Republic of the Philippines

Department of Education
REGION V – BICOL
SCHOOL DIVISION OFFICE OF ALBAY
SAN JOSE NATIONAL HIGH SCHOOL
SAN JOSE MALILIPOT, ALBAY

DETAILED LESSON PLAN IN PHYSICAL SCIENCE

DIVISION ALBAY DIVISION GRADE LEVEL GRADE 11
SCHOOL SAN JOSE NATIONAL HIGH SCHOOL SUBJECT PHYSICAL SCIENCE
STUDENT RUBIE JOY C. BARIAS QUARTER THIRD QUARTER
DATE MARCH 7, 2024 COMPETENCY NO. S11/12PS-IIIb-11
COURSE BSED - SCIENCE COOPERATING TEACHER MR. KAROL B. BRIAGAS

I. OBJECTIVES:
A. Content Standard The learners demonstrate understanding of the
distribution of the chemical elements and the
isotopes in the universe.
B. Performance Standard The learners 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 Explain how the concept of atomic number led to
the synthesis of new elements in the laboratory.
(S11/12PS-IIIb-11)
D. Learning Objectives At the end of the lesson, the students should be
able to:
1. realize the importance of knowing the atomic
number of an element by identifying the number
of protons at least once during pairing activity;
2. explain how elements and isotopes are
distributed in the universe by describing the
dispersion of elements;
3. create a timeline of the historical development
of the atom by organizing the significant events in
the development of atoms correctly.
II. LEARNING CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Core MELCs page 37
2. Learner’s Module Lorenzo, B. J. (2020) Physical Science Quarter 1-
Module 1: Exploring the Formation of Elements
during Stellar Formation and Evolution. page 5
3. Additional Materials from resources (LR)
B. Other Learning Resources  Ratzlaff, J. (2016, February 29).
Synthetic element.
https://www.pipingdesigner.com/
index.php/disciplines/chemical/chemical-
elements/1869-synthetic-element
 (2024, February 22).
Atomic number. GeeksforGeeks.
https://www.geeksforgeeks.org/atomic-
number/
 Tayler, R. J., Mason, B. H., & Lagowski, J.
 (2024, February 16). Chemical element |
Definition, Origins, Distribution, & Facts.
Encyclopedia Britannica.
https://www.britannica.com/science/
chemical-element
 The Discovery of the Atom: Timeline &
Structure | StudySmarter. (n.d.).
StudySmarter
UK. https://www.studysmarter.co.uk/expla
nations/physics/modern-physics/the-
discovery-of-the-atom/
 https://www.youtube.com/watch?
v=FGsAyksV5pk&list=PPSV
 Howell, E. (2017, January 10). Humans
really are made of stardust, and a new
study proves
it. Space.com. https://www.space.com/35
276-humans-made-of-stardust-galaxy-life-
elements.html
IV. LEARNING TASK
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Preliminary Activities (5 minutes)
a. Prayers
“Please all stand.” Students will all stand for the opening prayer.

“Before we start, can anyone please lead the prayer.” “Almighty father……. Amen”

b. Greetings
“Good afternoon class!” “Good afternoon, ma’am!”

“You may now take your seats.” Students will now take their seats.
c. Checking of Attendance
“May I know who is absent?” Answer may vary.

d. Reminders
“Please arrange your seats properly so that I can see Students will arrange their seats properly in a
each and every one of you.” much organize manner.
1. Elicit (2 minutes) Expected Answers:
The teacher will show a gif of the components of an
atom in her PowerPoint presentation.

“What is shown in the picture?” “An atom.”

“What is this?” (points at the electrons) “An electron.”

“How about this?” (points at the protons) “Protons.”

“And this one?” (points at a neutron) “Neutron.”

“These are the components of an atom, the electron,

proton, and neutron.”
2. Engage (2 minutes) Expected Answers:
“Yesterday, we have discussed the formation of “Yes.”
elements. Are elements compose of atoms?”

“Yes, elements are composed of atoms. An element is a

substance that consists entirely of one type of atom.
Each element is characterized by the number of protons
in the nucleus of its atoms, known as the atomic
number.”

“Are all elements in the periodic table naturally “No.”

formed?”

“Which elements are synthetic or which elements did

not occur naturally?”

The teacher will hold the answer for this question and
later on will be discuss in the explain part.
3. Explore (10 minutes) Expected Answers:
The teacher will give the students each a piece of paper
containing either the number of protons or the
element. The students will find their partner by pairing
up the number of protons to its respective element.

“So, I have here pieces of paper containing either the

number of protons or the element. I will be distributing
this to all of you and you might get the number of
protons or the element. You will try to find your partner
by knowing how many protons are in that element or
what element has that number of protons. Am I clear?” “Yes, ma’am.”

