SCHOOL Ilaya Barangka GRADE LEVEL Grade 8

Integrated School (8-Shakespeare)

TEACHER Jean D. De Paz LEARNING Matter
AREA
SUGGESTED 50-60 minutes QUARTER Third
TIME FRAME December 05, 2018
Thursday

I. OBJECTIVES
The learners demonstrate an understanding of the identity of the substance
A. Content Standards
according to its atomic structure.
B. Performance Standards The learners shall be able to construct atomic model showing the correct
location of subatomic particles.
The learners should be able to determine the number of protons, neutrons, and
electrons in a particular atom;
S8MT-IIIe-f-10
Specifically, the learners should be able to:
C. Learning 1. Describe atom and its subatomic particles;
Competencies/ 2. Locate the subatomic particles;
Objectives 3. Compare subatomic particles in terms of their mass and charges using
Write the LC code different ways of visual representation;
for each 4. Infer which subatomic particle contributes to the atomic number and mass
of the atom;
5. Give the importance of being a part of a whole
6. Create atomic model of a certain atom/ element
2. Atomic Structure
II. LEARNING 2.1 Protons
CONTENT 2.2 Electrons
2.3 Neutrons
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
Unit 3, pages 136 – 140

2. Learner’s
Materials pages Unit 3, pages 194 – 203

3. Textbook pages
4. Additional Materials  Images from www.google.com
from Learning  http://www.cpalms.org/PublicPreview/ResourceLesson/Preview/52961
Resource (LR)  https://www.quizlet.com/27490844/structure-of-atom-study-cards-flash-
portal cards/
 https://www.google.com/searc?q=bohr+diagram&client=X&ved=0ahUKE
wic67qF5vDeAhUEXrwKHbGXABMQ/
 https://prezi.com/m/cyc8c_xro4z6/relative-size-of-atoms-nucleus-
neutrons-and-electrons/
 http://www.middleschoolchemistry.com/lessonplans/chapter4/lesson1
 https://education.jlab.org
 https://www.youtube.com/watch?v=BvYiMnRN A
  https://youtu.be/02wrLS-ue1Q
 https://www.youtube.com/watch?v=vlSOESXQI7o
B. Other Learning
Resources
IV. PROCEDURES
Elicit: The activities in this section will evoke or draw out prior concepts or prior experiences from the students.

GAMEFICATION:
 Begin the lesson by showing a picture or phrases of contributions in the
discovery of the atom. Each group will have a marker and a piece of paper to
identify the different scientists and write their answers.
He discovered electron.
A. Reviewing previous
“matter can be divided infinitely”
lesson or presenting
He studied how alpha particles interact with a gold foil.
the new lesson
They disagreed with Aristotle and said that matter could be
divided until it gets to the smallest part called “atomos”
He discovered the electron charge using his oil drop
experiment.
Engage: The activities in this section will stimulates their thinking and help them access and connect prior knowledge as a jumpstart to the present lesson.

 Let the learners read the objectives of the lesson one by one.
 Post the poem entitled “Little Things” by Julia Carney.

B. Establishing a
purpose for the
lesson

 Let each group read each stanza.

GUIDE QUESTIONS:
1. What makes the ocean mighty?
2. What are the little grains?
3. What makes our earth happy?
4. Why do little things make part of the whole?
C. Presenting 5. Did you make someone happy? Explain.
examples/instances of 6. If you are given a chance to play a role in the community, what role
the new lesson would you choose to help our community a better place?
(Teacher’s Note: Make sure that the students are seated according to their group.
Let the students finish this part in 3 to 5 minutes only. Do not forget to connect
“little things” to the atoms and its subatomic particles.)
Explore: In this section, students will be given time to think, plan, investigate, and organize collected information; or the performance of the planned/
prepared activities from the student’s manual with data gathering with Guide Questions.

 Let the students watch a short video regarding the structure of atom
(https://youtu.be/02wrLS-ue1Q).
D. Discussing new
concepts and
practicing new skills GUIDE QUESTIONS:
#1 1. What is an atom?
2. What makes up an atom?
PRE-ACTIVITY:
 Let the students form a circle in their group and do their activity. (See
E. Discussing new attached Activity Sheet and Group Activity Rubric.
concepts and  Let them read the whole activity sheet and ask them if they have
practicing new skills questions, if none, let them proceed and do their tasks.
#2 (Teacher’s Note: Let the students finish this part in 15 minutes only. The timer
will start after the teacher gives instructions.)

