BULUA NATIONAL HIGH SCHOOL-CAMP

School: Grade Level: Grade 8

DAILY EVANGELISTA ANNEX

LESSON Teacher: MAY ANN G. RUBI Learning Area: SCIENCE

LOG
Teaching Dates and Time: MARCH 4-8,2024 Quarter: THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME SECTION Day 1 Day 2 Day 3 Day 4 Day 5

3:15pm-3:55pm GALILEO
March 4, 2024 March 5, 2024 March 6, 2024 March 7, 2024 March 8, 2024
4:35pm-5:15pm NEWTON
5:15pm-5:55pm EINSTEIN IN-PERSON (FACE TO FACE) IN-PERSON (FACE TO FACE)
I. OBJECTIVES

A. Content Standards: The learners identify of a substance according to its atomic structure.
B. Performance Standards: The learner should present how water behaves in its different states within the water cycle.
C.Learning Competencies/Objectives
(Write the LC Code for each) * Determine the number of protons, neutrons, and electrons in a particular atom. S8MT-IIIe-f--10

At the end of the lesson the At the end of the lesson the At the end of the lesson the CATCHING UP FRIDAY:
students will be able: students will be able to: students will be able to: SUMMATIVE TEST Peace Education
a. Explain the details of the a. Define isotopes, atoms, a. Calculate the number of ABOUT MODULE 3: Session Title: Exploring
gold leaf experiment, ions, and subatomic protons, neutrons, and ATOMS - INSIDE OUT the Peaceful Dynamics of
Millikan's charge particles. electrons in atoms, ions, and Subatomic Particles
experiments, and the b. Interpret shorthand isotopes. Session Objectives: To
work of James Chadwick notations for isotopes help students develop a
to show how our and atoms. rich vision of peace to
understanding of the work for a viable global
structure of the atom society
developed to include
subatomic particles.
II. CONTENT

III.LEARNING RESOURCES
 A. References
1. Teacher’s Guide Page Module 3 Quarter 3 Module 3 Quarter 3 Module 3 Quarter 3 Module 3 Quarter 3 Reading Materials

2. Learner’s Materials Pages Module 3 Quarter 3 Module 3 Quarter 3

Module 3 Quarter 3 Module 3 Quarter 3 Reading Materials

3. Additional Materials from Learning

Google, YouTube
B. Other Learning Resources
IV. PROCEDURE
A. Establishing Purpose of the ENGAGE
Lesson
Teaching Strategy: Role-Playing
Instructional Materials: Role-play
scripts, props
1) Idea - Conduct a mystery box
activity where students explore and
guess the contents related to
subatomic particles, sparking curiosity
and interest.
B. Discussing New Concepts and EXPLORE
Activity 1: Atomic Models and
Practicing New Skills #1
Subatomic Particles
Teaching Strategy: Inquiry-Based
Learning
Materials: Models of atoms,
subatomic particles, interactive
simulations
Significance: Understanding the
evolution of atomic models and the
discovery of subatomic particles.
Instructions: Students will analyze
different atomic models, identify
subatomic particles, and explain the
significance of each model.
Rubric - Accuracy of explanations,
Understanding of subatomic particles
Google, YouTube
ENGAGE
Teaching Strategy: Role-Playing
Instructional Materials: Shorthand
notations for isotopes and atoms
1) Idea - Conduct a "Mystery Box"
activity where students blindly pick an
element and have to describe its
isotopes, atoms, ions, and subatomic
particles based on the information
provided in the box.
EXPLORE
Activity 1: Isotope Investigation
Teaching Strategy: Inquiry-Based
Learning
Materials: Periodic table, calculators
Significance: Students will research
isotopes of a specific element,
calculate their atomic mass, and
present their findings to the class.
Instructions: In groups, students will
select an element, identify its
isotopes, calculate the average atomic
mass, and create a presentation
summarizing their findings.
Rubric - Accuracy of calculations,
Presentation quality - 10 pts.
Assessment Questions:
Google, YouTube
ENGAGE
Teaching Strategy: Role-
Playing
Instructional Materials: Atomic
Models, Index Cards
1) Idea - Divide students into
groups and assign each group
an element. They will create an
atomic model using index cards
to represent protons, neutrons,
and electrons. Through role-
playing, they will present their
models and explain how they
calculated the particles.
EXPLORE
Activity 1: Atomic Structure
Models
Teaching Strategy: Project-
Based Learning
Materials: Index Cards, Markers,
Reference Materials
Significance: This activity allows
students to visualize and create
atomic models, enhancing their
understanding of the structure
of atoms, ions, and isotopes.
Instructions: Students will work
in groups to construct atomic
models of different elements.
Google, YouTube Google, YouTube
ENGAGE ENGAGE
Introduction and Warm
SUMMATIVE TEST Up:
ABOUT MODULE 3:
Activity Title: Particle Dance
ATOMS - INSIDE OUT
Description: Engage
students in a physical activity
where they represent the
movement of subatomic
particles within an atom
through dance.
EXPLORE EXPLORE
SUMMATIVE TEST Concept Exploration:
ABOUT MODULE 3: Activity Title: Atomic Model
ATOMS - INSIDE OUT
Building
Description: Allow students
to construct models of
atoms using various
materials to understand the
arrangement of subatomic
particles.
Duration: 20 minutes
Materials: Styrofoam balls
(representing protons,
neutrons, electrons),
toothpicks, colored markers
Procedure:

