Grades 11 / 12 School Medina National Comprehensive
DAILY High School- Senior High School
LESSON Teacher Jedidiah J. Quidet
PLAN Teaching Dates and Nov. 13-14, 2019
Time 9:30-10:30 Evocative
I .Objectives
a. Content Standards
b. Performance Standard
c. Learning Competencies
II .Content
III. Learning Resources
a. References
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 new lesson
d. Discussing new concepts and
practicing new skills #1
e. Discussing new concepts and
practicing new skills #2
f. Developing mastery (leads to
formative assessment
g. Finding practical applications of
concepts and skills in daily living
h. Making generalizations and
abstractions about the lesson
i. Evaluating learning
j. Additional activities for
application
V. Remarks
Grade Level 11
Learning Area Physical Science
Quarter 3
Nov. 14-15,2019
8:15-9:15 Evident
10:30-11:30 Effulgent
At the end of the lesson, the learners shall be able to:
1. Discuss key developments in the concept of the atomic structure
2. Give brief explanations of each of the models of atomic structure
The learners demonstrate an understanding of:
1. How the concept of the atom evolved from ancient Greek to the present
The learners shall be able to make a creative presentation of the historical
development of the atom or the chemical element in a timeline.
The learners to cite the contributions of J.J Thompson, Ernest Rutherford, Henry
Moseley, and Niels Bhor to the understanding of the structure of the atom.
The structure of the atom
Teacher’s guide pages 34-47
Science in Today’s World for Senior High School Physical Science pages 38-58
Session 1 Session 2
Review on the plum pudding model and Review on Bohr’s Postulates about the
the planetary model of the atom via short electron
quiz
Show Bohr’s Atomic model Show a diagram of a perforated cathode
(Ask students to compare it with the ray tube used by Goldstein
planetary model and the plum pudding Place a diagram of the cathode ray tube
model) used by Thompson
(Ask the students to determine the
similarities and differences of the two)
Present Niels Bohr and his postulates Present Eugen Goldstein (the one who
about the atom (specifically the actually discovered the proton) who
electrons) performed an experiment similar to
Thompson
Discuss that Bohr used his knowledge of Discuss The mechanism of the
the emission spectrum of the element perforated cathode ray tube experiment
Hydrogen to analyze Rutherford’s theory.
 Go back to the group activity
 Go back to the group activity and ask the group who got
last meeting and ask the group protons if their definition is
whether their definition of the correct
electron is correct.  Ask the group who got atoms if
 Ask the students who gave the their definition will be changed
meaning of the atom if there are
changes in the definition of it Discuss that Rutherford and Bohr later
State that Bohr won a Nobel for Physics developed the nuclear model which has
in 1922. three different types of subatomic
particles
State instances of electrons jumping Show a blank diagram of the perforated
about the atom. Let students determine cathode ray tube experiment
whether energy is absorbed or emitted Let the students name the missing
labels.
10 item quiz
PREPARED BY: CHECKED BY:

JEDIDIAH J. QUIDET RICARDO D. BONGCAS

SPECIAL SCIENCE TEACHER I HEAD TEACHER III

APPROVED BY:

TEOFILO M. ARTIAGA
PRINCIPAL II