“I will give you 5 minutes to find your partner, after you

have found all your partners, you will both present in
front to tell us what element are you.”

The teacher will now hand the papers to the students. The student will now find their partners.

After 5 minutes.

“Does everyone now have a partner?” “Who will be the “Yes, ma’am.”
first to present?” Each pair of students will now present their
element.
4. Explain (15 minutes) Expected Answers:
“Why is it important to know the number of protons of “We have to know the number of protons to
an element?” identify an element.”

“Yes, what else?” “To know where we will put them in the periodic
table.”
“Knowing the number of protons in an element is
essential for identifying the element, understanding its
chemical behavior, organizing elements in the periodic
table, and studying its nuclear properties.”

Atomic Number and Synthesis of New Elements

Throughout history, scientist have been working on a
periodic organization of elements as to their properties
and to predict new elements. This is because
understanding the properties of these known elements
will provide them a pattern which would help them
discover new elements. Henry Gwyn Jeffreys Moseley
an English chemist arranged the elements in the
periodic table by using atomic number as basis. This
allowed him to identify and predict any element
considering the number of protons which is equal to
the atomic number. In addition, he emphasized that
adding proton to an element increases its atomic
number and that new element will be formed.

The teacher will present a periodic table.

At present there are 118 known chemical elements.

About 20 percent of them do not exist in nature (or are
present only in trace amounts) and are known only
because they have been synthetically prepared in the
laboratory. Of the known elements, 11 (hydrogen,
nitrogen, oxygen, fluorine, chlorine, and the six noble
gases) are gases under ordinary conditions, two
(bromine and mercury) are liquids (two more, cesium
and gallium, melt at about or just above room
temperature), and the rest are solids. Elements can
combine with one another to form a wide variety of
more complex substances called compounds. The
number of possible compounds is almost infinite;
perhaps a million are known, and more are being
discovered every day.

“Which among these occurred naturally and which

ones are synthetic?”

The teacher will show another periodic table

highlighting which is synthetic.

“What is a synthetic element?”

A synthetic element is an element that is not found
naturally on Earth and must be created artificially
through nuclear reactions in a laboratory setting.
These elements are typically produced by bombarding
a target nucleus with high energy particles, such as
protons, neutrons, or other atomic nuclei. The process
of creating synthetic elements involves the use of
particle accelerators or nuclear reactors. When the
target nucleus absorbs the incoming particles, it
undergoes nuclear reactions that can result in the
formation of a new, heavier element. However,
synthetic elements are often highly unstable and decay
rapidly into lighter elements through radioactive
processes.

“How are these elements distributed in the universe?”

The Dispersion of Elements

The elements that are made both inside the star as well
as the ones created in the intense heat of the
supernova explosion are spread out in to the
interstellar medium. These are the elements that make
up stars, planets and everything on Earth including
ourselves. Except for hydrogen and some helium
created in the Big Bang, all of the stuff we, and the
Earth around us, are made of, was generated in stars,
through sustained fusion or in supernova explosions.
Answer may vary.
“So, are we made of stars?”

“For decades, science popularizers have said humans

are made of stardust, and now, a new survey of 150,000
stars shows just how true the old cliché is: Humans and
their galaxy have about 97 percent of the same kind of
atoms.”
5. Elaborate (10 minutes)
The teacher will now discuss the timeline of the
discovery of the atom.

“Now let’s look at the history of the discovery of

atoms.”

The Timeline of Discovering the Atom

 Answer may vary.

“Next is the timeline for discovery of chemical

elements.”

The teacher will show a video presentation of the

discovery of chemical elements.

“Can you think of any elements that we usually see on

our surrounding or even use?”
6. Evaluate (15 minutes) Expected Answer:
The teacher will let the students create a timeline of
the discovery of atom in a bond paper. The teacher will
be the one to provide the bond paper for this activity.

“Now let us examine your understanding of the

discovery of the atom. I will be providing you the bond
paper for this activity. This activity is equivalent to 30
points.”

Activity:
Create a timeline of the discovery or development of
the atom. (30 points)

“I will only give you 15 minutes to do that.”

After 15 minutes.

“Are you all done?” “Yes, ma’am.”

“Please pass your papers in front.” The students will now pass their papers.
7. Extend (1 minute) Expected Answer:
“Before we end our discussion, I have a quick question.”

“What elements does the human body mostly benefit Oxygen

from?” Calcium
Iron
V. REMARKS
V. REFLECTION
A. No. of students who earned 80% in the
evaluation.
B. No. of learners who required 80% additional
activities for remediation who scored below
80%.
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 resolve?
G. What innovation or localized material did I
use/discover which I wish to share with other
teachers?