SCHOOL PNHS GRADE LEVEL Grade 8

TEACHER Karl M. Jaime LEARNING

SCIENCE
AREA
Martin Malala Mandela
TEACHING March 8-9, 7:00- 8:00- 10:15-
DATE & 2023 QUARTER THIRD
8:00am 9:00am 11:15am
TIME
I. OBJECTIVES
The learner demonstrates an understanding of
A. Content Standards
the identity of a substance according to its atomic structure
B. Performance Standards
Determine the number of protons, neutrons, and electrons in a particular atom;
S8MT-IIIe-f-10

C. Learning Competencies/
Objectives
Write the LC code for each
At the end of the lesson, students must be able to:
1. Understand the historical development of atomic theory.
2. Describe the structure of the atom, including the nucleus, protons, neutrons, and electrons.
3. Create a 3D model of an atom.
4. Develop an appreciation for the historical and cultural significance of atomic theory and its
impact on scientific knowledge.

II. CONTENT Module 2: Atoms: Inside (Atomic Theories)

III. LEARNING RESOURCES
Dalton, J. (1808). A New System of Chemical Philosophy. Manchester: S. Russell.
Thomson, J. J. (1897). Cathode Rays. Philosophical Magazine Series 5, 44, 293-316.
A. References Rutherford, E. (1911). The Scattering of α and β Particles by Matter and the Structure of the Atom.
Philosophical Magazine Series 6, 21, 669-688.
Bohr, N. (1913). On the Constitution of Atoms and Molecules. Philosophical Magazine Series 6, 26,
1-25.
1. Teacher’s Guide pages

2. Learner’s Materials
pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

5. Other Learning pencil/pen, crayons or colored pencils, colored paper, materials for creating atomic
Resource/ Materials model, Laptop
Subject Integration Arts, ICT, English
Teaching Strategies Experiential Learning, Collaborative Learning

IV. PROCEDURES
Daily Routine:
-Opening prayer
-Greetings
-Putting Class in Order
-Checking of Attendance

A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
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
7Es
Elicit:
(The activities in this section will evoke or
draw out prior concepts or prior experiences
from the students)
Engage:
(The activities in this section will stimulate
their thinking and help them access and
connect prior knowledge as a jumpstart to the
present lesson)
Explore:
(In this section, students will be given time to
think, plan, investigate, and organize
collected information; or the performance of
the planned/prepared activities from the
students’ manual with data gathering with
Guide Questions)
Teacher’s Activity Teacher’s
Materials
Palosebo Quiz
Powerpoint
A Palosebo quiz is a fun and exciting competition
where participants compete against each other to
answer questions on various topics. The competition
can be held in a classroom, online, or in any other
setting that is suitable for the participants.
Memory Game
Powerpoint
A memory game is a type of game that challenges
players to test and improve their memory skills. In a
typical memory game, a set of cards or tiles are laid
out, each with a different image or symbol on them.
The cards are initially face down, and players take
turns flipping over two cards at a time, trying to
match the pictures or symbols on the cards. If a
player successfully matches two cards, they get to
keep those cards and take another turn. If a player
does not match two cards, they must turn them back
over, and play passes to the next player. The game
continues until all cards have been matched. The
player with the most matches at the end of the game
wins.
Video Analysis
The students will watch a video about the
Atomic Theory Timeline to have a deeper
understanding of the topic.
Guide Questions:
1. Who were the early philosophers and
scientists who proposed the idea of atoms,
and what were their beliefs about the nature
of matter?
2. Who were the key scientists who
contributed to the development of atomic
theory, and what were their major
contributions?
3. How have our models of atomic structure
and behavior changed over time, and what
factors have contributed to these changes?

