LESSON PLAN IN

CONTEMPORARY OF PHILIPPINE ARTS FROM THE REGION

Date: ____________

I. OBJECTIVES
At the end of the lesson, the students are expected to:
1. define Contemporary Arts;
2. explain the art forms and the development of Philippine Arts.; and
3. Describe the form of integrated contemporary art in the Philippines
in choreography, musical instrument, literary and music .
composition, visual design and theatrical performance.

II. SUBJECT MATTER

a. Topic: INTEGRATIVE ART AS APPLIED TO
CONTEMPORARY ART
Subtopic: Historical Background of an Art in the Philippines
b. Reference: Sandagan, Luviminda D.and Sayseng, Ayesha H.,
Contemporary Philippine Art from the Regions, JFS Publishing
Services,Manila., pp.2-6.
c. Materials: PowerPoint Presentation, laptop

III. PROCEDURE
A. ROUTINE ACTIVITIES
1. Cleaning of classroom
2. Prayer
3. Checking of attendance

B. MOTIVATION

Teacher’s Activity Student’s Activity

JUMBLED LETTERS CHALLENGE

The teacher will let the students The students will answer
discover the words behind the jumbled
letters.

1. TAR ART
2.ONCEMTOPARRY CONTEMPORARY
3. HIPIPLPNIES PHILIPPINES
4. ISHOTRY HISTORY

What can be the topic from the words

revealed in the challenge?

Very good class!

C. Presentation

Teacher’s Activity Student’s Activity

Students will be grouped into four
wherein they will find the art forms
(e.g. visual arts, architecture and
literature, theatre arts, dance,
choreography and music) and the
development of Philippine Art in three
major traditions.
Group I – Ethnic Tradition The students will do the activity
Group II – Spanish Colonial Tradition
Group III – American Colonial
Group IV – Contemporary Tradition

Teacher will discuss the three major

Traditions in the development of
Philippine Art. The ethnic art forms
during pre-colonial times
what happened to the Philippine
indigenous art during Spanish regime
and the art forms in the following
field: Literature, Theatre arts,
Choreography, Dance, Music, Visual
arts, Architecture.
And also the changes in the Philippine
Art and the area of education during
American regime. Lastly define Modern
Art and Contemporary Art.

IV.APPLICATION
Teacher’s Activity Student’s Activity

Now that we are done with our lesson we

will have a group activity.
Make a skit showing some art forms in
The students will do the activity
the Three Major Traditions including
Contemporary Period.
Group I – Ethnic Tradition
Group II – Spanish Colonial Tradition
Group III – American Colonial
Group IV – Contemporary Tradition

D. EVALUATION

Direction: Write E if the statement belongs to Ethnic Tradition, S if it belongs to

Spanish Tradition, A to American Colonial and C to Contemporary Traditions.

1. Filipinos developed choreographies by mimicking movements of animals. *E

2. Zarsuelas and operas became popular in this period. *S
3. Filipinos studied abroad and later on introduced new ideas in art making. *A
4.Technological innovations affected art making resulting to non-conventional
artworks. *C
5. The geographical location and experiences of the Filipinos were the main factors
in art production. *E

V. ASSIGNMENT

Search for the various contemporary art forms and practices initiatives from
the regions.

Prepared by: KLER P. DARADAR

 LESSON PLAN IN
INTRODUCTION TO THE PHILOSOPHY OF HUMAN

Date: ____________

I. OBJECTIVES
At the end of the lesson, the students are expected to:
1. define Contemporary Arts;
2. explain the art forms and the development of Philippine Arts.; and
3. Describe the form of integrated contemporary art in the Philippines
in choreography, musical instrument, literary and music .
composition, visual design and theatrical performance.

