SCHOOL JOSE FABELLA MEMORIAL SCHOOL GRADE LEVEL Grade 8

TEACHER Juvenile G. Peñaranda LEARNING AREA Science

DATE & February 27, 2024 (Monday) QUARTER Third
TIME 7:00 – 8:00 (Grade 8 – Rizal)
8:00 – 9:00 (Grade 8 – Del Pilar)
10:20 – 11:20 (Grade 8 – Luna)
12:00 – 1:00 (Grade 8 - Bonifacio)

I. OBJECTIVES

A. Content
 The learners demonstrate an understanding of atomic models by: Explaining
the historical development of atomic models, including those proposed by
Standards
Dalton, Thomson, Rutherford, Bohr, and the Quantum Model.
B. Performance  makes a chart, timeline, or multimedia presentation of how the different
Standards models have evolved
S8MMT-IIIe-f-10

Objectives:
C. Learning 1. differentiate between atoms, ions, and isotopes, and explain how the
Competencies/ number of subatomic particles (protons, neutrons, and electrons) varies
Objectives within each.
Write the LC code for 2. develop an appreciation for the role of subatomic particles in determining
each the properties and behavior of atoms, ions, and isotopes.
3. demonstrate the ability to model the arrangement and movement of
subatomic particles within atoms, ions, and isotopes using physical
models or interactive simulations.
ATOMIC STRUCTURE Lesson 3 : The Number of Subatomic Particles
II. CONTENT
in Atoms, Ions and Isotopes
III. LEARNING
RESOURCES
A. References
● EASE Science II. Module 10. Lesson 2.
1. Teacher’s Guide ● BEAM III. Unit 1. 4 Demonstrate Understanding of Mathematics. Number Makeover.
pages Intro to Chemistry. August 2009.
● Science and Technology III. NISMED. 1997. pp. 220-221.
2. Learner’s
Materials Grade 8 Science Textbook
pages
3. Textbook pages
http://lrmds.deped.gov.ph/
4. Additional ● https://youtu.be/VBjSs66M3Yo?si=kNoZZNGJCs8TOYOC
Materials from ● https://byjus.com/chemistry/isotope-meaning/
Learning
Resource (LR)
● https://www.iaea.org/newscenter/news/what-are-isotopes
portal ● https://isotopes.gov/isotope-basics
● https://www.britannica.com/science/ionization-energy
5. Other Learning
Materials Powerpoint presentation, cellphone or laptop, television and notebook.
IV. PROCEDURES
A. Reviewing “Before we move on to our new lesson, let's quickly review what we've learned
previous lesson about atomic models. Can anyone tell me the name of the scientist who proposed
or presenting the idea of atoms as tiny, indivisible spheres?.” “That's correct, Student 1. Now,
the new lesson who can remind us of the model proposed by J.J. Thomson?” “Excellent, Student
Elicit 2! And who conducted the gold foil experiment and discovered the nucleus?”
“Right again! Rutherford's experiment was a crucial step in our understanding of
atomic structure. Now, let's see how well we remember these concepts as we dive
into our new lesson.”
B. Establishing a “Alright, class, today we're going to learn about something super cool: isotopes
purpose for the and ionization! Can anyone guess what isotopes are?” “Exactly, Student 1!
lesson Isotopes are like different versions of atoms with the same number of protons but
Engage different numbers of neutrons. Now, how about ionization? Any ideas?” “Spot on,
Student 2! Ionization is when atoms gain or lose electrons, making them charged.
 Our purpose for this lesson is to deepen our understanding of how atoms can
vary in their composition and charge, and how these variations impact the
properties and behavior of matter.” By the end of this lesson, you'll be able to :
● identify isotopes, explain the process of ionization, and ;
● recognize the significance of these concepts in fields of chemistry “So, let's dive
in and explore the concepts of isotopes and ionization together!”
Alright, class, to further explore the topic of ionization and isotopes, I want each
of you to watch this short video. As you watch, pay close attention to how
isotopes are represented and how ionization occurs.” “After watching, I'd like you
to think about these three questions”
Guide Questions:
1. How do isotopes of the same element differ from one another?
2. What happens to an atom during the process of ionization, and why does it
occur?
3. Can you think of any real-life examples where understanding isotopes and
ionization would be important?
C. Presenting
examples/insta
nces of the new
lesson
Engage

D. Discussing new
concepts and Now, let's dive into our discussion, starting with ionization. Who would like to
practicing new share their thoughts on ionization?” “Exactly, Ionization is a fundamental process
skills #1 where atoms undergo a transformation by either gaining or losing electrons,
Explore resulting in the formation of charged particles called ions” “That's a great
question! During ionization, atoms can gain or lose electrons when they interact
with other atoms, molecules, or energy sources. For example, when an atom
gains an extra electron, it becomes negatively charged, forming a negatively
charged ion called an anion. Conversely, when an atom loses an electron, it
becomes positively charged, forming a positively charged ion called a cation.”

