Content Standard 

             : The learners demonstrate understanding of The development of atomic models the led to the description of
behavior of electrons within atoms

Performance Standard      : The learner should be able to Describe how the Bohr’s model of the atom improved Rutherford’s atomic model
and Explain how the Quantum Mechanical Model of the atom describe the energies and positions of the atom electrons

TEACHER’S WEEKLY School Matho Integrated School Grade Level 9

WORK AND Teacher Donna T. Duaso Week 1(Monday)
LESSON PLAN
Date November 7, 2022 Quarter Second

LEARNING LEARNING
LEARNING CONTENT LEARNING PROCEDURE ASSIGNMENT
OBJECTIVES ASSESSMENT

Through lecture   A.    Subject Matter A.    Preparation  

and discussion,
the students   Electronic Structure of 1.      Ask the student to pick up the litters worksheet
should be able Matter
to:
  2.      Set up multimedia projector
 
The students will 3.      Checking of attendance
analyze or give their B.     Reference:
A.    analyze the opinions about the
picture of Bohr’s picture of Bohr’s atomic B.     Presentation
atomic model; Science Learner’s Module
model
1.      Ask the students:
 
 
 C.    Materials 1.1    What is atom?
B.    
differentiate
Bohr’s model Chalk 1.2    Did you remember Rutherford’s atomic
and Rutherford’s model?
model;
  MMP
2.      Discuss difference  between  Bohr’s model
  and Rutherford’s model.
Ask the students; Cartonila

   In the original Bohr model of the atom, the

What are the difference   electrons may exist in any allowed circular orbit.
between  Bohr’s model It  worked only for atoms with single electron.
  and Rutherford’s model
D.    Concept
 
   
Niels Bohr refined
Rutherford’s model of an Ruterford tested Thomson’s model of an atom.
    atom. based his his observations were the following:
experiments, Bohr
  described the electron to
  1.      Most of the alpha particles passed through
be moving in definite
orbits around the undeflected
    nucleus.
2.      A few passed through with large angles of
C.     describe The students give their   deflection
quantum opinions about 
mechanical quantum mechanical
E.     Skills 3.      A few bounced back in the direction from
model of atom. model of atom. which they came.

  Describes how the

differences Rutherford’s Rutherford established that the positive charge is
atomic model and Bohr’s due to the presence od fundamental particle
  atomic model called proton.
3.      Demonstrate the picture of Rutherford’s
atomic model and Bohr’s atomic model
    4.    Ask the students;

    What are the difference between  Bohr’s model

and Rutherford’s model
  F.     Values
5.      Ask the students the following;
  Coorperating in the
discussion 5.1  What is the difference between Rutherford’s
atomic model and Bohr’s atomic model
 
 
6.      Discuss quantum mechanical model
 

 The quantum mechanical model views an

 
electron as a cloud of negative charge having a
certain geometrical shape. This model shows how
  likely an electron could be found in various
locations around the nucleus.

7.      Ask the students the following;

7.1  What is the basis for the quantum

mechanical model of the atom

C.    Generalization

Explain the electronic structure of matter

D.    Application
 1.      Using the picture, the students can
difference Rutherford’s atomic model and Bohr’s
atomic model

Prepared by-

DONNA T.DUASO
Subject Teacher Noted by
MARIA ELENA F. MORALES,EdD
School Head

TEACHER’S WEEKLY School Matho Integrated School Grade Level 9

WORK AND Teacher Donna T. Duaso Week 1(Wednesday)
LESSON PLAN
Date November 9, 2022 Quarter Second

Content Standard              : The learners demonstrate understanding of The development of atomic models the led to the description of
behavior of electrons within atoms

Performance Standard      : The learner should be able to Describe how the Bohr’s model of the atom improved Rutherford’s atomic model
and Explain how the Quantum Mechanical Model of the atom describe the energies and positions of the atom electrons
LEARNING
LEARNING ASSESSMENT LEARNING CONTENT LEARNING PROCEDURE ASSIGNMENT
OBJECTIVES

Through   A.    Subject Matter 5.      Preparation  

lecture and
discussion, the   Electon configurations A.    Ask the student to pick up the litters worksheet
students
should be able
to:   B.     Reference: B.     Set up multimedia projector

1.      write the Ask the students; Science Learner’s Modul C.     Checking of atendance
electron
configuration of What do you know about C.    Materials  
the elements in electronic configuration?
the third
period; Chalk,Manila, Cartoline Presentation
 

    1.      Ask the students:

How to  write the electronic
configuration of the elements in
D.    Concept 1.1    What do you know about Bohr’s
the third period
atomic model?

2.      Quantum model of atom said “

 
determine the electron do not move or stay in a 1.2  What do you know about quantum
pattern of fixed position, but they stay away mechanical model?
filling the from the nucleus or move near or far
orbitals based from the nucleus”. The model states
2.      Discuss about the quantum
on the given that electron can probably be found
Ask the students; number
distribution for in a region in space above the
the first 10 nucleus called the orbital.
elements; How to fill orbitals in electronic 3.      Ask the students the following;
configuration
E.     Skills
3.1  what did you know about quantum
 number

4.      Discuss about the electron

configurations

5.      Ask the students the following;

3.      devise
rules in filling 5.1  what do you know about electronic
up to the configuration?
orbitals
 
5.2  How are the rule in electronic
  Discuss electron configuration
  configuration?

  F.     Values
 `Ask the students; 5.3  How to  write the electronic
configuration of the elements in the third
  Coorperating in the discussion period
How are the rule in electronic
configuration?
    5.4  How to fill orbitals in electronic
configuration
 
 
G.    Generalization

 
Explain the electronic configuration

H.    Application

By using the cartolina, the students can

explain how are the rule to be followed in
deriving the electronic configuration of an
element
  

Prepared by-

DONNA T.DUASO
Subject Teacher Noted by
MARIA ELENA F. MORALES,EdD
School Head

TEACHER’S WEEKLY School Matho Integrated School Grade Level 9

WORK AND Teacher Donna T. Duaso Week 1(Thursday)
LESSON PLAN
Date November 10, 2022 Quarter Second
 Content Standard              : The learners demonstrate understanding of The development of atomic models the led to the description of
behavior of electrons within atoms

Performance Standard      : The learner should be able to Describe how the Bohr’s model of the atom improved Rutherford’s atomic model
and Explain how the Quantum Mechanical Model of the atom describe the energies and positions of the atom electrons

LEARNING LEARNING
LEARNING CONTENT LEARNING PROCEDURE ASSIGNMENT
OBJECTIVES ASSESSMENT

Through lecture   A.    Subject Matter A.    Preparation  

and discussion,
the students   Bohr’s Atomic Model and Quantum 1.      Pray together worksheet
should be able Mechanical Model
to:
  2.      Ask the student to pick up the
B.     Reference: litters
 
Ask the
students; Science Learner’s Modul 3.      Checking of atendace
1.      explain
Bohr’s atomic
model; What do you C.    Materials B.     Presentation
know about
Bohr’s atomic
  Chalk 1.      Review Structure of the atom
model?

  D.    Concept 2.      Ask the students:

 

2.      relate According to Bohr, electron do not fall on 2.1  What do you know about Bohr’s
Ask the
Bohr’s atomic the nucleus because of attractive force that atomic model?
students;
theory with hold them by their particular orbit.
Quantum Electrons are located in different circular
3.      Discuss about the Bohr’s atomic
mechanical What is the orbits at a certain distance away from the
model
theory; similiarity nucleus,
between Bohr’s
atomic model
 4.      Ask the students the following;

4.1  what do you know about quantum

mechanical model?

  5.      Discuss the quantum

Quantum model of atom said “ electron do mechanical model
not move or stay in a fixed position, but
  they stay away from the nucleus or move
with quantum 6.      Ask the students the following;
near or far from the nucleus”. The model
mechanical
3.      Analyze states that electron can probably be found
model
the energy level in a region in space above the nucleus 6.1  what is the similiarity between
called the orbital. Bohr’s atomic model with quantum
  mechanical model
 
E.     Skills
The students 7.      Discuss about the energy level
  analyze or give
Discuss Bohr’s atomic theory and quantum
their opinions
mechanical model C.    Generalization
  about the table
of the energy
level F.     Values Explain the Bohr’s atomic theory and
  quantum mechanical model
  Coorperating in the discussion
   
 
   

D.    Application

 Ask the importance of the topic in real

life scenario
 

Prepared by-

DONNA T.DUASO
Subject Teacher Noted by
MARIA ELENA F. MORALES,EdD
School Head

TEACHER’S WEEKLY School Matho Integrated School Grade Level 9

WORK AND Teacher Donna T. Duaso Week 1(Friday)
LESSON PLAN
Date November 11, 2022 Quarter Second

Content Standard              : The learners demonstrate understanding of The development of atomic models the led to the description of
behavior of electrons within atoms

Performance Standard      : The learner should be able to Describe how the Bohr’s model of the atom improved Rutherford’s atomic model
and Explain how the Quantum Mechanical Model of the atom describe the energies and positions of the atom electrons
LEARNING
LEARNING ASSESSMENT LEARNING CONTENT LEARNING PROCEDURE ASSIGNMENT
OBJECTIVES

Through   A.    Subject Matter A.    Preparation

lecture and
discussion, the   Quantum number and configuration electron 1.      Pray together
students
should be able
to:   B.     Reference: 2.      Ask the student to pick up
the litters

