GRADE 1 to 12 School CRISTO REY HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher LOBIE C. ALFONSO Learning Area SCIENCE 8

Teaching Dates and Time NOVEMBER 3-7, 2018 Quarter THIRD

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

A. Content Standard Demonstrates understanding of the idea that the identity of a substance is determined by its atomic structure.
Demonstrate understanding of the periodic table of elements as an organizing tool to determine the chemical properties of elements.
B. Performance Standard Track the history of the development of Periodic Table of Elements
C. Learning Competency The learners should be able to determine the number of protons, neutrons and electrons in a particular atom.(Code:S8MT-IIIe-f-10)
Trace the development of the periodic table from observations. Code: (S8MT-IIIg-h-12)
Specific Objectives ( 3 Skills a day)
1. Cognitive Deduce that scientific models may Infer which subatomic particle Identify the sub-atomic particles associated Describe hoe the elements are arranged
change overtime. contributes to the mass of the atom. with mass number. in the periodic table.
2. Psychomotor Simulate and describe Thompson and Compare the masses of the subatomic Calculate the atomic mass and find the Trace the development of the periodic
Rutherford’s model of the atom particles using different ways of visual number of protons, neutrons, and table.
presentation. electrons.
3. Affective Recognize the contribution of Thomson Value the importance of having positive Cite the importance of determining the Recognize the contribution of different
and Rutherford in the development of traits in becoming a better person. number of protons, neutrons and scientists in the development of atomic
atomic theory. electrons. theory.
II. CONTENT
Topic: Small But Terrible Topic: The Big Difference Topic: Calculating the Subatomic Particles Topic: Development Of The Periodic
Table

III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
II. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
pp. 137 - 140
pp. 198 - 203; Unit III: Module 2
https://www.youtube.com/watch?
v=xazQRcSCRaY
Recall the different subatomic particles
that compose the nucleus.
Let the students watch the video clip
about the development of the atomic
theory
https://www.youtube.com/watch?
v=xazQRcSCRaY
pp. 136-137 pp.
pp. 195-197 pp.
General Science books
Recall pure substances and mixtures. Recall the 3 types of subatomic particles
and their location.
Preparation of materials Explain that all matter is made up of
elements, some of which we can see (e.g.,
metals) and others we cannot (e.g.,
colorless gases). The smallest form of
elements and all matter is atoms. Display
pp. 145-148 Unit 3; Module 3; Activity 1
pp. 209-211 Unit 3; Module 3; Activity 1
List down the steps on how to construct
a periodic table of elements
Post the learning competencies to the
students. Have the students write the
learning competencies in their
notebooks. Today's lesson will help
students better understand the history
1

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
Discussing new concepts and
practicing new skills #3
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Let the students perform Activity 3:
Small But Terrible.
Present the simulation of Thomson's
plum pudding (raisin bread) model
(https://www.youtube.com/watch?
v=dehxVQAUqBs) and Rutherford's alpha
scattering experiment.
(https://www.youtube.com/watch?
v=KEuAcoCai_E)
The group will present/discuss the result
of their activity.
Let the students recognize the
contribution of Thomson and Rutherford
in the development of atomic theory.
Ask the students to differentiate
Thomson's from Rutherford's model of
the atom.
Explaining the procedure of the activity
and giving general instructions
Perform Activity 2,pp.195-197
Answering the guide questions
Post-discussion
Give your positive and negative traits as
a person.
Ask the students to compare the masses
of the sub-atomic particles.
two or more objects representing different of periodic table of elements.
elements (e.g., gold ring, copper twine or
pipe or lead from a pencil) for students to
identify.
Ask students how the atoms of these Shows picture of scientists related to
elements are similar and how they differ. the development of Periodic Table of
( All atoms are made up of the same Elements
particles: protons, neutrons and electrons.
The atoms of each element have a unique
number of protons, neutrons and
electrons.)
Introduce the calculations for determining Perform Activity 1 : Tracking the path
atomic number, atomic mass, protons, and Constructing the Periodic Table of
neutrons and electrons. Elements. Part A
What do atomic number and mass number
represent? (Atomic number is the number
of protons, mass number is the number of
protons and neutrons in the nucleus.)
If the number of protons as well as the
Atomic Mass of an element is known, how
can the number of neutrons be
determined? (The number of neutrons can
be determined by subtracting the number
of protons from the Atomic Mass (rounded
to the nearest whole number).
Distinguish which particles can be used to
identify an element.
Practice calculations that determine the Each group will present their insights
atomic number, atomic mass, protons, about the history of periodic table of
neutrons and electrons. elements.
Cite the importance of determining the  
number of protons, neutrons and
electrons. (Subatomic particles are
important because it is a unit of matter or
energy that's the fundamental makeup of
all matter.)
The students will generalize how to The periodic table was developed as a
determine the number of protons, result of years of painstaking work by
neutrons and electrons. different scientists. Its present form was
2
 a result of meticulous and thorough
study by scientists.
I. A. Evaluate Learning Quiz- Illustrate the models of the atom Quiz Multiple Choice (1-10) and Quiz: Determine the number of protons, Give at least 5 scientists who contribute
by: a. Thomson b. Rutherford checking of activity paper neutrons and electrons. to the development of periodic table.
J. Additional activities for application Research about the History of the Answer the crossword puzzle given by Question: How did the Periodic Table Study about the Features of Periodic
or remediation Development of Atomic Theories your Science Teacher. develop? What information about Table of Elements.
elements can be obtained from this
organizing tool?
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% in
the 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 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: Checked by: Noted:

LOBIE C. ALFONSO VICTOR M. SICAT JR. AMPARO M. MUÑOZ, Ed. D.
Teacher I Head Teacher I-Science Principal III