LESSON PLAN IN SCIENCE 8

School Bantigue High School Grade Level Grade 8

Teacher John Mark Laurio Learning Area Science
(Chemistry)
Time and 8:00—9:00 AM/03/10/ 2021 Quarter 3rd
Date (1 Meeting)

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding
of…

the identity of a substance according to its

structure.
B. Performance Standard The learners should be able to…

C. Learning Competency and Objectives MELC: Determine the number of protons,

neutrons, and electrons in a particular atom (
S8MT-IIIe-f -10 )

Objectives:
1. Describe the electron, proton and
neutron of an atom.
2. Compute the number of protons,
electrons and neutrons in a particular atom
and,
3. Identify the atomic number and mass
number of a given element.
II. CONTENT/SUBJECT MATTER ATOMIC STRUCTURE (Proton,
Neutron, Electron)

A. MATERIALS TO BE USED LCD projector, laptop, calculator/cellphone,

diagrams and illustrations.

Recalling, Describing, Identifying and

B. PROCESS SKILLS Computing.

C. VALUES INTEGRATION
D. PEDAGOGICAL
APPROACHES/STRATEGIES
USED
E. Integration to Mathematics:
Awareness
Inquiry-Based approach, Collaborative and
Reflective.
The teacher will show the students why
neutron is more massive compared to proton
and electron using Cartesian Plane-four
quadrants with the X and Y axis and apply
the negative and positive sign on the
exponential mass of electron and neutron in

F. Integration to Physics:
G. Integration to Biology:
H. Application to real life situation
(most especially during this
pandemic):
I. Integration to real life of making
hypothesis:
III. LEARNING RESOURCES
A. References
terms of grams.
Teacher will discuss and provide evidences
as to how opposite charges attract and same
charges repel in connection to the Alpha
Particles Scattering experiment conducted
by Ernest Rutherford and his associates
about an atom.
Based from the conclusion to be presented
by the students on their activities, teacher
will say “Atom that made elements,
elements that made the compounds and
compounds that made humans and other
living organisms” as an evidence and for
awareness of the students that everything
exists because of atomic particles.
Teacher will provide situation just like
“some of the learners are suffered from
answering the assessment part of the
modules and some of them also were not”
so considering the leaners that did not suffer
in answering will be the “positive charge-
proton” and the one that suffered will be
the “negative charge-electron” so as one
of the principles in physics that opposite
charges/poles attract and same charges/poles
repel, so both of them-positive learners and
negative learners will have greater
possibility to become best friends or lovers
at the end when one of them seeks help in
answering the assessment part of the
modules.
Teacher will ask students to write
hypothesis considering the scenario “when
John Mark and Aladin go to somewhere
elevated places, what will happen to both of
them and what do you think would they
do?” Teacher will let the students to write
down their hypothesis that should be proven
as wrong and intended not to be proven as
right based on the given scenario in
correlation to the hypothesis made by Ernest
Rutherford and his companies on their
experiment known as “Gold-foil experiment
or Alpha Particles Scattering experiment” to
prove that the idea made by Joseph John
Thomson is wrong about the structure of an
atom.
  Teacher’s Guide pages pp. 131 – 143
 Learner’s Materials pages pp. 203 – 204

 Textbook pages
Science and Technology III pp. 218-220
 Additional Materials from
Learning Resource (LR)
portal

B. Other Learning Resources

Modern Periodic Table of Elements
IV. PROCEDURE
A. Elicit o Preliminary Activities

*Checking of attendance
*Prayer

o Introductory questions

Q1. What is Thomson’s idea about atom?

Q2. How does Thomson’s idea differ

from Rutherford’s?
B. Engage Let the students sing the song “Ang Atom”

Ang Atom
( Tune: May Pulis )

May proton, may neutron sa loob ng

nucleus sa loob ng atom (2x)
May Electron, ( 5X )
May electron sa labas ng nucleus sa loob
ng atom.

From the song, they sung, teacher will ask

the following questions.

1. What are the components of an atom?

2. How do these components of atom differ

from each other?

