DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
School
Teacher
Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Manual pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. REVIEW : Reviewing
previous lesson or
presenting new lesson
B. MOTIVATION: Establishing
a purpose of the lesson
C. PRE-ACTIVITY:
Presenting
examples/instances of the
new lesson
D. ACTIVITY PROPER:
Discussing new concepts
and practicing new skills 1
DIVISION OF PASIG CITY
Daily Lesson Log
RIZAL HIGH SCHOOL Grade Level GRADE 9
CYRIL A. CONSTANTINO Learning Area SCIENCE 9
November 7-9, 2023 Quarter Second
The learners demonstrate understanding of the ff:
1. the development of atomic models that led to the description of the behavior of
electrons within atoms
Specific objectives:
At the end of the teaching - learning activity the students should be able to:
a. determine the characteristic colors that metal salts emit;
b. relate the colors emitted by metal salts to the structure of the atom.
c. realize that fireworks emit different colors due to the presence of different metal salts.
Flame Test
102 – 104
116 – 118
1.
1. www.youtube.com
2. www.google.com
3. www.slideshare.com
1. Science_HS.com Chemistry, Carigo, V., Fernandez, C and Nudo, L. pp 141 – 150
TRUE OR FALSE
1. Democritus thought matter could not be divided indefinitely.
2.Aristotle modified an earlier theory that matter was made of four “elements”: earth, fire,
water, coal.
3.Based on the experiment done by Dalton, atoms of an element are identical.
4.The law of conservation of mass state that atoms are created and can be destroyed.
5.Thompson proposes the “Plum pudding” model.
6.
Earlier concepts of the atomic structure appeared when scientists began to study the
emission and absorption of light from different elements. They theorized that emission of
light of these elements have something to do with the structure of their atoms.
In grade 8 you have learned about characteristics and properties of light. Those light
exhibits properties that when it absorbs energy in the form of heat, it will display color that
corresponds to a certain wavelength.
Let us do this activity to understand further about it.
1. Giving directions.
2. Explaining the procedures.
Answering the Activity 1:

E. DEEPENING:
Discussing new concepts
and practicing new skills
F. POST ACTIVITY:
Developing mastery
G. APPLICATION: Finding
practical applications of
concepts and skills in daily
living
H. GENERALIZATION:
Making generalizations
and abstractions about the
lesson
I. ASSESSMENT: Evaluating
learning
Post discussion of the Activity
Answers to Questions:
Q1. Metal salts emitted different colors because of the absorption of heat from the flame.
Explanation: The outermost particles in the metallic element are responsible for the
production of colored light.
Q2. The colors observed is an indication that definite energy transformations occur inside
the atom emitting light. It follows that electrons must occupy orbits of fixed energy.
Guide Questions:
1. Each color of light has a specific wavelength. Among the visible light, which light
has the longest wavelength and has the lowest energy? Which one has the shortest
wavelength and has the highest energy?
2. What instrument can be used to analyze the light given off by the vapors of elements?
3. What is the important fact that a spectroscope can show us?
4. What does these spectral lines suggest to us?
5. How did Neils Bohr explain the spectral lines of an element shown in the
spectroscope?
This atomic model presented by Bohr is comparable to a staircase as shown on the
figure below. When you walk up or down the stairs your feet must hit the steps not on
the empty space between each step, otherwise you will be in trouble until you hit
another step. The higher you climb the stairs, the more energy you need.
Similarly, electrons can only stay at a definite energy level and not in the space
between energy levels. The further the energy level from the nucleus, the higher the
energy.
*Metal salts emitted different colors because of the absorption of heat from the flame.
*The outermost particles in the metallic element are responsible for the production of
colored light. The colors observed is an indication that definite energy transformations
occur inside the atom emitting light. It follows that electrons must occupy orbits of fixed
energy.
*Electrons in each orbit have a definite energy, which increases as the distance of the
orbit from the nucleus increases. If the electron stays in its orbit, there is no absorption or
emission of energy.
*When an electron of an element absorbs extra energy (from a flame or electric arc), this
electron moves to a higher energy level.
*The electron is at its excited state. Once excited, the atom is unstable. The same electron
can return to any of the lower energy levels releasing energy in the form of light with a
particular color and a definite energy or wavelength.
*Bohr’s model explained the appearance of the bright line spectrum of the hydrogen atom
but could not explain for atoms that have more than one electron.
5 items short quiz
J. REMEDIAL: Additional
activities for application or
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 9 – Mt. Samat 9 – Mt. Apo
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the Remedial lesson
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 this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation of localized
materials did I use/discover
which I wish to share with
other teachers?

Quiz:
1. Based on Rutherford’s model of an atom, which subatomic particle is present in the nucleus of an atom?
A. proton and electron B. neutron and electron C. proton and neutron D. proton only
2. What instrument is being used to analyze the colors emitted by the vapors of the element?
A. Spectrum B. Orbitals C. Spectroscope D. None of the choices
3. Which of the following statements is NOT true of the atomic model of Bohr?
A. The energy of the electron in each orbit is not fixed.
B. The electron revolves around the nucleus in a circular orbit.
C. Hydrogen is made up of a positively charged nucleus.
D. An electron can absorb or emit a quantity of radiation.
4. When an electron of an element absorbed extra energy (from a flame or electric arc), this electron will:
A. moves to a higher energy level B. move to a lower energy level
C. remain on its energy level D. be lost.

5. What is the limitation of Bohr’s atomic model? Bohr’s model explained the appearance of the bright line spectrum of the
hydrogen atom but could not explain for …
A. atoms that have more than one electron. B. compound that has more than one electron.
C. atoms that have only one electron. D. atoms that have many electrons.

Prepared by:

CYRIL A. CONSTANTINO
Master Teacher I

Checked by:

FLORENCIO C. AQUINO JR.

Head Teacher VI