Teacher BLESSY KAYLE D.

RAMIREZ Grade Level IX

Learning Area Date & Time AUG. 14, 2019
SCIENCE

Quarter 2 DLP No. 1 Duration 120 mins.

(minutes/hours)
Codes S9MT-IIa-21
Describe how the Bohr model of the atom improved Rutherford’s atomic model
Topics Different atomic models
Learning Knowledge Describe how the subatomic particles are arranged for each atomic
Objectives model
Skills Differentiate the atomic models from each other (giving emphasis on
Bohr’s and Rutherford’s model)
Attitude Show cooperation in the group activity
Resources CG - p. 158
Learner’s Module
Materials Images of the different atomic models
Elements of the
Methodology
Plan
I. Preparations Awareness  Prayer
 Presentation of lesson objectives
 Getting to know the students
 Game: All About Subatomic Particles
- The students would be instructed to form symbols using their hands that
represent each subatomic particle (+ - proton, - - electron, x - neutron).
- They would be asked a series of questions asking which subatomic
particle has this certain characteristic.
- They would answer by forming the symbols for each subatomic particle
using their hands.
II. Presentation Activity  The class will be divided into 4 groups.
 Each group would be given images of the different atomic models.
 Each group must have representatives to discuss the arrangement or
placement of the subatomic particles for each model.
Analysis The following questions would be asked:
 Are the placements of the subatomic particles the same for every
model?
 What models have some similarities in the arrangement of subatomic
particles?
 Are electrons present in all models?
 What do you think is the reason why Bohr’s model is more credible
than Rutherford’s model?
Abstraction The concept of the different atomic models would be discussed further. The
question would be asked:
 What are the atomic models and how do they differ from each other?
III. Practice Application The students would be asked:
 Think of things that also have different arrangements and share them with
the class.
___ Remembering
IV. Assessment ___ Understanding
1. The model developed by J.J. Thomson where electrons are scattered
___ Applying
___ Analyzing
inside a cloud of positive charge.
 ___ Evaluating
___ Creating
2. The first atomic model that depicted a nucleus.
3. The only atomic model with no subatomic particles.
4. This atomic model shows that it is impossible to know the exact
location of electrons.
5. This model introduced orbits of fixed sizes and energies.
V. Assignment Study the Quantum Mechanical model of the atom

Reflection

Remarks *Awareness – Getting to know

Teacher’s first day of teaching

Prepared By:
BLESSY KAYLE D. RAMIREZ
Subject Teacher

Checked By:
JOEL A. UNGOD
ESHTII, School Head
Awareness

+ 1. This subatomic particle has a positive electrical charge

x 2. This subatomic particle has no electrical charge (is neutral)

x 3. Helps hold the protons together

- 4. Subatomic particle that is negatively charged

+ 5. The number of _____ determines the element’s atomic number

- 6. This subatomic particle is not found in the center of the atom

- 7. They circle around the nucleus

Assessment

1. The model developed by J.J. Thomson where electrons are scattered

inside a cloud of positive charge. (Plum Pudding)

2. The first atomic model that depicted a nucleus (Nuclear Model)

3. The only atomic model with no subatomic particles (Solid Sphere)

4. This atomic model shows that it is impossible to know the exact location
of electrons (Quantum Mechanical)

5. This model introduced orbits of fixed sizes and energies (Planetary)