School GEN.

TIBURCIO DE LEON NATIONAL HIGH SCHOOL Grade Level Grade 8

Grades 1 Science
Teacher ROBERT M. OBISPO Learning Area
to 12 (CHEMISTRY )
NOVEMBER 19, 2019 ( Tuesday)
DAILY Teaching Dates 1:40 – 2:40 MB 406 8 – BELINA ( Tues.) THIRD
Quarter
LESSON and Time 5:00 – 6:00 MB 409 8 SAN MIGUEL ( Wed)
LOG 6:00 – 7:00 MB 404 8- CORPUZ ( Monday)
I.OBJECTIVES
A. Content Standards The Learners Demonstrate an Understanding of:
1. the particle nature of matter as basis for explaining properties, physical changes, and
structure of substances and mixtures;

B. Performance The Learners should be able to:

Standards
C. Learning
Competencies/Objectives. Write
the LC code for each
D. Specific Objective/s
1. present how water behaves in its different states within the water cycle
2. Illustrate how the sub-atomic particles are distributed in an atom
3. Show the historical development of the PT in the form of song, poem,
The Learners should be able to:
3. Determine the number of protons, neutrons, and electrons in a particular
Atom S8MT-IIIe-f-10
Objectives:
3.1 Differentiate atoms from molecules (through KWL, Venn Diagram, etc.)
S8MT-IIIe-f-10.1 1
2.2 Neutrons 3.2 Discuss the historical background of the atom and its sub-atomic particles
S8MT-IIIe-f-10.2

A. Topic Sub – Atomic Particles

B. Sub – Topic Atom and its Sub – atomic Particles
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning
Resources https://www.youtube.com/watch?v=TYEYEIuTmGQ
IV.PROCEDURES
A. Reviewing previous - Daily Routine
lesson or presenting the  Prayer
new lesson  Greetings
 Checking of cleanliness and orderliness of the room
 Checking of attendance
ELICIT
- What is the difference between an atom and a molecule ?
B. Establishing a purpose ELICIT
for the lesson - What makes up an atom?
- How can particles in an atom be described?
C. Presenting ENGAGE
examples/instances of the Materials: KWL chart, sticky notes (2 different colors if possible), pencils
new lesson
Explain your understanding of the particles in an atom.
What do you what to know about the particles in an atom?
1. The teacher will give each student two sticky notes, two different colors if possible.

2. The students will take about 4 minutes to write down what they know and want to know
about atoms.

3. Turn and Talk: The students will do a 2 minute turn and talk with their neighbors about
what they have written on their sticky notes.

4. The teacher will call the students up by table to have them place their sticky note on the
"K" and "W" portion of the KWL chart.
 5. The teacher will share student responses with the class.

Material: 3 sheets of paper (each labeled True, False, and Not sure)

Statements for the 4 Corner activity:

An atom is the smallest particle from which all elements are made.
An atom consist of 3 subatomic particles
An electrical charge is the power given to each particle
The location of each particles do not change with different elements
1. Teacher will label 3 corners of the room True – False – Not Sure

2. Explain to the students that you will read each statement twice.

3. Students will then decide if statement is true or false. If they are not sure, that's okay.

4. Without talking, the students will go to the corner of room that represents their thoughts.

5. The teacher should ask the students to share with their group why they picked that
answer and justify their response. Students may use the the Sentence Starters to guide
them through this collaboration process.

6. The teacher will then ask the True and False groups to have a representative share the
group's reasoning for that response.

7. Students in the Not Sure group will then have to determine if they feel the response is
True or False and pick a position based on the other students' statements. (The teacher is
not to give the right answer.)

8. Repeat steps 2-7 for all the statements.

9. Explain to the students that throughout the lesson we will explore the model and make of
the atom. Explain that any misconceptions that they may have will be addressed during that
time.
D. Discussing new
concepts and practicing EXPLORE
new skills #1 Give One Get One Activity

1. The teacher should have the students draw a line down the middle of the designated page
in their notebooks or Interactive Notebooks.

2. The students should write "Give One" over the left column and "Get One" over the right
column.

3. Once the video starts, ask the students to write 7-10 facts in the "Give One" column.
Students will watch a video clip about atom
4. The teacher will then have the students share their facts with other students.
5. The student should write down five new notes from other classmates under the "Get One"
column. ( they will do it with 5 different people)

6. When students are finished, they should return to their seats.

The teacher should have them quietly read over the notes on their paper and write a 1-2
paragraph summary.

7. The students should then be put in groups of 2-3 to discuss what they have learned and
justify their responses to their partner.

8. The teacher should bring students back for a whole group discussion and ask students to
share what they or their partners learned about atoms.
https://www.youtube.com/watch?v=TYEYEIuTmGQ

E. Discussing new EXPLORE

concepts and practicing Make a model of an atom
new skills #2 1. The student will be shown a diagram of a carbon atom.

2. Each student will be given a paper plate and 6 small balls of clay of 3 different colors (to be
chosen by the teacher).
 3. Student will be asked to take the 3 different colors of clay and construct a carbon atom on the
paper plate based on what they see in the in diagram.

4. Students will then need to determine which color to use for the positive, negative, and neutral
charge. (They should also determine which charge is a proton, neutron and electron.)

5. The students will then write a summary about their model, justifying their structure and the location
of the charges.

6. Once everyone is finished, the students will be paired up with another student to discuss the
structure of their models and justify why they chose the location of the electrical charges.

F. Developing mastery EXPLAIN

(leads to formative Discussion using the two previous activity the get one give one and
assessment) the atom model.
G. Finding practical ELABORATE
applications of concepts Students will need to create Venn diagram that describes the particles of an atom, including their
and skills in daily living electrical charges and location in the atom. Students will use their Venn diagram to compare the
information they have collected.
H. Making generalizations ELABORATE
and abstractions about Wrap Up: KWL
the lesson
Materials: KWL chart, sticky notes (different color from the K and W if possible), pencil

Ask students, "What have you learned about the particles of an atom?"

1. The teacher will give each student a sticky note.

2. The students will take about 3 minutes to write down what they have learned about atoms.
3. Turn and Talk: The students will do a 2 min. turn and talk with a neighbor about what they have
written on their sticky note.
4. The teacher will call the students up by table to have them place their sticky not on the "L" portion
of the KWL chart.
I. Evaluating Learning EVALUATE

Benchmark Learning Goal and Scale

1. the students will mark what level they feel is appropriate for their level of knowledge

2. While the students are writing their responses, the teacher should walk around to
monitor the students and look at how they are responding.

If the teacher notices that students are struggling with responding, the teacher
should ask questions to see if they can answer either statement on level 2.

The teacher should not give them the answer at this point.

If a student is able to answer the level 2 with some assistance from the teacher,
then he or she is at level 1.

If a student cannot answer any part of level 2 even with help, then he or she is at
level 0.

The teacher should never tell the students where they are.
J. Additional activities for EXTEND
application or remediation
V.REMARKS

VI.REFLECTION
A. No. of learners who 8 – BELINA 8 -SAN MIGUEL 8 - CORPUZ
earned 80% on the
formative assessment

B. No. of learners who

require additional 8 – BELINA 8 -SAN MIGUEL 8 - CORPUZ
activities for remediation

C. Did the remedial

lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require 8 – BELINA 8 -SAN MIGUEL 8 - CORPUZ
remediation

E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisors
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?