“It all comes down to the number of electrons in an atom's outer shell, also
known as its valence electrons. Atoms tend to gain or lose electrons to achieve a
stable electron configuration, typically by filling their outermost energy level with
the maximum number of electrons. Elements on the left side of the periodic table,
like metals, tend to lose electrons to form positive ions, while elements on the
right side, like nonmetals, tend to gain electrons to form negative ions.” “Let's
consider the process of sodium ionization. Sodium, a metal, has one valence
electron in its outer shell. In its neutral state, sodium has an equal number of
protons and electrons. However, when exposed to certain conditions, such as
heat or electromagnetic radiation, sodium can lose its valence electron to achieve
a stable electron configuration, forming a positively charged sodium ion (Na+).”
“Now, let's shift our focus to isotopes. Who can tell us what isotopes are?” “Nice!
 Isotopes provide us with a deeper understanding of atomic structure and the
diversity within elements.” “Exactly, Student 1! For example, let's take hydrogen
as an example. Hydrogen has three isotopes: protium, deuterium, and tritium.
Protium is the most abundant and has no neutrons in its nucleus, while
deuterium has one neutron and tritium has two neutrons.”

“Yes, many elements have multiple isotopes with varying numbers of neutrons.
For example, carbon has isotopes like carbon-12, carbon-13, and carbon-14.
Carbon-14, in particular, is used in radiocarbon dating to determine the age of
organic materials such as fossils and archaeological artifacts.” “Indeed, Isotopes
play a significant role in various fields, from medicine and industry to
environmental science and archaeology. Understanding the properties and
applications of isotopes allows us to unlock their potential in advancing scientific
research and improving our lives. Now, let's explore some more examples of
isotopes and their applications.” “Now, let's expand our understanding to include
neutral atoms and how we can determine their atomic numbers and mass
numbers.” “Yes! In a neutral atom, the positive charge of the protons in the
nucleus is balanced by the negative charge of the electrons orbiting the nucleus.
Now, let's talk about how we find the atomic number and mass number for a
neutral atom.” “That's correct The atomic number remains the same because it
represents the number of protons, which determines the element's identity. Now,
how about the mass number?” “Precisely. Even for a neutral atom, the mass
number remains the sum of the protons and neutrons in the nucleus. So, by
subtracting the atomic number from the mass number, we can still determine the
number of neutrons present.” “Yes, you got it! The method for finding the atomic
number and mass number remains consistent across different types of atoms,
whether they're neutral, ionized, or isotopic. “
“Alright, class, as we come to the end of today's lesson on ionization and isotopes,
E. Discussing new
I'd like to hear from each of you how you can connect these topics to your
concepts and
everyday life. Who would like to share first?” “That's an excellent point, Student
practicing new
1! Ionization plays a crucial role in powering many of the devices we use daily.
skills #2
How about isotopes? Can anyone think of a way they might impact our everyday
Explore
lives?”

F. Developing
mastery (leads
to Formative
Assessment 3)
Explain

G. Finding
practical
applications of
concepts and
skills in daily
 living
Elaborate
H. Making
generalizations
and
abstractions
about the
lesson
Elaborate

Directions: Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.
1. How do we call the protons and neutrons that are found together in the
nucleus?
A. nuclei B. nucleons C. atomic number D. mass number

I. Evaluating
learning
Evaluation

Assignment: Exploring the Periodic Table

J. Additional 1. Choose any three elements from the periodic table. For each element, write
activities for down its name, symbol, and atomic number. Then, use the periodic table to
application or determine the number of protons, neutrons, and electrons in each element.
remediation 2. Select an element from the periodic table and research its uses and
Extend importance in everyday life. Write a short paragraph explaining how this element
is used and why it is significant.
V. REMARKS -

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
Rizal
Bonifacio
Luna
Del Pilar
Mabini
B. No. of learners who require
additional activities for remediation
Rizal
 Bonifacio
Luna
Del Pilar
Mabini
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
Rizal
Bonifacio
Luna
Del Pilar
Mabini
D. No. of learners who continue to
require remediation
Rizal
Bonifacio
Luna
Del Pilar
Mabini
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:

JUVENILE G. PEÑARANDA
Grade 8 Science Teacher
Checked by:
MARY JANE T. ERAN
Coordinator, Science Department

Noted:
GINA F. TAGUFA
Coordinator, Junior High School Department

LIZA T. SOLIS
ASTP for Curriculum and Instruction

ROBERTO P. REDOBANTE
School Principal II