Quarter Second

GRADE 9 Learning area Science

UNIFIED LESSON PLAN
Teaching date and time Week 1 Day 3 - 4

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
the development of atomic models that led to the description of the behavior of electrons within atoms.
B. Performance Standards The learners shall be able to:
analyze the percentage composition of different brands of two food products and decide on the products’
appropriate percentage composition
C. Learning The learners should be able to:
Competencies/Objectives
Explain how the Quantum Mechanical Model of the atom describes the energies and positions of the
Write LC Code for each electrons ( S9MT-IIa12).
At the end of the session, the learners are expected to:
Describe electron configuration;
Explain the pattern of filling the orbitals; and
Write full and abbreviated electron configuration.
II. CONTENT TOPIC/TITLE: ELECTRON CONFIGURATION
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
 2. Learner’s Material Pp. 108-109
3. Textbook
4. Additional Materials https://ch301.cm.utexas.edu/
from Learning Resource https://tinyurl.com/ycuo2s7p
(LR) portal https://tinyurl.com/yco9lqco
B. Other Learning https://www.chem.fsu.edu/
Resources https://chem.libretexts.org/
Curriculum guide, Learner’s Material in Science 9, Teacher’s Guide in Science 9
Manila Paper, Powerpoint Presentation, Periodic table of Elements
IV. PROCEDURES (ANNOTATIONS)
PPS Indicators/KRA
Objectives/Rubric Indicators to be
Observed
A. Reviewing previous ELICIT
lesson or presenting the
 The teacher will write the chemical formula of the element hydrogen and INDICATOR 1
new lesson
its corresponding atomic number (H1).
Applies knowledge of content
 The teacher will ask if they can still remember the number of atoms within and across curriculum
present in hydrogen. teaching areas.
 Using the periodic table, the teacher will ask volunteer students to give MOV: The teacher review the
the atomic number of the elements given. lesson which uses the topics
within the curriculum teaching
 Afterwards, the teacher will present the Bohr’s atomic model.
area and activating prior
knowledge.

INDICATOR 6
Establish a learner-centered
culture by using teaching
 strategies that respond to learners’
linguistic, cultural, socioeconomic
and religious backgrounds.
MOV: The teacher elicits answers
from the students through their
most comfortable language to use.
Figure 1: Bohr’s atomic model
 The teacher will ask the learners on how they are going to describe the
electrons in the orbits.
B. Establishing the purpose ENGAGE
for the lesson.
 The teacher will discuss the Aufbauf Principle. INDICATOR 1
Applies knowledge of content
within and across curriculum
teaching areas.
MOV: The teacher introduces a
concept within the teaching area.

INDICATOR 2
Ensure the positive use of ICT to
Figure 2: Aufbauf principle model facilitate the teaching and
learning process
 The students will illustrate the Aufbauf Principle.
MOV: The teacher uses an online
 After illustrating, the teacher will give an overview on how Aufbauf
reference for the model used.
made the model.
C. Presenting  The teacher will explain how to fill in excited electrons through wring INDICATOR 5
examples/instances of the arrows. This will further explain the Aufbauf principle and will be
Maintain supportive learning
new lesson. making introductory standpoint on Hund’s rule.
environments that nurture and
ATOMIC HOTEL inspire learners to participate,
cooperative and collaborate in
Th atomic hotel is a special hotel designed for electrons. The hotel has a
continued learning.
strict policy called Aufbauf prinicple tha states “ground” floors must be
filled first and in order. It costs more to get rooms on higher floors. In the MOV: The teacher elevates the
atomic, energy is money so “excited” electrons get rooms on higher floors, participation and cooperation of
thus the exception to hotel policy. the students by integrating
fun-filled activity.
Looking back through old guest logs, the following layouts can be sketched.
Determine which electrons had more “money”. Label those electrons as
excited.
 Questions:
1. Which date does the hotel have most revenue?
2. In the concept of atomic hotel, explain Hund’s rule.
D. Discussing new EXPLORE
concepts and practicing
 Learners will do the activity 1. INDICATOR 4
new skills
 Instructions will follow. Establish safe and secure learning
#1
environments to enhance learning
 Provided activity sheet will be given by group, with direction to follow
through the consistent
and guide questions to answer.
implementation of policies,
 Teacher will give/present the rubric. guidelines and procedures.

 Activity Proper. MOV: In every activity, the

teacher always reminds the
policies, guidelines, and
Activity 1 procedure to follow.
INDICATOR 5

Direction: Fill in the boxes with corresponding arrow applying the Hund’s Maintain supportive learning
rule. environments that nurture and
inspire learners to participate,
cooperate and collaborate in
continued learning.
MOV: The teacher incorporates
group activity to posit
collaboration of the students in a
group.
 Guide Questions:
1. Why do we need to fill up the energy level with arrow up first?
2. Explain the Hund’s rule.
E. Discussing new Activity 2 INDICATOR 1
concepts and practicing
Applies knowledge of content
new skills
within and across curriculum
Objective: Write the electron configuration of elements in 1 st, 2nd, 3rd, and 4th
#2 teaching areas.
periods.
MOV: The teacher makes use of
the Periodic table of Elements
Direction: Work with your group mates to write the electron configuration of which is one of the aids in
the following elements in a certain period. learning Chemistry.

Group 1: 1st period

Group 2: 2nd period
Group 3: 3rd period INDICATOR 3
Group 4: 4th period Display proficient use of Mother
Tongue, Filipino and English to
facilitate teaching and learning.
Guide Questions:
MOV: The teacher let the students
1. Do you see the pattern in the distribution of their electrons?
communicate with their own
2. What are the patterns you have observed? mother tongue to have a
harmonious communication
within the group.