C. Developing Mastery
(Leads to Formative Quiz
Assessment 3)
D. Finding Practical Applications of
Concepts and Skills in Daily Living
E. Making Generalizations and
Abstractions about the Lesson
F. Extend
V. REMARKS
- 20 pts.
Assessment Questions:
1. Compare and contrast the features
of the Rutherford and Bohr models of
the atom.
EXPLAIN
Teaching Strategy: Socratic Method
Task 1 - Conduct a concept mapping
activity where students connect the
key experiments and scientists in the
development of atomic theory.
ELABORATE
Teaching Strategy: Project-Based
Learning
Task 1 - Design a poster presentation
showcasing the evolution of atomic
models and the role of subatomic
particles.
EVALUATE
. A 25 item test questions are given to
the students.
Assignment:
1) Perform a skit or role-play scenario
demonstrating the key concepts
learned about atomic structure and
subatomic particles. Provide a
reflection on the experience.
1. What is the difference between an
isotope and an ion?
EXPLAIN
Teaching Strategy: Discussion
Students will engage in a guided
discussion with the teacher to clarify
any misconceptions and deepen their
understanding of isotopes, atoms,
ions, and subatomic particles
ELABORATE
Teaching Strategy: Project-Based
Learning
Task 1: Students will create a model
of an isotope using craft materials
and present it to the class, explaining
the composition of the isotope.
EVALUATE
A 25 item test questions are given to
the students.
Assignment:
none
They will present their models,
explaining the number of
protons, neutrons, and electrons
in each.
Rubric - Accuracy of Model,
Explanation Clarity - 20 pts.
EXPLAIN
Teaching Strategy: Discussion
In this phase, the teacher will
lead a guided discussion with
the students to clarify any
misconceptions and reinforce
the concept of calculating
protons, neutrons, and electrons
in atoms, ions, and isotopes.
ELABORATE
Teaching Strategy: Problem-
Based Learning
Task 1 - Students will participate
in a Think-Pair-Share activity
where they apply their
understanding of isotopes to
solve a practical problem related
to carbon dating.
EVALUATE
.
A 25 item test questions are
given to the students.
Assignment:
1) Create an infographic
illustrating the differences
between atoms, ions, and
isotopes. (Visual Aids)
1. Provide students with
materials and guide them on
assembling the components
to create a visual
representation of an atom.
EXPLAIN EXPLAIN
Valuing:
SUMMATIVE TEST Activity Title: Peaceful
ABOUT MODULE 3: Particle Debate
ATOMS - INSIDE OUT
Description: Organize a
debate where students take
on roles of different
subatomic particles to
discuss their importance in
maintaining atomic stability.
ELABORATE ELABORATE
Activity Title: Peace Vision
SUMMATIVE TEST Board
ABOUT MODULE 3: Description: Have students
ATOMS - INSIDE OUT create vision boards
depicting their aspirations
for a peaceful global society
inspired by the unity of
subatomic particles.
EVALUATE EVALUATE
A 35 item test questions A 10 item test questions are
are given to the students. given to the students.
Assignment: Assignment:
.
none
none
VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation

B. No. of learners who require

additional activities for remediation
who scored below 80%

C. Did the remedial lessons 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 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: Noted by:

MAY ANN G. RUBI MELECIO L. TUBA

Teacher I School Principal I