II. SUBJECT MATTER

a. Topic: INTEGRATIVE ART AS APPLIED TO
CONTEMPORARY ART
Subtopic: Historical Background of an Art in the Philippines
b. Reference: Sandagan, Luviminda D.and Sayseng, Ayesha H.,
Contemporary Philippine Art from the Regions, JFS Publishing
Services,Manila., pp.2-6.
c. Materials: PowerPoint Presentation, laptop

III. PROCEDURE
A. ROUTINE ACTIVITIES
1. Cleaning of classroom
2. Prayer
3. Checking of attendance

B. MOTIVATION

Teacher’s Activity Student’s Activity

JUMBLED LETTERS CHALLENGE

The teacher will let the students The students will answer
discover the words behind the jumbled
letters.

1. TAR ART
2.ONCEMTOPARRY CONTEMPORARY
3. HIPIPLPNIES PHILIPPINES
4. ISHOTRY HISTORY

What can be the topic from the words

revealed in the challenge?

Very good class!

C. Presentation

Teacher’s Activity Student’s Activity

Students will be grouped into four
wherein they will find the art forms
(e.g. visual arts, architecture and
literature, theatre arts, dance,
choreography and music) and the
development of Philippine Art in three
major traditions.
Group I – Ethnic Tradition The students will do the activity
Group II – Spanish Colonial Tradition
Group III – American Colonial
Group IV – Contemporary Tradition

Teacher will discuss the three major

Traditions in the development of
Philippine Art. The ethnic art forms
during pre-colonial times
what happened to the Philippine
indigenous art during Spanish regime
and the art forms in the following
field: Literature, Theatre arts,
Choreography, Dance, Music, Visual
arts, Architecture.
And also the changes in the Philippine
Art and the area of education during
American regime. Lastly define Modern
Art and Contemporary Art.

IV.APPLICATION
Teacher’s Activity Student’s Activity

Now that we are done with our lesson we

will have a group activity.
Make a skit showing some art forms in
The students will do the activity
the Three Major Traditions including
Contemporary Period.
Group I – Ethnic Tradition
Group II – Spanish Colonial Tradition
Group III – American Colonial
Group IV – Contemporary Tradition

D. EVALUATION

Direction: Write E if the statement belongs to Ethnic Tradition, S if it belongs to

Spanish Tradition, A to American Colonial and C to Contemporary Traditions.

1. Filipinos developed choreographies by mimicking movements of animals. *E

2. Zarsuelas and operas became popular in this period. *S
3. Filipinos studied abroad and later on introduced new ideas in art making. *A
4.Technological innovations affected art making resulting to non-conventional
artworks. *C
5. The geographical location and experiences of the Filipinos were the main factors
in art production. *E

V. ASSIGNMENT

Search for the various contemporary art forms and practices initiatives from
the regions.

Prepared by: KLER P. DARADAR

Date:

I. Learning Objectives
At the end of the lesson the learners will be able to:
1. Understand the concept at the atom and element throughout pre-modern history;
2. Differentiate the combination of the Philosophers to the science of chemistry;
3. Articulate the contributions of Alchemy as a protoscience to chemistry.

II. Learning Task

A. Subject Matter
Atomos, Aristotle and Alchemy (Chemistry before Modern History)
Resources: Retrieved from: http://pitjournal.unc.edu/article/lead-gold-sorcery-science-
alchemy-and …….foundations-modern-chemistry.
B. Science Concepts
Atom-a smallest component of an element having the chemical properties of the element.
Protoscience-an unsciencetific field of study which later developed into real science.
C. Values Integration
-Proper behaviour
-Attentive listening
-Cooperation with the group reports
D. Teaching Aid and Devices
-visual aids
-handouts

