain colors once heated? students state the differences in a table. how to perform Bohr’s model.
 EXPLORE Let the students perform the flame test
using the virtual laboratory.
https://www.newpathonline.com/free-
curriculum-
resources/virtual_lab/Flame_Test/9/12,
13,14/1914
EXPLAIN Discuss the problems with Ernest
Rutherford’s theory and how this could
lead to The assumption of Niels Bohr
that electrons are located in fixed
orbits around the nucleus.
Let the students read on the discoveries of the
following scientists:
de Broglie, Heisenberg, Schrodinger. Let them
write the contributions and compare it to Bohr’s
assumptions.
Teacher discusses on the principal energy
levels, sublevels and atomic orbitals.
Allow the students to figure out the
pattern of electrons on their own.
Discussion on what the students have
discovered from their worksheet activity
on electron configuration.

Discuss the answers to the guide

questions.
ELABORATE Individual problem solving activity on how to Students will write the electron
determine the number of electrons. configuration of Group 1 elements.
EVALUATE Formative assessment Formative assessment Formative assessment: Worksheet on
making the electron configuration for the
Period 2 elements.
EXTEND Let the students do the Virtual Inquiry Learners construct a graphic organizer based Electronic configuration of the Period 3
Lab: Atomic Structure And on the discussion. and 4 elements.
Electromagnetic Radiation found in the
website:
http://www.mrpalermo.com/virtual-lab-
spectroscopy.html
V. REMARKS Lesson was not conducted due to the
simultaneous screening for the
Intramurals.
VI. REFLECTION
A. No. of learners who earned 75% on the
formative assessment
B. No of learners who require additional
activities for remediation
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 this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I use/discover which I wish to share with
other teachers.
Checked by
IRISH HAZEL B. JAIM, Ed.D.
Head Teacher I