Detailed Lesson PLAN IN Science 8 - Atomic Structure

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 DETAILED LESSON PLAN IN SCIENCE 8

School Grade 8
Alegria National High Level
School
Teacher Learning Chemistry
Roselyn B. Batal Area
Teaching Quarter
Date: April 5, 2023
3rd

A. Content Standard The learner demonstrates understanding of how the concept of the element
evolved from Ancient Greek to the present

B. Performance Standards The learner should be able to make a creative representation of the historical
development of the atom or the chemical element in a timeline.

C. Learning Competency Determine the number of protons, neutrons, and electrons in a

particular atom (S8MT-IIIe-f-10)
(Indicator 4.1.2)
I.OBJECTIVES At the duration of the lesson, learners are expected to:
a. describe atom and its subatomic particles;
b. locate the subatomic particles;
c. infer which subatomic particle contributes to the atomic number and mass
of the atom;
d. give the importance of being a part of a whole; and
e. create atomic model of a certain atom/ element.
ATOMIC STRUCTURE
II.CONTENT

III. LEARNING RESOURCES

A. Reference Unit 3, pages 136 – 140

1. Teacher’s guide pages
2. Learner’s Manual Unit 3, pages 194 – 203
pages
3. Other Learning Laptop
Materials Activity sheets
Google.com
Youtube.com
Self-Learning Module Microsoft
PowerPoint
https://www.scribd.com/document/600420677/DLP-Atomic-Structure Abamongga,
Mary Lou, et al. Science – Grade Quarter 3 - Module 3, First Edition, 2020
Manila paper, pentil pen, scotch tape, scissors, crayons, colored paper

IV. PROCEDURE
Student’s Activity PPST C.O
A. Preparatory Activities Teacher’s Activity Indicators
(5 minutes)

a. Prayer Era Areana, kindly lead the prayer.

b. Greetings Good morning everyone! Good morning
Ma’am Roselyn!
Everybody please take your sit.

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 Class monitor, who is absent today? Please
c. Checking Attendance list down who is absent for this afternoon.
And mark absent also for those students
who are not in their proper chair.

d. Setting of Standards Now class, what should a good student do Ma’am sit properly
when the teacher is discussing her in front? and no extra
movement.

Keep quit
What else! ma’am.

This time class let me introduce to you our

classroom rules.

Everybody read.

Classroom Rules
• Treat others with respect at all
times.
• Listen to the teacher when s/he
speaks.
• Ask for help when you need it.
• Be prepared every day with
required items.
• Respect other people's
property.
• Listen and follow directions.
• Raise your hand before
speaking or leaving your seat

Can I expect all of that from you class?

Yes ma’am.
Very good!

This is a reminder for everyone to please

pass your output on or before the deadline
to get the proper credit for
your work, Okay?
We understood
ma’am.
e. Review Previous Last meeting we discussed about the
Lesson Phase Change of Matter.

Now, who can recall the different changes

taking place when matter changes its state? (Students’
answers).

Is there any question or clarification

regarding to our last topic? None ma’am

Very good!
Indicator
B. Presenting New Lesson 5.1.2
( 7 minutes) (leads to
a. Motivation Before we proceed to our lesson today, diagnostic)
group your selves into five groups. The
same group we had yesterday.

Our activity is called “Who Am I?”. Now,

I’ll show you pictures or phrases.
Just raise your hands if you know the
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Downloaded by Marybeth Marciano (marybethmarciano.07@gmail.com)
 answers.

Does anyone from the class have a None ma’am.

question?
Yes, we are ready!
Okay, is everyone ready?

Let us start then.

• He discovered electron.
• He studied how alpha particles
interact with a gold foil.
• They disagreed with Aristotle
b. Presentation of the From the activity, what do you think is and said that matter could be
Lesson our topic for today? divided
Our topicufnotril it gets to the smallest part
today is acbaloleudt “atomos”
the a t o•m Hs e discovered the electron charge
ma’am. using his oil drop experiment.
That’s right. Our topic for today is about • He is best known for introducing
atom, its structure and its sub- atomic the atomic theory into chemistry.
particles.
c. State the objectives Now, cl ass let me intro duce to you our
of the lesson objectiv es for t h is after noon.

Everyb ody rea d .

At the duration of the lesson, learners are

expected to:
a. describe atom and its subatomic
particles;
b. locate the subatomic particles;
c. infer which subatomic particle
contributes to the atomic number
and mass of the atom;
d. give the importance of being a
part of a whole; and
e. create atomic model of a certain
atom/ element.
Indicator
d. Purpose of the Lesson This time class, I will group the class into 1.1.2
five groups. This will be your permanent (Integration of
all throughout the session. Understood? English)
What you will be going to do is to read
poem entitled “Little Things” by Julia
Carney. Each group shall read stanza. Is Indicator
everyone ready? 1.4.2

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 Indicator
1.5.2

Alright! Let’s start with Group 1.

GUIDE QUESTIONS:
1. What makes the ocean mighty?
2. What are the little grains?
3. What makes our earth happy?
4. Why do little things make part of the
whole?
5. If you are given a chance to play a role
in the community, what role would you
choose to help our community a better
place?

