School NICOLAS B.

BARRERAS NHS Grade Level 8

Teacher GLEEN R. BARRIENTOS Learning Area Matter (Chemistry)
Teaching Dates Quarter Third

Week No. 8
I. OBJECTIVES
The arrangement of elements in the periodic table and trends in the properties of
Content Standard the elements in terms of electronic structure
The learners will be able to:
1. Identify the four different electron orbital sublevel.
Performance Standard
2. Show electron configuration of elements.
3. Fill-up the orbital accordingly
1. Draw an orbital diagram to represent the electron configuration of
Learning Competency elements.
2. Perform exercises on writing electronic configuration
MELC Week 7-8 S8MT-IIIi-j-12
Code:
S8MT-IIIg-h-11
1. Define electron configuration; and
DAILY TASK 2. Discuss the rules in writing electron configuration.
Electron Configuration and the Periodic Table
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide TG pp 205-207
Learners’ Module pp 211-213
Learner’s Materials
https://www.youtube.com/watch?v=VgVQKCcfwnU,
Additional Materials https://www.youtube.com/electronconfiguration_orbital diagram
IV. LEARNING TASKS
Established purposed of the lesson showing scrambled words that described the
Periodic Table.

ELICIT

1. Students are shown quick video clip reminding/reinforcing information on

atoms: http://ed.ted.com/lessons/just-how-small-is-an-atom

2. Students are then given a handout with different sized objects and asked to use
images to represent subatomic particles. (students can use graphic organizer
ENGAGE
from previous lesson)

3. More attention the relative sizes of the nucleus, protons, neutrons, and
electrons for atom building. Which objects would best represent the subatomic
particles based on size? Class discuss/defend their choices.
4. Students are given periodic table and supplies for building models of atoms
EXPLORE
(and use graphic organizer from previous lesson)

5. In groups, students are asked to build 3-5 atoms from the 1st 18 elements of
the periodic table. Elements are assigned by teacher to ensure that all 18
elements are built by the class. (Depending on size of class, you may have to split
the class in half and have the two sides of the class building the 1st 18 elements,
so you have two complete models of each of the 1st 18 elements. Learners will be
grade using the rubric.
 6. Students construct models and put them in order according to the periodic
table. The different groups come together and put all the models in order (models
of elements 1-18). The students then analyze atomic models and identify the
trends in atomic configuration across periods and down groups, and record their
ideas on the handout.
7. Teacher leads discussion of patterns found with atomic configuration within the
periodic table.
Watch: https://www.youtube.com/watch?v=VgVQKCcfwnU,
https://www.youtube.com/electronconfiguration_orbital diagram

8. Teacher introduces concept of valence electrons, and how they are related to
the properties of the element, then asks students to revisit their atomic models to
see if valence electrons show a trend.

EXPLAIN

9. Teacher reminds students of the pattern within a group for valence electrons
and asks students to predict if elements in the same group would be more or less
similar to each other compared to elements in other groups and to justify their
answer.

10. Teacher shows videos of sodium, potassium, calcium reacting with water and
an acid. (Demonstrations can also be done if chemicals available)
http://www.middleschoolchemistry.com/multimedia/chapter4/lesson3#potassium_i
n_water
ELABORATE 11. Students record observations about videos, and conclude about the
similarities/differences in how elements react across period and down groups.
 12. Student handout is used for evaluation of student learning.

EVALUATE

13. Students match element cards showing info about electron configuration with
EXTEND the correct element (1-20) poster around the room. This activity is similar to
previous lesson, just with information now focusing on electrons.
V. REMARKS * There are ____ boys and ____ girls present in the class.
* The lesson was:
VI. REFLECTION _____ not realized due to teacher’s meeting and/or school activities
_____successfully done
_____finished but needs to be reteach due to low attendance rate
_____successfully done but needs to be reinforced for learners’ better
understanding of the concept.
From the
evaluation, No. Number of the Learners who earned 80% above
of Learners in the evaluation:__________
who earned:
Did the remedial _________Yes __________No
lessons work? No. of
Number of Learners who caught up the lesson:______
Learners who:
Which of my teaching Strategies used that work well:
strategies worked well? _______ Group collaboration _____ Games
Why did these work? _______ Power Point Presentation _____ Discussion
_______ Answering preliminary activities/exercises
_______ Case Method ____ Think-Pair-Share (TPS)
_______ Rereading of Paragraphs/Poems/Stories
_______ Differentiated Instruction _______ Role Playing/Drama
_______ Discovery Method _____ Lecture Method
_______ Complete Ims _____ Availability of Materials
____ Problem Solving/problem Set ______Group Reporting
____ Laboratory activities/experimentations _____ Lecture Method
____ Board works/seat works ____ Audio Visual Presentation
____ ICT Integration ______ Graphic Organizer
____ Others(Pls specify)_______________
Why did this work?
_______ Complete IMs _________ Learners eagerness to learn

____ Internet Connectivity ____ Students’ Difficulty in HOTS

What difficulties did I
____ Student’s Behavior and/or Attitudes
encounter which my
____ Additional clerical works _____ Students’ Lack of interest
Principal/ Supervisor
____ Colorful Instructional Material _____ Others (pls specify):_______
can help me solve?
____ Additional Ancilliary Services ________________
____ Unavailable Technology equipment
____ Students’ Reading Proficiency Level
____ Science Computer Laboratory
____ Students’ Passiveness on Lessons

Prepared by: Checked by:

Teacher: GLEEN R. BARRIENTOS School Head/MT-I: NIDA B. GARDOSE
Signature: Signature:
Date Submitted: Date: