School Batasan Hills National High Grade Level 11

School
Teacher Rhissan B. Acebuche Learning Area Physical Science
Teaching January 8, 2019 Quarter 2nd Semester
Dates and 2:30-00 PM and 6:00-7:30 PM
Time

I. OBJECTIVES
The learners demonstrate an understanding of :
 1. How the
A. Content Standards
concept of the atom evolved from Ancient Greek to the present
 2.
How the concept of the element evolved from Ancient Greek to the
present

The learners shall be able to make a creative representation of the

B. Performance Standards historical development of the atom or the chemical element in a
timeline.

The learners to:


C. Learning Competencies/Objectives
2. Cite the contribution of John Dalton toward the understanding of
Write the LC code for each
the concept of the chemical elements (S11/12PS-IIIc-13)


At the end of the lesson, the learners shall be able to:

1. explain the postulates of John Dalton’s Chemical Atomic Theory;
2. express realization of the importance of proportion of things in life
3. use tangible materials to explain postulates of Chemical Atomic
Theory
John Dalton’s Chemical Atomic Theory
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 48-56
2. Learner’s Material pages n/a
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
ATOMISTS vs. NON-ATOMISTS
Students will tell whether the following philosophers are atomist or
not. (Democritus, Aristotle, Plato, Empedocles)
Recall that atomism and not Aristotle and non-atomists’ ideas was
accepted.
Introduce the concepts of the 2 of the 3 Fundamental Laws.
Activity: Atomic Theory’s Postulates Masters
Each group will receive a different set of tasks. (see attached)
GROUP 1. Students will draw the idea of the 1st postulate.
(Intergrating Arts)
GROUP 2. Using coins as representation of atoms, students will
answer questions.(Intergrating Numeracy/Math)
GROUP 3. Using coins as representation of atoms, students will
explain postulate 3 and answer guide questions.
GROUP 4. Students will compare unicycle, and a bicycle to
understand the postulate assigned to them.(Integrating
Literacy/English)

F. Developing mastery Each group will have one representative to explain their answers in
(Leads to Formative Assessment 3) their assigned task.
Discuss the importance and implications of Dalton’s atomic theory.

G. Finding practical applications of Ask, “To come up with water, the right proportion of hydrogen to
concepts and skills in daily living oxygen should be followed. Applying this to our lives, what is the
importance of following the right proportion of things?”(Values
Integration)
 H. Making generalizations and GIVE ME ONE WORD
abstractions about the lesson Students will give one word to describe each of the postulates.
Choose the letter of the best answer.
I. Evaluating learning 1. Which of the following is NOT part of Dalton’s Chemical Atomic
Theory?
a. All atoms of the same element can have different masses or
isotopes.
b. Atoms combine only in whole number ratios.
c. All elements are made of atoms.
d. None of the above
2. Who is the father of modern chemistry?
A. John Dalton
B. JJ Thomson
C. Antoine Lavoisier
D. Dmitri Mendeleev
3.Which of the following is an atomist?
A. Leucippus
B. Empedocles
C. Aristotle
D. Plato
4. Which of the following postulates agrees with Democritus’ idea of
an atom?
a. postulate 1
b. postulate 2
c. postulate 3
d. postulate 4
5. Which of these postulates was proven wrong by the discovery of
subatomic particles?
a. postulate 1
b. postulate 2
c. postulate 3
d. postulate 4

ANSWER KEY:
1. A, 2. C, 3. A, 4. A

Table of Specification:

No. of Items Item No

Easy (60%) 3 1, 2, 3
Average (30%) 2 4, 5
Difficult (10%) 0

J. Additional activities for application Assignment:

or remediation Research about the contributions of the following scientists about
atomic theory:
1. Gay-Lussac
2. Avogadro
3. Mendeleev

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on

the formative assessment
B. No of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who 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 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?

PREPARED BY

RHISSAN B. ACEBUCHE
Teacher II-SHS

CHECKED AND NOTED BY

FLORENCE N. FIEGALAN
Science Coordinator

JOSEHPINE M. MANINGAS
SHS- Assistant Principal II
 ACTIVITY SHEET
DALTON’S CHEMICAL ATOMIC THEORY
I. OBJECTIVE/S:
At the end of the lesson, the learners shall be able to:
1. explain the postulates of John Dalton’s Chemical Atomic Theory;
2. express realization of the importance of proportion of things in life
3. use tangible materials to explain postulates of Chemical Atomic Theory.

II. MATERIALS:
Group 1: Crayons, manila paper, marker
III. PROCEDURES:
Group 1
Postulate 1: All matter is made of tiny i_ _ _ _ _ _ _ _ _e particles called atoms, which is imagined as "solid, massy, hard,
impenetrable, movable particle(s)". Atoms cannot be subdivided, created, or destroyed.
Guide questions:
1. If you are going to compare an atom to an object, to what object is it comparable to?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
2. Draw Dalton’s idea of an atom in the manila paper.
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________

3. Do you think this idea is correct nowadays?

_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________

ACTIVITY SHEET
DALTON’S CHEMICAL ATOMIC THEORY
I. OBJECTIVE/S:
At the end of the lesson, the learners shall be able to:
1. explain the postulates of John Dalton’s Chemical Atomic Theory;
2. express realization of the importance of proportion of things in life
3. use tangible materials to explain postulates of Chemical Atomic Theory.

II. MATERIALS:

Group 2: Different kinds of coins (5 pesos, 1 peso, 10 pesos)

III. PROCEDURES:
Group 2
Postulate 2: Postulate 2: All atoms of a given element are i_ _ _ _ _ _ _l in mass and in all other properties, but atoms of
different element have different mass and properties.
1. Observe the characteristics of each coin in terms of size and color.
2. Answer the guide questions:
a. Compare the properties of the 3 types of coins.
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________

b. How are you going to explain the postulate assigned to you using different kinds of coins representing as atoms?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
 ACTIVITY SHEET
DALTON’S CHEMICAL ATOMIC THEORY
I. OBJECTIVE/S:
At the end of the lesson, the learners shall be able to:
1. explain the postulates of John Dalton’s Chemical Atomic Theory;
2. express realization of the importance of proportion of things in life
3. use tangible materials to explain postulates of Chemical Atomic Theory.

II. MATERIALS:
Group 3: Different kinds of coins (5 pesos, and 1 peso)

III. PROCEDURES:
Group 3
Postulate 3: Atoms of different elements combine in simple whole-number ratios to form c_ _ _ _ _ _ _s.

1. Group the different kinds of coins to come up with the following values:
Group A- 6 pesos
Group B- 8 pesos
Group C-9 pesos
2. Answer the following questions:
a. What is the ratio of the 5-peso coin to 1-peso coin in Group A? How about in Group B? In C?
b. Which represents the ELEMENT in this activity? Which represents the COMPOUND?

ACTIVITY SHEET
DALTON’S CHEMICAL ATOMIC THEORY
I. OBJECTIVE/S:
At the end of the lesson, the learners shall be able to:
1. explain the postulates of John Dalton’s Chemical Atomic Theory;
2. express realization of the importance of proportion of things in life
3. use tangible materials to explain postulates of Chemical Atomic Theory.

II. MATERIALS:
Group 4: Picture of unicycle and bicycle
III. PROCEDURES:
Group 4
POSTULATE 4. In chemical reactions, atoms combine, separate, or r_ _ _ _ _ _ _ _e. Different compounds have different
arrangement/proportion of elements.

1. Observe the pictures below.

2. Answer the guide questions below:

a. What is common between these two objects?
b. What is the difference between these two objects?
b. How can you relate this to postulate 4’s idea?
c. H2O (water) is different from H2O2 (hydrogen peroxide or agua oxinada). What makes them different when
they both have hydrogen and oxygen?