Our lesson for today introduces a

discussion of purpose in the context of the
concept of parts in their relation to the
whole. We think of parts as serving a
purpose, or perhaps it would be more
accurate to say, as fulfilling a function
within a greater whole.

Just like the atom, it has fundamental parts

called the subatomic particles.

C. Presentation Class, I will present to you the short video Indicator

(7 minutes) about Atoms and Its Subatomic Particles. 1.4.2

D. Lesson Proper Based on the video I presented, what is Atom is the

(5 minutes) an atom? smallest particle
and the building
blocks of matter
ma’am.
Very good, that is correct. All matters are
made up of atoms. Even us humans are
made up of atoms.

What makes up an atom? It is made up of

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 its sub-atomic
particles called
electron, proton,
and neutron.

Very good. What are the charges of this

sub-atomic particles?
Electron (e) has
negative charge,
proton (p) has a
positive charge,
and neutron (n) has
no electric charge.

Does anyone from the class have any

questions or clarification?
None ma’am.
Let’s now proceed to the other part of our
lesson.
Indicator
E. Application Now, class! We will have a group activity. 1.4.2
(27 minutes) Form a circle with your group. (Integration of
Mathematics)
I will distribute a copy of Activity sheet,
Indicator 1.1.2
Group Activity Rubric, and materials in
each group. (Attached after the lesson
plan)

Make sure to scan/ skim the activity. If you

have questions, feel free to ask. If none,
proceed and do your tasks.

Later, post your outputs here on the

board.

Choose/ assign representative/s from your

group who will explain your output in front
of the class.

You will be graded using the Rubrics

for Group Activity. Indicator
5.1.2
(leads to
formative)

Yes ma’am!
Am I understood class!

Very good.

(Each group will now do their tasks for 15

minutes.)

Alright, time is up! Make sure to clean your

area.

Each group will now present their

assigned tasks through their

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 representative. Let’s start with group 1.
(Each group shall present each of their
outputs.)

Congratulations, everyone. Let’s clap our (Students’ clap

hands for all the good works. Well done! their hands.)

Inquiry-Based Questions
• Why do we need to study Indicator
atoms and elements? 1.5.2
• Why are they important even
though we cannot see them?
• Can you use the things that you
have learned in your everyday
living? How?
(Answers may vary. The teacher may also
lead the answer to practicing their critical
thinking. Investigating things like these
will develop their scientific mind. The
teacher may also lead the students to the
earlier poem – being a part of something
bigger)

F. Generalization Now let’s summarize our lesson for Indicator

(2 minutes) today through a Venn Diagram and 5.1.2
strips of sentences about the lesson Put the (leads to
strips of sentences on the Venn Diagram formative)
according to your
understanding of the lesson.
1. Makes up an atom
2. Found inside the nucleus of an atom
3. Found outside the nucleus of an
atom.
4. Positively-charged
5. Negatively-charged
6. Neutral
7. Have charges

None ma’am

Well done! All of your entries are

correct.

Do you still have any questions?

Indicator
G. Evaluation To test if you really understand our discussion this morning. 5.1.2
(5 minutes) Answer the activity sheet I have given to you. You have 5 (leads to
minutes to answer this one. You can start now. Do not forget to summative
write your name, grade, and section.
assessment)
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 Direction: Read each statement below. Choose the letter of the
best answer that described by each statement inside the box
below. Each letter may be used once, more than once, or not at
all.

1. It has a neutral charge.

2. It has a charge that would repel an electron.
3. It has a positive charge and found in the nucleus.
4. It moves randomly around the nucleus of an atom.
5. This is where the negatively-charged particle can be
found.
6. This subatomic particle determines the identity of the
atom.
7. This subatomic particle has a charge that attracts an
electron.
8. An atom with 3 protons & 2 electrons will have this
overall charge.
9. This is the region of the atom where almost all of the
atoms mass is
located.
10. Other than the answer to #3 it is another subatomic
particle found in the
nucleus.

H. Assignment Follow-up activity:

(1 minute)
Research/ read more on the history of the discovery of atoms.
Take notes of the important dates / years and scientists/persons
involved. Create a timeline using what they have search in a long
bond paper. Write a short explanation on how scientist studied
atoms/ elements even without seeing them.

V. Reflect and Understand Below are open-ended statements.

(1 minute)
Complete the statement based on your perception, opinion and
concepts about atomic structure. Pass your reflection tomorrow
together with your assignment output.

Before, I thought that .

But now, .
I have difficulty in .
I can .

Prepared by:
ROSELYN B. BATAL
JHS Teacher 1 Applicant

Republic of the Philippines

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 Department of Education
CARAGA Region
DIVISION OF AGUSAN DEL SUR
ALEGRIA NATIONAL HIGH SCHOOL
Alegria, San Francisco Agusan del Sur

Group Activity – Quarter 3

Science 8

GRADE & SECTION: SCORE: DATE: _

GROUP MEMBERS’ NAMES:

ACTIVITY: Count Me In!