III. Teaching Strategies

A. Daily Routine
1. Prayer
2. Checking of the attendance
B. Motivation
Present the amusing and absurb grome theory of Physics that says the Universe can be
explained entirely by the actions and effects of tiny versions of gromes (duwende in Philippine
Mythology. For example.
-State of matter- a solid is little more than a closely compacted configuration of gnomes all
holding hands, wearing hats and having legs. Heating causes gromes to become excited or
tickled they start to loosen their grip of their neighbour (liquid). When gromes are tickled, they
are no longer able to hold on and just float away in groups of one or more. (gas). Sometimes the
gromes get so excited they catch fire (plasma)
C. Lesson Proper
Intoduce the Greek Philosophers who began considering the nature of what things were
made of they were pre occupied with how the universe seemed to be both changing and
constant.
D. Generalization
Review the lesson by making a quick post-assessment, call different learners to express in
their own words the answers to the questions.
a. What are the aspects of Leucippus and Democritus idea of atomism?
b. How did other Greek Philosophers like Plato and Aristotle think about the elements?
c. What were the three aims of Western Alchemy?
d. Give two similar advances if Alchemy can be found in the modern chemistry laboratory.

IV. Evaluation
Additional Exercises, Writing Outputs and Essay.
V. Assignment:
1. Make a research about the structure of an atom, identity its component and its functions.
2. What are the four atomic models?

Lesson Plan in Physical Science

12-ABM
12-SMAW B
12 COOKERY B

Date:

I. Learning Objectives:
a. Describe the nuclear model of an atom and the location of its major components (protons,
neutrons, and electrons.)
b. Distinguish the contributions of the scientist to the understanding of the structure of an
atom.
c. Describe what are the discoverages to the structure of an atom.

II. Learning Task

A. Subject Matter: Not Invisible (The structure of the Atom)
 Resources: Retrieval November 7, 2015 from http://education .jlab.org/qa/how-much-of-
an-atom-is-empty-space.html:
B. Science Concepts
- nucleus-is a a Latin word for the seed inside a fruit
- atomic nucleus- the very dance central region of an atom
- cell nucleus- a central organelle of a eukaryotic cell, containing most of the cell and DNA
- electrons- a subatomic particles with unit positive charge and a mass of about amu. (atomic
mass unit).
-neutrons- an elementary particles with O charge and mass about equal to proton; enters into
the structure of atomic nuclear.
C. Values Integration
-proper behaviour
-attentive listening
-cooperation
- creative
D. Teaching Devices
-visual aide
-activity paper

III. Teaching Strategies

A. Daily Routine
1. Cleaning Room
2. Prayer
3. Checking the attendance
B. Motivation
Begin with a scrambled letter that will introduce the subject to be discussed. Then, introduce
the list of some important names that the learner will encounter.
-John Joseph Thomson
- Ernest Rutherford
- Niels Bohr
- James Chadwick
- Werner Heisenberg
- Ernant Schrodinger
It will be good to keep track of the names of the scientists to be more useful to pay attention
as to which concepts belong to which models.
Review: Brief discussion of Billiard ball concept and Brownian motion.
C. Proper Lesson:
Robert Brown was a Scottish botanist and pallobotanist who had made important
contribution to botany. Transport Phenomenon is named after him. (Brownian motion). Under
the microscope, the particles trapped in cavities inside pollen grains in water, he noted that the
particles moved through the water but he was not able to determine the mechanisms that
caused of motion or pedesis is a random motion of particles suspended in a fluid resulting from
collision with the fast-moving atoms or molecules in the gas or liquid.
Show some experiment how the small particles move with the use of glitters on the plate
then ass some water. Show the class what happened after putting a water.
Introduction of four atomic models:
- The Plum Pudding Model is a model of atomic structure proposed by J.J. Thomson in the
late 19th century. Thomson had discovered that atoms are composite objects, made of
pieces with positive and negative charge, and that the negatively charged electrons
within the atom were very small compared to the entire atom.
- Thomson's model, the atom is composed of electrons surrounded by a soup of positive
charge to balance the electrons' negative charges, like negatively charged “plums”
surrounded by positively charged “pudding”. The 1904 Thomson model was disproved
by Hans Geiger's and Ernest Marsden's 1909 gold foil experiment.
- Rutherford overturned Thomson's model in 1911 with his well-known gold
foil experiment in which he demonstrated that the atom has a tiny and heavy
nucleus. Rutherforddesigned an experiment to use the alpha particles emitted by a
radioactive element as probes to the unseen world of atomic structure.
- Rutherford–Bohr model or Bohr model or Bohr diagram, introduced by Niels
Bohr and Ernest Rutherford in 1913, depicts the atom as a small, positively
charged nucleus surrounded by electrons that travel in circular orbits around the
nucleus—similar to the structure of the Solar System, but with attraction provided
by electrostatic forces rather than gravity. After the cubic model(1902), the plum-
pudding model (1904), the Saturnian model (1904), and the Rutherford model (1911)
came the Rutherford–Bohr model or just Bohr model for short (1913). The improvement
to the Rutherford model is mostly a quantum physical interpretation of it. The model's
key success lay in explaining the Rydberg formula for the spectral emission lines of
atomic hydrogen. While the Rydberg formula had been known experimentally, it did not
gain a theoretical underpinning until the Bohr model was introduced. Not only did the
Bohr model explain the reason for the structure of the Rydberg formula, it also provided
a justification for its empirical results in terms of fundamental physical constants.
- The Bohr model is a relatively primitive model of the hydrogen atom, compared to
the valence shell atom. As a theory, it can be derived as a first-order approximation of
the hydrogen atom using the broader and much more accurate quantum mechanics and
thus may be considered to be an obsolete scientific theory. However, because of its
simplicity, and its correct results for selected systems (see below for application), the
Bohr model is still commonly taught to introduce students to quantum
mechanics or energy level diagrams before moving on to the more accurate, but more
complex, valence shell atom. A related model was originally proposed by Arthur Erich
Haas in 1910, but was rejected. The quantum theory of the period between Planck's
discovery of the quantum (1900) and the advent of a full-blown quantum
mechanics(1925) is often referred to as the old quantum theory.