 The teacher will let the students recite all the elements found in group 18 INDICATOR 5
or noble gases.
Maintain supportive learning
The teacher will discuss on how to use noble gases for the abbreviation of environments that nurture and
electron configuration. inspire learners to participate,
cooperate and collaborate in
continued learning.
MOV: The teacher incorporates
group activity to posit
collaboration of the students in a
group.

 Abbreviated or shorthand notations make use of the noble gases (have

full outer electron shells).
 In doing this, put the chemical symbol for the noble gas in front of the
configuration in square brackets, and then write the configuration for any
 additional electrons in the standard way.
 With that, the teacher will ask the students to look at the periodic table
and choose the noble gas that comes before the specified element. For
example, the specified element is yttrium which has 39 electrons, before
this element, krypton (a noble gas) has 36 electrons, so the electron
configuration of yttrium can be written as this:
[Kr] 5s2 4d1
This means that “the configuration of krypton plus 5s2 4d1.
F. Developing mastery EXPLAIN
(Leads to formative  The students will post their respective output on the board. INDICATOR 6
assessment.)
 The selected reporter will present the group’s work. Establish a learner-centered
culture by using teaching
 The teacher will then ask the guide questions to the other members of the
strategies that respond to learners’
group:
linguistic, cultural, socioeconomic
1. Why do we need to fill up the energy level with arrow up first? and religious backgrounds.

2. Explain the Hund’s rule. MOV: The students explain their

answers to the guide questions
3. Do you see the pattern in the distribution of their electrons? and the teacher will let them
4. What are the patterns you have observed? explain it to the language which
they are comfortable using.
 The teacher will give additional inputs in the activity and in answering
the guide questions.
INDICATOR 7
Use strategies for providing
timely, accurate and constructive
feedback to improve learner
performance.
 MOV: After the presentation, the
teacher will give feedback to the
student’s work which can help
them improve and apply it to their
next activity.
G. Finding practical ELABORATE
applications of the concepts
 The teacher will let students apply Aufbauf prinicple and Hund’s rule INDICATOR 1
and skills in daily living.
through writing the electron configuration of the specified elements.
Applies knowledge of content
1. Sodium within and across curriculum
teaching areas.
2. Bromine
MOV: The teacher elaborates the
3. Iron
topic within the curriculum
4. Barium teaching area.

5. Neptunium
 The teacher will check and give techniques in writing the electron INDICATOR 7
configuration of the elements.
Use strategies for providing
timely, accurate and constructive
feedback to improve learner
performance.
MOV: The teacher will check
their own answers and see where
they most have difficulty in
understanding.

H. Making generalizations  The teacher will consolidate all the learning in the topic discussed.
and abstractions about the
lesson.  The teacher will ask the students: INDICATOR 2
a. How does electron configuration represent the atom? Ensure the positive use of ICT to
facilitate the teaching and
b. Does knowing the pattern in filling out the orbital important? Why?
learning process
c. Is it helpful to know the abbreviated electron configuration of the
MOV: The teacher uses online
atom?
references to enhance the topic
 The teacher will conclude the topic through discussing the salient points. delivery.
I. Evaluate Learning EVALUATE
Direction: Write your answers on the space provided. INDICATOR 7
I. Write the full and abbreviated electron configuration of each of the Use strategies for providing
following atoms. timely, accurate and constructive
feedback to improve learner
1. oxygen __________________________
performance.
__________________________
MOV: The students are given the
2. cobalt _________________________ chance to test their understanding
in the topic discussed.
_________________________
3. sodium ________________________
________________________
4. bromine ________________________
_________________________
5. iron ___________________________
___________________________
II. Determine what elements are denoted by the following electron
 configuration.
11. 1s22s22p63s23p4 ____________________________

12. 1s22s22p63s23p64s23d104p65s1 ___________________________

13. [Kr] 5s24d105p3 _________________________________

14. [Xe] 6s24f145d6 ___________________________________

15. [Rn] 7s26d105f11 _____________________________

J. Additional activities for EXTEND

application or remediation.
 The teacher will let the students to answer this question` for deeper INDICATOR 7
understanding:
Use strategies for providing
timely, accurate and constructive
feedback to improve learner
performance
MOV: Students will improve their
performance through continued
learning.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment.
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with 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 to other teachers?
Explore
Grade and Section:_____________________
Name of the Group: ____________________

Rubric for Assessing Group Activity Performance

Standard Unsatisfactory Satisfactory Outstanding Points Given
(1 pt) (3 pts) (5 pts)
Content and Poor presentation of ideas is Very Good presentation of ideas is Excellent presentation of
Knowledge observed observed ideas/thought is observed

Cooperation Members of the group are not Members of the group are Members of the group are
and Team responsible and not focus on the occasionally responsible and focus responsible and focus on the task
Work task given. on the task given given

Neatness & The output is not organized. And The output is organized. And the The output is neatly organized.
Orderliness the workplace is messy before and workplace is occasionally messy And the workplace is clean
after the activity before and after the activity before and after the activity

Time Members of the group do not Members of the group finished Members of the group finished
Management finished on time. ahead of time, with complete ahead of time, with complete and
answer. correct answer.
Total Points
Signature of the Rater: ________________________
Possible Answers

Activity 1

Guide Questions:
1. Orbitals of equal energy are each occupied by one electron before any orbital is occupied by a second electron and that each of the single
electrons must have the same spin.
2. Every orbital in a sublevel is singly occupied before any orbital is doubly occupied. All of the electrons in singly occupied orbitals have the
same spin (to maximize total spin).
Activity 2

Guide Questions:

1. Yes.
2. Filling the orbitals with electron starts from the lowest energy level to the highest energy level.