Explain: In this section, students will be involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective
activities. Analysis of the gathered data and results and be able to answer the Guide Questions leading to the focus concept or topic for the day.

 Let the students post their outputs on the board.

 Let the students choose/ assign representative/s from their group who will
explain their output in front of the class. They will be graded using the
Rubrics for Group Activity.

CRITERIA GRP. 1 GRP. 2 GRP. 3 GRP. 4 GRP. 5

Decision Making
F. Developing mastery
Social Interaction
(leads to Formative
Assessment 3) On Task Behavior

Group Structure
and Functioning

Correct Answers

Timeliness

Elaborate: This section will give students the opportunity to expand and solidify/ concretize their understanding of the concept and/or apply it to a real-
world situation.
G. Finding practical Inquiry-Based Approach
applications of  Why do we need to study atoms and elements? Why are they important even
concepts and skills though we cannot see them? Can you use the things that you have learned in
in daily living your everyday living? How? (Answers may vary. The teacher may also lead the
answer to practicing their critical thinking. Investigating things like these will
develop their scientific mind. The teacher may also lead the students to the
earlier poem – being a part of something bigger)

 The teacher will post a Venn Diagram and strips of sentences about the lesson
on the board. Ask the students to put the sentences on the Venn Diagram
H. Making according to their understanding of the lesson.
generalizations and
abstractions about the
lesson 1. Makes up an atom
2. Found inside the nucleus of an atom
 3. Found outside the nucleus of an atom.
4. Positively-charged
5. Negatively-charged
6. Neutral
7. Have charges

Proton

Neutron Electron

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.

Read each statement below. Choose the letter of the best answer that described by
each statement inside the box below. Each letter may be used once, more than once,
or not at all.

A. -1 E. electron cloud
B. 0 F. neutron
C. +1 G. nucleus
D. electron H. proton
1. It has a neutral charge.
I. Evaluating learning 2. It has a charge that would repel an electron.
3. It has a positive charge and found in the nucleus.
4. It moves randomly around the nucleus of an atom.
5. This is where the negatively-charged particle can be found.
6. This subatomic particle determines the identity of the atom.
7. This subatomic particle has a charge that attracts an electron.
8. An atom with 3 protons & 2 electrons will have this overall charge.
9. This is the region of the atom where almost all of the atoms mass is
located.
10. Other than the answer to #3 it is another subatomic particle found in the
nucleus.
Extend: This section gives situation that explains the topic in a new context, or integrate it to another discipline/ societal concern.

J. Additional activities for Ask the students to research/ read more on the history of the discovery of atoms.
application or Take notes of the important dates / years and scientists/persons
remediation involved. Create a timeline using what they have search in a long bond
 paper. Write a short explanation on how scientist studied atoms/ elements even
without seeing them.
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 with 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 or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by:

JEAN D. DE PAZ
Teacher I

Checked by:

MARLOWE LOUIS F. FABUNAN

Science Coordinator/ Master Teacher II

Noted by:

GIGI G. BULLANDAY
School Principal
 Ilaya Barangka Integrated School
Lion’s Road, Barangka Ilaya, City of Mandaluyong
School Year: 2018 – 2019

GRADE & SECTION: _ SCORE: DATE: _

GROUP MEMBERS’ NAMES:

ACTIVITY: Count Me In!

I. OBJECTIVES:
At the end of the activity, the learners should be able to:
A. Describe atom and its subatomic particles;
B. Locate the subatomic particles;
C. Infer which subatomic particle contributes to the atomic number and mass of the atom;
D. Create atomic model of a certain atom/ element

II. MATERIALS:
 Manila paper  Crayons/ coloring materials
 Scissors  Activity sheet
 Marker  Bond Papers
 Ballpen  Colored papers

III. PROCEDURES:
A. If you look closely at the tip of sharpened pencil, you will see that it is made of graphite. Going deeper,
graphite is made of carbon atoms. Deeper still, each carbon atom is made of protons, neutrons, and electrons.
 1) Draw the carbon atom from the box on the previous page.
2) Label the drawing of a carbon atom.