IV. Evaluation
Activity No. 2
Four atomic Model

V. Assignment
Each group should make a model of an atom and level the subatomic particles of the
following elements.
a. carbon
b. boron
c. oxygen
 Lesson Plan in Physical Science

12-ABM A
12-SMAW B
12 COOKERY A

Date:

I. Learning Objectives:
The Learner’s will be able to:
1. Point out the main ideas in the discovery of the structure of the atom and it’s subatomic
particles (SII/12PS-IIIB-8)
2. Cite the contributions of John Dalton toward the understanding of the concepts of the
chemical elements. (S11/12PS-IIIb-9)
3. Explain how Dalton’s Theory contributed to the discovery of other elements (S11/12PS-IIIb-
10)

II. Learning Task

A. Subject Matter: Corpuscles to Chemical Atomic Theory (The Development of Atomic Theory)
Resources: http://pitjournal.unc.edu/article/lead-gold-sorcery-science-
alchemyandfoundations- modern-chemistry.
Genral Chemistry Book by: W. Keeran Chemistry 6th Edition by: Mortimer
B. Science Concepts
 Corpuscle- a tiny piece of anything (atom, molecule,mole, particle)
 Chemical Element- any of more than 100 known cannot be separated into simpler
substances and that singly or constitute all matter.

Introduce the list of some important names that the learners will encounter.
 Robert Boyle
 Antoine Lavoisier
 John Dalton
 Joseph Gay Lussac
 Amadeo Avagadro
 Dmitri Mendelev
C. Values Integration
  Proper behaviour
 Attentive listening
 Cooperation
D. Teaching Devices
 Visual aids
 Test books
 Handouts
 4 atomic models

III. Teaching Strategies

A. Daily Routine
1. Cleaning the room
2. Prayer
3. Checking of attendance
B. Motivation/Review the past lesson
C. Lesson Proper
Introduce Robert Boyle’s Ideas.
He is best known for Boyle's law, which describes the inversely proportional relationship
between the absolute pressure and volume of a gas, if the temperature is kept constant within a
closed system. Among his works, The Sceptical Chymist is seen as a cornerstone book in the
field of chemistry.
Boyle's Law Formula. Boyle's Law, an ideal gas law which states that the volume of an ideal gas
is inversely proportional to its absolute pressure at a constant temperature. The law applies
only to ideal gases which allow only pressure and volume to change.
The following are some of the more important of his works:

 1660 – New Experiments Physico-Mechanical: Touching the Spring of the Air and their Effects
 1661 – The Sceptical Chymist
 1662 – Whereunto is Added a Defence of the Authors Explication of the Experiments,
Against the Obiections of Franciscus Linus and Thomas Hobbes (a book-length addendum
to the second edition of New Experiments Physico-Mechanical)
 1663 – Considerations touching the Usefulness of Experimental Natural Philosophy (followed
by a second part in 1671)
 1664 – Experiments and Considerations Touching Colours, with Observations on a Diamond
that Shines in the Dark
 1665 – New Experiments and Observations upon Cold
 1666 – Hydrostatical Paradoxes[35]
 1666 – Origin of Forms and Qualities according to the Corpuscular Philosophy. (A
continuation of his work on the spring of air demonstrated that a reduction in ambient
pressure could lead to bubble formation in living tissue. This description of a viper in
a vacuum was the first recorded description of decompression sickness.)[36]
 1669 – A Continuation of New Experiments Physico-mechanical, Touching the Spring and
Weight of the Air, and Their Effects
 1670 – Tracts about the Cosmical Qualities of Things, the Temperature of the Subterraneal
and Submarine Regions, the Bottom of the Sea, &tc. with an Introduction to the History of
Particular Qualities
 1672 – Origin and Virtues of Gems
 1673 – Essays of the Strange Subtilty, Great Efficacy, Determinate Nature of Effluviums
 1674 – Two volumes of tracts on the Saltiness of the Sea, Suspicions about the Hidden
Realities of the Air, Cold, Celestial Magnets
 1674 – Animadversions upon Mr. Hobbes's Problemata de Vacuo
 1676 – Experiments and Notes about the Mechanical Origin or Production of Particular
Qualities, including some notes on electricity and magnetism
 1678 – Observations upon an artificial Substance that Shines without any Preceding
Illustration
 1680 – The Aerial Noctiluca
 1682 – New Experiments and Observations upon the Icy Noctiluca (a further continuation
of his work on the air)
 1684 – Memoirs for the Natural History of the Human Blood
  1685 – Short Memoirs for the Natural Experimental History of Mineral Waters
 1686 – A Free Enquiry into the Vulgarly Received Notion of Nature
 1690 – Medicina Hydrostatica
 1691 – Experimentae et Observationes Physicae
Among his religious and philosophical writings were:

 1648/1660 – Seraphic Love, written in 1648, but not published until 1660
 1663 – An Essay upon the Style of the Holy Scriptures
 1664 – Excellence of Theology compared with Natural Philosophy
 1665 – Occasional Reflections upon Several Subjects, which was ridiculed
by Swift in Meditation Upon a Broomstick, and by Butler in An Occasional Reflection on Dr
Charlton's Feeling a Dog's Pulse at Gresham College
 1675 – Some Considerations about the Reconcileableness of Reason and Religion, with a
Discourse about the Possibility of the Resurrection
 1687 – The Martyrdom of Theodora, and of Didymus
 1690 – The Christian Virtuoso

 John Dalton
was an English chemist, physicist, and meteorologist. He is best known for introducing
the atomic theory into chemistry, and for his research into colour blindness, sometimes
referred to as Daltonism in his honour.
The main points of Dalton's atomic theory are:

1. Elements are made of extremely small particles called atoms.

2. Atoms of a given element are identical in size, mass and other properties; atoms of
different elements differ in size, mass and other properties.
3. Atoms cannot be subdivided, created or destroyed.
4. Atoms of different elements combine in simple whole-number ratios to form chemical
compounds.
5. In chemical reactions, atoms are combined, separated or rearranged.

 Louis Joseph Gay-Lussac; 6 December 1778 – 9 May 1850)

was a French chemist and physicist. He is known mostly for his discovery that water is
made of two parts hydrogen and one part oxygen (with Alexander von Humboldt),
for two laws related to gases, and for his work on alcohol-water mixtures, which led to
the degrees Gay-Lussac used to measure alcoholic beverages in many countries.

 1802 – Gay-Lussac first formulated the law, Gay-Lussac's Law, stating that if the mass and
volume of a gas are held constant then gas pressure increases linearly as the temperature
rises. His work was preceded by that of Guillaume Amontons, who established the rough
relation without the use of accurate thermometers. The law is sometimes written as p = k T,
where k is a constant dependent on the mass and volume of the gas and T is temperature
on an absolute scale (in terms of the ideal gas law, k = n·R/V).[7]
 1804 – He and Jean-Baptiste Biot made a hot-air balloon ascent to a height of 7,016 metres
(23,018 ft) in an early investigation of the Earth's atmosphere. He wanted to collect
samples of the air at different heights to record differences in temperature and moisture.
 1805 – Together with his friend and scientific collaborator Alexander von Humboldt, he
discovered that the composition of the atmosphere does not change with decreasing
pressure (increasing altitude). They also discovered that water is formed by two parts of
hydrogen and one part of oxygen (by volume).
 1808 – He was the co-discoverer of boron.
 1810 – In collaboration with Louis Thenard, he developed a method for quantitative
elemental analysis by measuring the CO2 and O2 evolved by reaction with potassium
chlorate.
 1811 – He recognized iodine as a new element, described its properties, and suggested the
name iode.[8]
 1815 – He synthesized cyanogen, determined its empirical formula and named it.
 1824 – He developed an improved version of the burette that included a side arm, and
coined the terms "pipette" and "burette" in an 1824 paper about the standardization of
indigo solutions.[9]
 In Paris, a street and a hotel near the Sorbonne are named after him as are a square and a
street in his birthplace, Saint-Léonard-de-Noblat.

 Amedeo Carlo Avogadro, Count of Quaregna and Cerreto (9 August 1776 – 9 July 1856), was
an Italian scientist, most noted for his contribution to molecular theory now known
as Avogadro's law, which states that equal volumes of gases under the same conditions of
temperature and pressure will contain equal numbers of molecules. In tribute to him, the
number of elementary entities (atoms, molecules, ions or other particles) in 1 mole of a
substance, 6.022140857(74)×1023, is known as the Avogadro constant, one of the
seven SI base units and represented by NA.
 In honor of Avogadro's contributions to molecular theory, the number of molecules in one
mole was named "Avogadro's number", NA or "Avogadro's constant". It is
approximately 6.0221409×1023. Avogadro's number is used to compute the results of
chemical reactions. It allows chemists to determine amounts of substances produced in a
given reaction to a great degree of accuracy.
 Johann Josef Loschmidt first calculated the value of Avogadro's number, often referred to as
the Loschmidt number in German-speaking countries (Loschmidt constant now has another
meaning).
 Avogadro's Law states that the relationship between the masses of the same volume of all
gases (at the same temperature and pressure) corresponds to the relationship between
their respective molecular weights. Hence, the relative molecular mass of a gas can be
calculated from the mass of sample of known volume.
 Avogadro developed this hypothesis after Joseph Louis Gay-Lussac had published in 1808
his law on volumes (and combining gases). The greatest problem Avogadro had to resolve
was the confusion at that time regarding atoms and molecules. One of his most important
contributions was clearly distinguishing one from the other, stating that gases are
composed of molecules, and these molecules are composed of atoms. For instance, John
Dalton did not consider this possibility. Avogadro did not actually use the word "atom" as
the words "atom" and "molecule" were used almost without difference. He believed that
there were three kinds of "molecules," including an "elementary molecule" (our "atom").
Also, more attention was given to the definition of mass, as distinguished from weight.

