UBAT

GRADE
SCHOOL: INTEGRATED 9
LEVEL:
DAILY SCHOOL
LESSON JOY B. LEARNING SCIENCE
TEACHER:
PLAN VALDEZ AREA: CHEM.
TEACHING
QUARTER: 2ND
DATE :

I. OBJECTIVES
The learners demonstrate an understanding of the development of
A. Content atomic models that led to the description on the behavior of electrons
Standards within atoms

B. Performance
Standards

The learner should be able to describe how the Bohr model of the atom
C. Learning improved Rutherford’s atomic model
Competencies
/Objectives S9-IIa-21

II. CONTENT Atoms

LEARNING Grade 9 science Teacher’s Guide and Learner’s Module
RESOURCES
A. References
1.Teacher’s 82-89
Guides Pages
2.Learner’s 98-100
Material pages
3.Textbook
Pages
B. Other General chemistry textbooks, weblinks
Learning
Resources
III. Teacher’s Activity Student’s Activity
PROCEDURES
The teacher will motivate the The Students will answer the
A. Reviewing
students with a crossword puzzle . crossword written on a manila
previous lesson
the answers are the main concepts paper posted on the board.
or presenting
of today’s topic
the new lesson
(Attachment 1) 5 minutes
B.  Establishing The teacher will raise questions that Students will be thinking
a purpose for will enable the students to think critically as of this moment
the lesson about the purpose of the lesson:
1. How does the Bohr atomic
model differ from Rutherford’s
model?
2. What is the basis for the
quantum mechanical model
of the atom?
3. How are electrons arranged
in the atom?
 5 minutes
The teacher will provide Bohr’s
model template and let students
perform an activity by group.
Download the activity from any of
the following sites:
Students will work as a group to
answer the activity provided by
the teacher within the given
time limit

https://conroeisd.instructure.com/
files/748256/download?
download_frd=1&verifier=Amiq3hsH
TSx8XIykvh2jtlTbHZ67OA0a6kWZJo
1V
C. Presenting
examples/insta
nces of the new
lesson
or

http://www.midlandisd.net/cms/
lib01/TX01000898/Centricity/
Domain/1668/Bohr%20Model
%202.doc

see attachment

20 min.
The teacher will then instruct the Students will check their output
students to exchange their outputs and raise questions for
for checking. clarification and discussion.
D. Discussing
new concepts
While checking the outputs, the
and practicing
teacher will then correct students’
new skill #1
misconception

15 min.
E. Discussing
new concepts
and practicing
new skill #2
F. Developing The teacher will provide an individual Students will perform the
mastery (Leads enrichment activity to find out if their activity individually.
to Formative misconceptions have been corrected:
Assessment)
1.a Build a model with 10 electrons, After the given time allotment,
10 neutron and 10 protons the students will check their
b. build a model with 4 electrons, 5 own work
netrons and 4 protons

2. What is the mass of the atoms?

 3. How many electrons are on each
ring or energy level?

Afterwhich, answers will be checked.

5 min

G. Finding
practical
applications of
concepts and
skills in daily
living.

H. Making The teacher will ask for volunteers Students will volunteer to
generalizations from the students to state the answer
and generalization based on the activities
abstractions performed.
about the
lesson 3 min
A short quiz will then be conducted Students will answer a 5-item
by the teacher MCQ

1.which of the following subatomic

particles determine the identity of the
atom?
a. protons
b.electrons
c.neutrons
d. nucleus

2.how many electrons does carbon

have if it has an atomic mass of 12
I.  Evaluating
and has 6 protons?
learning
a. 12
b. 6
c. 3
d. 24

3.Complete the table below:

element proton electron Neutron

Li-3
B-5
S-16

5 min.
J.  Additional The teacher will agree with the Students will agree on specific
activities for students to choose 5 atoms and criteria to score their
application or create a scrapbook with the following scrapbook.
remediation information:

a.location
b.mass
 c.charge

2 min.
IV. REMARKS

V.
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 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?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by: Checked by:

JOY B. VALDEZ SANDY M. NILO

Teacher I Principal I