After video presentation, students will create

a list of the major events in the development
of atomic theory, including the scientists,
experiments, and theories involved and will
organize the events in chronological order,
starting with the earliest events and ending
with the most recent and the output will be
presented in front of the class guided by the

F. Developing mastery (leads
to Formative Assessment 3)
Explain:
(In this section, students will be involved in an
analysis of their exploration. Their
understanding is clarified and modified
because of reflective activities)/Analysis of
the gathered data and results and be able to
answer the Guide Questions leading to the
focus concept or topic for the day.
Students will create a 3D model of an atom.
Lesson Proper Write –ups of
the
experiment
Atomic theory is a scientific theory that and outputs.
describes the nature of atoms and their
behavior. The concept of the atom dates back
to ancient Greece, where philosophers such as
Democritus proposed that matter was made
up of tiny, indivisible particles called atoms.
However, it wasn't until the 19th century that
the scientific community began to develop a
more rigorous understanding of atomic
theory.
One of the key figures in the development of
atomic theory was John Dalton, an English
chemist who lived from 1766-1844. Dalton
proposed that atoms were indivisible and that
all matter was composed of tiny, identical
particles called atoms. He also suggested that
atoms could combine to form molecules and
that different elements were made up of
different types of atoms.
Another important figure in the development
of atomic theory was J.J. Thomson, a British
physicist who lived from 1856-1940. Thomson
discovered the electron, a negatively charged
particle that orbits the nucleus of an atom. He
proposed that atoms were composed of
positively charged particles called protons,
and that the electrons were distributed
throughout the atom in a cloud-like structure.
Ernest Rutherford, a New Zealand-born

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Elaborate:
(This section will give students the opportunity to
expand and solidify/concretize their understanding of
the concept and/or apply it to a real-world situation)
Evaluation:
(This section will provide opportunities for
concept check test items and answer key
which are aligned to the learning objectives –
content and performance standards and
address misconceptions- if any)
physicist who lived from 1871-1937, is known
for his discovery of the nucleus of the atom.
Rutherford conducted an experiment in which
he fired alpha particles (positively charged
particles) at a thin sheet of gold foil. He
observed that some of the particles were
deflected, suggesting that the atom had a
dense, positively charged nucleus at its center.
Niels Bohr, a Danish physicist who lived from
1885-1962, developed a model of the atom
that is still widely used today. Bohr proposed
that electrons move in orbits around the
nucleus of the atom, and that these orbits are
quantized (i.e., they can only take on certain
discrete values). He also suggested that
electrons can jump from one energy level to
another by absorbing or emitting energy.
Today, our understanding of atomic theory
has continued to evolve, thanks to advances in
technology and the continued efforts of
scientists around the world. The development
of quantum mechanics, for example, has
helped us to better understand the behavior
of electrons and other particles at the atomic
level.
In conclusion, the study of atomic theory and
the development of atomic models has been
an ongoing process for centuries. From the
early theories of Democritus to the modern-
day models of quantum mechanics, scientists
have worked tirelessly to unravel the
mysteries of the atom and the universe as a
whole.
Short Quiz
1-5 items of Multiple-Choice Test
Directions: Choose the letter of the correct
answer.
Who proposed the idea that all matter is
made up of tiny, indivisible particles called
atoms?
a) Democritus
b) John Dalton
c) J.J. Thomson
d) Ernest Rutherford

Who discovered the electron, a negatively

charged particle that orbits the nucleus of an
atom?
a) Democritus
b) John Dalton
c) J.J. Thomson
d) Ernest Rutherford

Who proposed that atoms were composed of

positively charged particles called protons,
and that the electrons were distributed
throughout the atom in a cloud-like structure?
a) Democritus
b) John Dalton
c) J.J. Thomson
d) Ernest Rutherford

Who conducted an experiment in which he

fired alpha particles at a thin sheet of gold foil
and observed that some of the particles were
deflected, suggesting that the atom had a
dense, positively charged nucleus at its
center?
a) Democritus
b) John Dalton
c) J.J. Thomson
d) Ernest Rutherford

Who developed a model of the atom in which

electrons move in orbits around the nucleus
of the atom, and these orbits are quantized?
a) Democritus
b) John Dalton
c) J.J. Thomson
d) Niels Bohr
 Extend: Assignment:
(This section gives situation that explains the topic in
J. Additional activities for a new context, or integrate it to another
application or remediation discipline/societal concern)

V. REMARKS 2-Day Lesson Plan

VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation

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

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:

Karl M. Jaime
Student-Teacher

Checked by:

Mariane G. Dizon
Cooperating Teacher

Noted by:
Valentina L. Castro
Head Teacher III

Alain A. Mendoza EdD

Principal II