IV. Evaluation:
1. Which is not part of Dalton’s Chemical Theory?
a. All atoms of the element have different masses or isotopes.
b. Atoms combine only in whole number ratios
c. All elements are made of atom.
d. none of the above
2. Match the contribution in column A to the person in column B. by writing the letter
beside the number.
Column A Column B
_____1. Definition of chemical element a. Dmitri Mendelev
_____2. Concept of corpuscles b. Joseph Prout
_____3. Law of multiple proper time c. John Daltom
_____4. Some elements are found as molecules d. Rovert Boyle
_____5. Law of definite proportions e. Antoinne Lavoisior
f. Joseph Gay- Lussac
Answer:
1.) A
2.) 1. E
2. D
3. C
4. F
5. B
V. Assignmnet:
Memorize atleast 10 elements and its atomic number and mass number

Lesson Plan in Physical Science

12-ABM
12-SMAW B
12 COOKERY A
Date:

I. Learning Objectives:
At the end of the lesson the learners will be able to:
1. Explain how Moseley discovered the correlation between the atomic number of an element
and the wavelengths of x-rays emitted by the element.
2. Discuss how new elements are synthesized
A. Content Standards:
The learners demonstrate an understanding of:
1. How the concept of the atom evolved from Ancient Greek to the present
2. How the concept of the element evolved from Ancient Greek to the present.
B. Performance Standards:
The learners can make a creative representation of the historical development of the atom or
the chemical element in a timeline.
C. Learning Competencies
The learners to:
1. Cite the contributions of J.J Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to
the understanding of the structure of the atom (S!!/12PS-IIIb-9)
2. Explain how the concept of atomic number led to the synthesis of new element in the
laboratory (S11/12PS-IIIb-11)

II. Learning Task

A. Subject Matter
Henry Moseley, the Atomic Number, and Synthesis of Elements
B. Science Concepts
J. J Thomson
Ernest Rutherford
Henry Moseely
Niels Bohr
C. Values Integration
-Proper behaviour
-Attentive listening
-Cooperation with the group reports
D. Teaching Aid and Devices
-visual aids
-handouts

III. Teaching Strategies

A. Daily Routine
1. Prayer
2. Checking of the attendance
B. Motivation
MAKING YOUR OWN PERIODIC TABLE
Make your own periodic table using the hypothetical elements that are given in the clues.
Explain the word/s that will be formed if you arranged the symbols of the elements correctly.
a. P and PR both have one electron each. Pr. Has a bigger atomic size.
b. Od, Ri, and E are in the same series as P,C, and I. In terms of atomic size, P is the biggest while
C is the smallest. E is a metal while I is non-metal. Od is smaller than Ri in atomic size.
c. O has a bigger atomic size than E in the same group. Y is also bigger atom than C in the same
group. R is more non-metallic than Pe but more metallic than Ti.
Answer: PERIODIC PROPERTY

C. Lesson Proper
 Introduce Henry Moseley
 Explain that organizing the elements by their weight did not give a periodic alignment of
their chemical properties.
  Mention the experimental evidence he gave to an existing hypothesis: that the elements
atomic number, or place in the periodic table, was uniquely tied to their “positive charge”,
or the number of protons they had.

D. Application:
Write the nuclear reactions involved in the synthesis of each of the following new elements.
a. Curium (Z=96) was formed by reacting Pu-239 with alpha particles 42He. It has a half-life
of 162 days.
b. Mendelevium (Z=101) was formed by reacting En-253 with alpha particles.

IV. Evaluation
Short Essay (maximum of 3 sentences)
1. Dmitri Mendeleev is often regarded as the Father of the Periodic Table. Would you say that
Henry Moseley deserves the recognition more than Him?
2. Explain the atomic number called the “fingerprint” of elements

V. Assignment:
An isotope of elemnt 102, with a mass number of 253 was produced by bombarding 24096Cm
with a projectile, which was absorbed by the target nucleus. This projectile should be
___________.