3. How are these components arranged in

an atom?

C. Explore The teacher will divide the class into 3

groups. Each group will be given an activity
sheet. Entitled “What’s in a Number?
 Note: If group activity is not possible it
should be performed individually.

At the end of this activity students will

determine the atomic number, atomic mass,
number of protons, electrons and neutrons.

General instruction: always use

calculator or cellphone in performing
calculation.

ACTIVITY

(What’s in a Number?)

I - Objectives
1. Identify the number of electrons,
protons and neutrons in a particular
atom
(kilalanin ang bilang ng electrons,
protons at neutrons sa isang
partikular na atom)
2. Differentiate atomic number and
mass number
(alamin ang pagkakaiba ng atomic
number at mass number)

II- Materials
Periodic table of Element,
Activity Sheet
Pen/Pencil
Calculators/Cellphones

III - Procedures
1. Analyze and complete the table
below.
(suriin at kumpletuhin ang hanay
sa ibaba)
2. Refer to the periodic table to locate
the atomic number and atomic mass.
(sumangguni sa periodic table of
elements upang mahanap ang
atomic number at mass number ng
isang atom)
 After the presentation of individual or of
D. Explain each group representative in front of the
class or in place where they have seated and
feel comfortable, teacher will explain some
misconceptions. Discuss brief history of an
atom, the ideas of 2 British Physicists and
the models being developed by two of them
as springboard of the lesson.
E. Elaborate Guide Questions:
1. If you know the number of protons
in an atom, which other particles of
atom would you automatically
know? Why?
(kung malalaman mo ang bilang
ng protons sa isang atom, anong
iba pang bahagi ng atom ang maari
mong malaman gamit ang bilang
ng protons? At bakit?)
2. What serves us guide in determining
the number of the protons?
(ano ang magsisilbing gabay upang
matukoy ang bilang ng protons sa
isang atom?)
3. What is atomic number?
(ano ang atomic number?)
4. Is atomic number the same as the
mass number?
(magkatulad ba ang atomic number
at ang mass number?)
5. What is mass number?
(ano ang mass number?)
F. Extend Research on what is an isotope and its uses.
(Teacher will allow the students to submit
their assignments as well as their unfinished
activity through Gmail or messenger
account of the teacher, only for those
students who have better access on internet
and for those don’t have, they will submit
their assignments and unfinished activity on
next meeting before the next lesson starts).
 G. Evaluate Teacher will provide another activity (board
work activity) entitled “Try It Out” before
proceeding on post activity for mastery.

Direction: Complete the given table.

Element Nuclear Z A p+ e- n
Symbol

1.Chlorine 17 18

2.Krypton 36 48

3.Manganese 55 25

4.Oxygen 8 8

5.Silver 47 108

Enrichment activity (post activity) on sub

atomic particles.

V. REMARKS All learners passed the post activity

(Formative Assessment)
VI. REFLECTION All learners felt to be curious yet have
second thought and suffered little difficulty
in answering their Pretest (What’s in a
number) for it was discoverable activity in
preparation for the learning and discussion.
VII. OTHERS
 A. No. of learners who earned 80% on 4
the formative assessment
B. No. of learners who require additional 0
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 0
require remediation.
E. Which of my teaching strategies
Inquiry-Based approach, Collaborative
worked well? Why did it work?
and Reflective.

All of these teaching strategies worked, in

the sense that instead of teacher will be the
one to introduce the topic let the learners to
do so, just to discover something or to have
an idea about the topic as they do the
activity by themselves (Inquiry-Based
approach), performing cooperation during
the group activity that will develop their
unity and good camaraderie
(Collaborative), and last Reflective that
will enhance their skills of making
hypothesis and drawing out of conclusion
about the topic and will turn out their
weaknesses into strengths after making
reflection on what they have done wrong.

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?
G. What innovation or localized
material/s did I use/discover which I wish
to share with other teachers?

Prepared by:

JOHN MARK LAURIO

Science Teacher
Checked:

FERMIN B. AMONTOS
School Head