School TARLAC NATIONAL HIGH SCHOOL – MAIN Grade Level 12

Teacher GERALDINE E. GARCIA Learning Area Physical Science

Teaching November 13, 2019 Machiavelli 7-8
DAILY LESSON Dates & Aristotle 10-11 St. Augustine 11-12 Quarter Third
LOG Time Plato 3-4 St. Aquinas 4-5

I. OBJECTIVES

A. Content Standards How the concept of atom evolved from Ancient Greek to the present
Performance Make a creative representation of the historical development of the atom or the chemical element in a
B.
Standards timeline
At the end of the session, students are expected to:
1. Describe the nuclear model of the atom and the location of its major components (protons, neutrons, and
LCs Write the LC electrons ) (S11/12PS-IIIb-10)
C.
code for each 1.1 Identify the location of nuclear major components.
1.2 Differentiate the nuclear model with the different models of an atom.
1.3 Create a nuclear atomic model.
II. CONTENT How the idea of the atom, along with the idea of the elements evolved
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Material pages
3. Textbook pages Pages 29-33
4. Additional
Materials from
Learning Resources
(LR) portal
Other Learning Link : sciencing.com/make-3d-model-atom-5887341.html
B. Resources https://www.google.com.ph/?
gfe_rd=cr&ei=6fcUWYDAMKXEXuHGn4gF&gws_rd=ssl#q=nuclear+model+of+an+atom+ppt
IV. PROCEDURES
A. Reviewing previous WHEEL OF FORTUNE
lesson or Recall the sub-atomic particles through recitation by calling names using the interactive wheel.
presenting the new 1. What are the three sub-atomic particles of an atom?
lesson 2. Who discovered protons?
3. Who discovered neutrons?
Who discovered electrons?
Establishing a (5 minutes)
purpose for the
lesson
4 PICS 1 WORD

B.

ATOM SIGN

POSITIVE NEGATIVE
C. Presenting (5 minutes)
examples/instances
of the new lesson The students group into 4-5 groups. Each group put the word or number writen on a colourful cartolina and
put to the appropriate location in the table given.
 +1 0 1 nucleus electron

Charge Mass (amu) Location

Proton 1 Nucleus
Neutron 0
-1 Outside the
nucleus

ANSWER:

Charge Mass (amu) Location

Proton +1 1 Nucleus
Neutron 0 1 Nucleus
Electron -1 0 Outside the
nucleus
D. Discussing new (15 minutes)
concepts and
practicing new skills Rubric
#1
10 8 6 4
Following All directions One Two More than
Directions followed direction was directions two
exactly not followed were not directions
followed were not
followed
Nucleus Nucleus is Nucleus has Nucleus has Nucleus has
100 % 1-2 mistakes 3-4 mistakes more than 4
accurate mistakes
Protons Protons have Protons has 1 Protons has Protons do
a plus or mistake 2 mistakes not have a
positive plus sign or
charge positive
marked on charge
them marked on
them
Electrons Electrons Electron has Electron has Protons do
have a minus 1 mistake 2 mistakes not have a
sign or plus sign or
negative positive
charge charge
marked on marked on
them them
Correct Model There are 2 There are 4 Model does
number of contain the mistakes in a mistakes in a not have the
electrons in correct model model correct
each model number of number of
electrons electrons

The students work in 4-5 groups in doing the activity

Building 3D Model of an Atom

Materials:
 3 different colors
 Toothpick
 Paint brush
 Styrofoam ball/any localized material such as seeds of monggo, corn, string beans, etc.
 Permanent marker

Procedure:
1. Press a toothpick into each Styrofoam ball to create a handle for painting. This allows you to paint
the entire ball at once.

2. Paint six of the balls one color (to create proton models), six balls the second color (for the neutron
models) and the last six balls the third color ( for electron models), holding onto the toothpicks as
you paint. Press the other end of toothpicks into the Styrofoam sheet to allow them to dry.
 3. Use a permanent marker or a fourth color of paint to draw a plus sign (+) on the protons. This
represents their positive charge.

4. Draw a minus sign (-) on the electrons to represent their negative charge.

5. Connect the protons and neutrons to create the nucleus using toothpicks. Arrange them so they
look like a clump of the two different colors of balls. You might need to break the oothpicks to
create short pieces for holding the balls together. You can also use glue to hold them together.

6. Cut the wooden skewers so there about six skewers 6 to 8 inches long. Press one end of each skewer
in each of the electrons. Press the other end of the skewer into one of the protons or neutrons in
the nucleus. Arrange all of the electrons in the same way around the nucleus, creating the electron
cloud.

7. Another way to do this model is through the use of localized materials such as monggo seeds, crack
corn and coffee beans that could be glued to the styrofoam balls or paper mould balls that will serve as
the protons, electrons, and neutrons.

Tip:
Different types of atoms have different numbers of protons, neutrons and electrons. Adjust the number of
Styrofoam balls or paper mould balls as needed, using the periodic table of the elements as guide.

Remind the students that the electrons should be smaller than the protons and neutrons.
Discussing new
concepts and (20 minutes)
practicing new skills
#2 Discussing the Lesson
NUCLEAR MODEL OF AN ATOM
 Developing Mastery (5 minutes)
F. (Leads to Formative Have each group draw all models discussed and label with the relevant concepts. Assign a reporter and
Assessment) discuss the group work with the class.
Finding practical Being positive in life is one factor in good future or the accessories in happiness, but some people become
applications of negative because of their experiences. It’s just like an atomic model they contain positive and negative
G.
concepts and skills particles in which they can balance the chemicals or rather the reactants in any chemical reaction..
in daily living
Making (5 minutes) Recitation
generalizations and
abstractions about  How do you understand the Nuclear Atomic Model?
H. the lesson
 Enumerate the different model of an atom.
 Illustrate one atomic model and explain. Locate the different subatomic particles or the major
components of an atom using the model.
I. Evaluating Learning 10-item quiz
Additional Activities Students will have to make a creative output showing how nuclear model is made using different recycled
J.
materials like paper, plastic balls, Rexona balls etc.
V. REMARKS
VI. REFLECTIONS
No. of learners who 12 Aristotle -16 12 Plato – 51 12 St Augustine -52 12 St. Aquinas - 46
A. earned 80% in the
evaluation
No. of learners who None
require add’ll
B. activities for
remediation who
scored below 80%
Did the remedial N/A
lesson work? No. of
C. learners who have
caught up with the
lesson
No. of learners who None
D. continue to require
remediation
Which of my Giving some activities as motivation/introduction worked well because it could stimulate their minds and enjoy the
teaching strategies lesson.
E.
worked well? Why
did these work?
What difficulties did None
I encounter which
F. my principal or
supervisor can help
me solve?
What innovation or Create a nuclear model of atom using localized materials like seeds of monggo, corn, string beans, etc. and recycled
localized materials materials like paper, plastic balls or Rexona/deodorant balls.
did I used/discover
G.
which I wish to
share with other
teachers?
Prepared by:
Checked:
GERALDINE E. GARCIA
Subject Teacher MARK ANTHONY C. PIMENTEL, Ph. D. Approved:
Head Teacher VI
EPIFANIA B. DUNGCA, Ed. D.
School Principal IV