School Anameam High School Grade Level 9

DAILY LESSON Teacher Joseph A. Jalimao Learning Area Science

LOG Teaching Dates and Time November 7-11, 2022 Quarter Second/Week 1
8:32-9:32

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing
objective support the learning of content and competencies and enable children to find significance and joy interacting the
lesson. Weekly objectives shall be derived from the curriculum guides.
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 The Learners shall be able to identify ways by which we can minimize the effects of fireworks/pyrotechnics to health and
the environment.
c. Learning Competencies/ The learners shall be able to
Objective Describe how the Bohr model of the atom improved Rutherford’s Atomic Model. (S9MT-IIa-21)
Explain how the quantum mechanical model of the atom describes the energy and positions of the electrons. (S9MT-IIa-
22)
Explain the formation of ionic and covalent bonds. (S9MT-IIa-13)
1. Describe how the 1. Describe the 1. Compare the 1. Explain how ionic
Bohr model of the arrangement of ionization energies, and covalent bonds
atom improved electrons in the electronegativity formed
Rutherford’s atomic various energy levels values and number of 2. Differentiate ionic
model. 2. Devise rules in valence electrons of from covalent bond.
2. Explain how the filling up the orbitals metals and non- 3. Illustrate ionic and
quantum mechanical with electrons metals covalent bond
model of the atom 2. Draw the Lewis Dot formation
describes the energy symbols of some
and position of the metals and non-
electrons metals
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the
content can be tacked in a week or two.
Electronic Structure Electron Configuration Ionization Energies, Ionic and Covalent Enrichment Class
of Matter and Electronegativity Bonding
Quantum Mechanical Values, Valence
Model of the Atom Electrons and Lewis
Dot Symbols of Metals
and Nonmetals
III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the
 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
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
learning. Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development
pp.82-87 pp.88-89 pp.90-92 pp.93-95
pp.100-107 p.108 pp.113-117 pp. 119-125
As early as the 17th Recall the last topic Recall the last topic Recall the topic trends
century, knowledge about atomic structure about electron in periodic table
about the structure of configuration
the atom grew when
scientist began to
study the emission
and absorption of light
from different element.
in Grade 7-8, you
have learned about
the characteristic and
properties of light.
The teacher play a Present 2 figures Where are the metals, The learners are
video experiment showing mnemonic non-metals, and noble
flame test device: gases located in the
Source:https://www.yo periodic table?
utube.com/watch?
v=TOyDzOc2AaI
Why do you think are
there different colors
emitted?
What particles is the
heated compounds
are responsible for the
production of the tasked to imagine a
colored light? metal with very low
 How did the scientist
explain the
relationship between
the colors observed
and structure of the
atom?
C. Presenting How did Rutherford Given the number of The learners define The teacher asks
examples/instances of visualize the electrons electrons of a Electronegativity and student volunteers to
the new lesson in his atomic model. potassium atom, Ionization energy. pantomime what will
(Show Rutherford’s distribute its electrons *How will you describe happen as they act it
model of the atom) in various energy the trend or pattern out as non-metals.
levels observed in the IE and They may also draw it.
electronegativity
values of the elements
from left to right of the
periodic table?

D. Discussion of new 1. Did Niels Bohr Learners perform The learners perform Learners answer the
concepts and practicing accept the idea of Activity 3: Electron the following questions: *How about
new skills #1 Rutherford? Configuration (p.108- Individualized two non-metallic
2.The teacher 09 of the Lerner’s Guided Exercises: atoms involved in a
presents Bohr’s Model Module) 1. Answer Guide tug-of-war? Will the
of the atom and then Question Numbers 4-8 string be broken?
asks the students to on pp. 114-115 of the Why? *How about
compare it with LM. their valence
Rutherford’s atomic electrons? Will they
model. 2. Complete Table 1 be transferred? *What
on p. 115 of the LM. In type of chemical
Writing the Lewis bonds will exist
symbol of the element, among their atoms?
they will follow these
steps: (Please provide
samples/illustrations
for every step.)
*NOTE: The teacher
may give examples
a. Why did Neil’s Bohr first based on the
 propose a steps.
modification of
Rutherford’s model?
b. How did the Boh’s
model of the atom
improve Rutherford’s
atomic model of the
atom?
E. Discussion of new Learners perform 1.Output presentation The student performs
concepts and practicing Activity 2: Predicting and processing an activity. The
new skills #2 the Probable Location 2.Present video on student will group into
of an Electron (p. 104 electron configuration two. Two groups are
– 105 of the Learner’s https://www.youtube.c given a pair of actual
Module) om/ watch? samples categorized
v=Vb6kAxwSWgU as A and B in the
table below. Each
group completes the
blanks using the
Periodic Table
F. Developing mastery 1.Presentation of 1.What is electron
(Leads to Formative Output configuration?
Assessment 3) 2.How are your results 2.What are the rules
in the activity similar in writing the electron
to the distribution of configuration of an
electrons in an atom? element?
3.What is stated in
Heisenberg’s
uncertainty principle?
4.Is it possible to
determine the exact
position of the
electron?
G. Finding Practical 1. Describe how How are the following 1.What can you infer 1.What is a chemical
applications of Bohr’s model of the principles applied in when an element has bond?
concepts and skills in atom improved writing the electron high electronegativity? 2.How will you
daily living Rutherford’s atomic configuration of an 2.How about when differentiate ionic from
model? 2. Explain the element: another element covalent bond? Why
quantum mechanical 1.Aufbau Principle possesses very low do you say so?
model of the atom 3. 2. Pauli Exclusion ionization energy? 3.Why is it acceptable
How is quantum Principle to refer to these bonds
mechanical model 3.Hund’s Rule of as chemical forces?

H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional Activities for
application of
remediation
II. REMARKS
III. 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 remedial lessons
work? No. of learners who
have caught up with the
lesson
different from Bohr’s Multiplicity 4.How about Agua
and Rutherford’s Oxigenada which is
model of the atom? chemically named as
Hydrogen Peroxide?
What type of chemical
bond do you think are
present in it?
Relate it to Bohr’s Distribute the With the aid of a A. Discuss how ionic
atomic model electrons of Barium graphical distribution and covalent bonds
1.Why is it that there and Radon through of electrons for are formed using the
are different colors the following methods: sodium and chlorine, elements below.
emitted in the flame a. graphical method how will you explain 1. Mg & O
test? b. electron why metallic elements 2. C & H
2.What does the flame configuration (long- require lower amount
test prove about the hand notation) of IE in the removal of B. Learners perform
inner structure of the c. noble gas core their valence Activity 3 & Activity 4
atom? electron/s whereas (p. 118-120 of the
3.How will you explain non-metals have the Learners Module)
the colors in fireworks greatest capability of
using Bohr’s concept? attracting valence
electron/s?
Summative Test Summative Test Summative Test Summative Test
Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant questions
d. No. of learner who
continue to require
remediation
e. Which of my teaching
strategies work 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?

Submitted by: Approved by:

JOSEPH A. JALIMAO MELCHOR J. RUFO
Teacher Teacher-In-Charge