DAIL School PINDASAN NATIONAL HIGH SCHOOL Grade/Section 11-ERUDITE
Y LESSON PLAN Teacher ANGEL MAE R. ALIBANGBANG Subject PHYSICAL SCIENCE
Time Allotment 60 minutes (January 20, 2025) Semester 2ND SEMESTER
I. OBJECTIVE At the end of the discussion, the students are expected to:
1. Define atomic number
2. Determine the characteristics of atomic number and atomic mass
3. Explain how the concept of atomic number led to the synthesis of new elements in the laboratory.
A. Content Standard The learners demonstrate understanding of the formation of the elements during the Big Bang and during stellar evolution
B. Performance Standard Make a creative representation of the historical development of the atom or the chemical element in a timeline
C. Learning Competencies Give evidence for and describe the formation of heavier elements during star formation and evolution S11/12PS-IIIb-11
I. CONTENT THE ATOMIC NUMBER AND THE SYNTHESIS OF NEW ELEMENTS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Additional Materials Glencoe Physical Science with Earth Science pp.836-84
IV. PROCEDURES
A. Reviewing or presenting new lesson Elicit:
(The activities in this section A. Prayer
will evoke or draw out prior B. Greetings
concepts or prior C. Checking of Attendance
experiences from the
students)
B. Establishing a purpose for the lesson Engage:
(The activities in this section You have observed that in nuclear fusion, any changes in the number of protons will change the chemical element creating the naturally
C. Presenting examples of the new will stimulate their thinking occurring elements that we know today. The question is, how about the man-made elements and how does the concept of the atomic
lesson and help them access and number lead to the synthesis of elements?
connect prior knowledge as
a jumpstart to the present
lesson)
D. Discussing new concepts and Explore
practicing new skills #1
(In this section, students will
be given time to think plan,
investigate and organize
collected information; or the
E. Discussing new concepts and performance of the
practicing new skills #2 planned/prepared activities
from the students’ manual
with data gathering with
guide questions.
F. Developing Mastery Explain MOSELEY’S X-RAY SPECTROSCOPY HENRY GWYN-JEFFREYS MOSELEY was an English physicist who demonstrated that the
(In this section, students will atomic number, the number of protons in an atom, determines most of the properties of an element. He began his study of radioactivity in
be involved in an analysis of Ernest Rutherford’s laboratory but later decided to explore more on X-rays.
their exploration. Their
understanding in clarified DISCOVERY OF NUCLEAR TRANSMUTATION In 1919, Ernest Rutherford successfully carried out a nuclear transmutation reaction — a
and modified because of reaction involving the transformation of one element or isotope into another element. He bombarded alpha particles from radium directed
reflective activities)/ Analysis to the nitrogen nuclei. He showed that the nitrogen nuclei reacted to the alpha particles to form an oxygen nuclei.
of the gathered data and
results and be able to
answer the Guide Questions SYNTHESIS OF NEW ELEMENTS In the 1930s, the heaviest element known was uranium, with an atomic number 92. Early in 1940,
leading to focus concept or Edwin McMillan proved that an element having an atomic number 93 could be created. He used a particle accelerator to bombard
topic for the day.) uranium with neutrons and created an element with an atomic number 93 which he named neptunium. At the end of 1940, element-94
was synthesized by Seaborg, McMillan, Kennedy, and Wahl. They bombarded uranium with deuterons (particles composed of a proton
and a neutron) in a cyclotron. Element-94 was named plutonium.
G. Finding practical applications of Elaborate
concepts and skills in daily living (This section will give
students the opportunity to
expand and
solidify/concretize their
understanding of the
concept and/ or apply it to a
A. Making Generalizations and real-world situation)
abstractions about the lesson
B. Evaluating learning Evaluation
(This section will provide
opportunities for concept
check test items and answer
key which are aligned to the
learning objectives-content
and performance standards
and address
misconceptions-if any)
C. Additional Activities for application or Extend
remediation
(This section gives situation
that explains the topic in a
new context, or integrate it
to another discipline/
societal concern)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up 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 and supervisor help me
solve?
G. What innovation or localized I
used/discover which I wish to share
with another teacher?
Prepared by: Checked by: Noted by:
ANGEL MAE R. ALIBANGBANG MARICEL B. FERNANDEZ MARITES V. VILLACORTEZA
TEACHER I HEAD TEACHER III SCHOOL PRINCIPAL II