All labels must be used:

 Proton  Positive (+)
 Neutron  Negative (-)
 Electron  Neutral (0)
 Nucleus  Electron Cloud
3) Color each particle (Red – protons, Yellow – neutrons, Green – electrons).

GUIDE QUESTION:
Q1: What are the three (3) subatomic particles?

Q2: What do neutrons and protons have in common? How are they different?

B. Particles that are smaller than the atom are called subatomic particles. The three main subatomic particles that
form an atom are protons, neutrons, and electrons. The center of the atom is called the nucleus. Complete the
table below.

PROPERTIES Electrons Neutrons Protons

Symbol

Charge

Location in the atom

Mass

GUIDE QUESTION(s):
Q3: What are the properties you could use to distinguish a proton from an electron?
 Q4: What property do protons and electrons have that neutron don’t?

C. Atomic Number & Mass Number. Complete the table below. Take note that:
 Atomic Number = number of protons = number of electrons
 Mass Number = number of protons + number of neutrons

Element Atomic Number Mass Number Proton (p+) Neutron (n0) Electron (e-)
A 13 14
B 20 20
C 87 136
D 45 50
E 207 82

GUIDE QUESTION(s):
Q5: How can atoms be neutral if they contain charged particle?

Q6: Why isn’t possible for an atom to have a mass number of 14 and an atomic number of 13?

D. Complete the table below. Find the element and its symbol. Use the data and the periodic table of elements
at the last page of this activity.
Proton
Element Symbol Atomic Number Mass Number Neutron (n0) Electron (e-)
(p+)
38 50
31 15
22 18
19 20
64 29

GUIDE QUESTION(s):
Q7: Are the number of protons and neutrons for each element always the same?

Q8: What is the mass number? Why aren’t electrons included in the mass number?

E. In the earlier discussion, you have encountered Bohr’s Planetary Model of an atom. Create your very own
atomic model using any materials that can be found in the classroom or the materials that you have with you
and your group. Take a picture of it and send it to your teacher so that your teacher can project it on the
monitor for your other classmates to see. Write a short explanation of your model on the space provided below.
 F. Rewrite the data you gathered in the Manila paper.
 Group 1 – details of Activity A only and the answers for Q1 and Q2
 Group 2 – details of Activity B only and the answers for Q3 and Q4
 Group 3 – details of Activity C only and the answers for Q5 and Q6
 Group 4 – details of Activity D only and the answers for Q7 and Q8
 Group 5 – send your picture to your teacher, be ready for your explanation

GROUP WORK RUBRIC

GROUP NO.: DATE: SCORE:

EXEMPLARY LEARNED BASIC APPRENTICE

CRITERIA
(5) (4) (3) (1)

All members of the Most students Some students One person

Decision
group contribute to the contribute to contribute to dominates
Making
decision-making. decision-making. decision-making. decision-making.

Students respect and

Students pay Students frequently
encourage the views
attention to the group interrupt and/ or put
of others. Most students ask
discussion. Some down the views of
Social Students ask questions and build
students ask others. Students do
Interaction questions or on others comments.
questions and build not ask questions or
clarification.
on other comments. clarification.
Students build on
others comments.

Most students
All students exhibit Students exhibit Students exhibit
On Task exhibit on-task
their best behavior on-task behavior on-task behavior
Behavior behavior most of
while doing the task. some of the time. inconsistently.
the time.
Students complete a
With assistance,
clear and logical
Students complete a students are able to
sequence of steps. With assistance,
sequence of steps. sequence steps. Rush
Complete task with students have
Group Complete task on to complete task.
form and reflection difficulty sequencing
Structure and time. the leader Division of tasks and
and revision. steps. Task is not
Functioning assigns responsibilities is
Members volunteer completed on time.
responsibilities and inefficient and
to take
tasks. wastes time.
responsibilities and
roles.
One or two Three or four Five or more
Correct All answers are
incorrect answers/ incorrect answers/ incorrect answers/
Answers correct.
mistakes. mistakes. mistakes.

Finished the task Finished the task Finished the task

Finished the task
Timeliness before/ ahead the two minutes after five minutes after
on time.
given time. the given time. the given time.