I. OBJECTIVES:
At the end of the activity, the learners should be able to:
A. Describe atom and its subatomic particles;
B. Locate the subatomic particles;
C. Infer which subatomic particle contributes to the atomic number and mass of the atom;
D. Create atomic model of a certain atom/ element

II. MATERIALS:
➢ Manila paper ➢ Crayons/ coloring materials
➢ Scissors ➢ Activity sheet
➢ Marker ➢ Bond Papers
➢ Ballpen ➢ Colored papers

III. PROCEDURES:
A. If you look closely at the tip of sharpened pencil, you will see that it is made of graphite. Going deeper,
graphite is made of carbon atoms. Deeper still, each carbon atom is made of protons, neutrons, and electrons.

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 1) Draw the carbon atom from the box on the previous page.
2) Label the drawing of a carbon atom.

All labels must be used:

➢ Proton ➢ Positive (+)
➢ Neutron ➢ Negative (-)
➢ Electron ➢ Neutral (0)
➢ Nucleus ➢ Electron Cloud

3) Color each particle (Red – protons, Yellow – neutrons, Green – electrons).

GUIDE QUESTION:
Q1: What are the three (3) subatomic particles?

Q2: What do neutrons and protons have in common? How are they different?

B. Particles that are smaller than the atom are called subatomic particles. The three main subatomic particles that
form an atom are protons, neutrons, and electrons. The center of the atom is called the nucleus. Complete the
table below.

PROPERTIES Electrons Neutrons Proton

s
Symbol

Charge

Location in the
atom
Mass

GUIDE QUESTION(s):
Q3: What are the properties you could use to distinguish a proton from an electron?

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 Q4: What property do protons and electrons have that neutron don’t?

C. Atomic Number & Mass Number. Complete the table below. Take note that:
• Atomic Number = number of protons = number of electrons
• Mass Number = number of protons + number of neutrons

Element Atomic Number Mass Number Proton (p+) Neutron (n0) Electron (e-)
A 13 14
B 20 20
C 87 136
D 45 50
E 207 82

GUIDE QUESTION(s):
Q5: How can atoms be neutral if they contain charged particle?

Q6: Why isn’t possible for an atom to have a mass number of 14 and an atomic number of 13?

D. Complete the table below. Find the element and its symbol. Use the data and the periodic table of elements
at the last page of this activity.
Proton
Element Symbol Atomic Number Mass Number Neutron (n0) Electron (e-)
(p+)
38 50
31 15
22 18
19 20
64 29

GUIDE QUESTION(s):
Q7: Are the number of protons and neutrons for each element always the same?

Q8: What is the mass number? Why aren’t electrons included in the mass number?

E. In the earlier discussion, you have encountered Bohr’s Planetary Model of an atom. Create your very own
atomic model using any materials that can be found in the classroom or the materials that you have with you
and your group. Take a picture of it and send it to your teacher so that your teacher can project it on the
monitor for your other classmates to see. Write a short explanation of your model on the space provided below.

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 F. Rewrite the data you gathered in the Manila paper.
➢ Group 1 – details of Activity A only and the answers for Q1 and Q2
➢ Group 2 – details of Activity B only and the answers for Q3 and Q4
➢ Group 3 – details of Activity C only and the answers for Q5 and Q6
➢ Group 4 – details of Activity D only and the answers for Q7 and Q8
➢ Group 5 – send your picture to your teacher, be ready for your explanation

GROUP WORK RUBRIC

GROUP NO.:
DATE: SCORE:

EXEMPLARY LEARNED BASIC APPRENTICE

CRITERIA (5) (4) (3) (1)

All members of the Most students Some students One person

Decision
group contribute to the contribute to contribute to dominates
Making
decision-making. decision-making. decision-making. decision-making.

Students respect
Students pay Students frequently
and encourage the
Most students ask attention to the group interrupt and/ or put
views of others.
Social Students ask questions and build discussion. Some down the views of
Interaction questions or on others students ask others. Students do
clarification. comments. questions and build not ask questions or
Students build on on other comments. clarification.
others comments.

Most students
All students exhibit Students exhibit Students exhibit
On Task exhibit on-task
their best behavior on-task behavior on-task behavior
Behavior behavior most of
while doing the task. some of the time. inconsistently.
the time.
Students complete a
clear and logical With assistance,
sequence of steps. Students complete a students are able to With assistance,
Complete task with sequence of steps. sequence steps. Rush students have
Group Complete task on to complete task.
form and reflection difficulty sequencing
Structure and time. the leader Division of tasks and
and revision. steps. Task is not
Functioning assigns responsibilities is
Members volunteer completed on time.
to take responsibilities and inefficient and
responsibilities and tasks. wastes time.
roles.
One or two Three or four Five or more
Correct All answers are
incorrect answers/ incorrect answers/ incorrect answers/
Answers correct.
mistakes. mistakes. mistakes.

Finished the task Finished the task Finished the task

Finished the task
Timeliness before/ ahead the two minutes after five minutes after
on time.
given time. the given time. the given time.

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