    Science Learner’s Modul

3.      Checking of atendace

    C.    Materials

1.      Describe   Chalk, IMS 

the quantum B.     Presentation
number; Ask the students; D.    Concept
1.      Review Bohr’s atomic
  model
If know n ₌ 2, how about l, ml, In quantum number consist of 4 quantum
and ms ? number
  2.      Discussion about quantum
number
  a.       Principle quantum number
  n
3.     Ask the students the
 
1 following;
2.      Describe
the electronic   2
configuration; 3.1  how many maximum of the
3 electron at n 1, 2, 3, and 4?
Ask the students;
  4
3.2  if know n ₌ 2, how about l,
 b.      Azimuthal quantum number
  What is the atom that has 17 ml, and ms ?
atomic number in electronic
configuration? l Sublevel
  4.      Discuss about the
0 s electronic configuration
 
  1 s,p,
5.      Ask the students the
  2 s,p,d following;
3.      Describe
the electronic 3 s,p,d,f
configuration   5.1  Do you know about
with use electronic configuration?
periodic tabel
Ask the students;
c.       Magnetic quantum number
5.2  What is the atom that has
  17 atomic number in electronic
From the element’s position
ml Number of orbital max of electron configuration
on the periodic table, predict
  the valence shell electron
0 1 2
configuration for Ca 6.      Discuss the electronic
-1, configuration in periodic table
 
0, 3 6
+1 7.      Ask the students the
-2, following;
-1,
0, 5 10 7.1 From the element’s position
+1, on the periodic table, predict the
+2 valence shell electron
configuration for Ca
-3,
-2,
-1, C.    Generalization
0, 7 14
+1,
+2, Explain the Bohr’s atomic theory
+3 and quantum mechanical model
 

d.      Spin quantum number

⁺½ – clokwise

₋½ – counterclockwise

In electronic configuration consist 3 rules :

a.       Aufbau’s principle D.    Application

An electron in the ground state normally  Ask the importance of the topic
occupies orbitals in the lowest energy level. in real life scenario
Each added electrons occupy the orbitals
according to increasing energy with the lowest  
orbitals filled first.

b.      Hund’s rule

Electron must occupy orbitals singly first

before pairing and with parallel spin in
degenerate orbitals to minimize electron
repulsion.

c.       Pauli’s exculsion principle

Each orbital can accommodate only two

electrons and there must have opposite spin
 E.     Skills

Discuss quantum number and electronic

configuration

F.     Values

Coorperating in the discussion

Prepared by-

DONNA T.DUASO
Subject Teacher Noted by
MARIA ELENA F. MORALES,EdD
School Head

TEACHER’S WEEKLY School Matho Integrated School Grade Level 9

WORK AND Teacher Donna T. Duaso Week 1 (Monday)
LESSON PLAN
Date November 7, 2022 Quarter Second

Content Standard              : The learners demonstrate understanding of The development of atomic models the led to the
description of behavior of electrons within atoms
Performance Standard      : The learner should be able to Describe how the Bohr’s model of the atom improved Rutherford’s
atomic model and Explain how the Quantum Mechanical Model of the atom describe the energies and positions of the atom
electrons

LEARNING LEARNING
LEARNING CONTENT LEARNING PROCEDURE ASSIGNMENT
OBJECTIVES ASSESSMENT

Through   A.    Subject Matter 1.      Preparation  

lecture and
discussion, the   Flame test 2.      Ask the student to pick up the litters
students
worksheet
should be able
to:     3.      Set up multimedia projector

    B.     Reference: 4.      Checking of atendance

A.    determine   Science Learner’s Modul Presentation

the
characteristic The students C.    Materials 1.      Ask the students:
colors that will determine
metal salts the difference
emit; Chalk, MMP 1.1  Did you remember Bohr’s atomic model?
colors

  D.    Concept 1.2  What is flame test?

 

B.     relate the   A glass prism separates the light 2.      Discuss about the flame test
colors emitted given off into its component
by metal salts wavelength. The spektrum
3.      Ask the students the following;
to the produced appears as a series of
structure of sharp bright lines with
the atom characteristic colors and 3.1  what is emission spectrum of chemical
Ask the
wavelength on a dark
students;
background instead of being
 element?
Why do you
think are there
different colors 3.2  What is atomic spectrum of the element?
  emitted?
3.3  Why do you think are there different colors
C.     relate the   emitted?
flame test with
Bohr’s atomic continuos like the rainbow. We
  3.4  What particles in the heated compound are
model call this series of lines the atomic
responsible for the production of the colored light?
spectrum of the element.
Ask the
 
students; 3.5  How does Bohr’s model of an atom explain the
 E.     Skills
characteristic of orbit?
 
How does
Describes does Bohr’s model of
Bohr’s model of D.    Generalization
an atom explain the
  an atom explain
characteristic of orbit
the
Explain the relationship between the colors
characteristic of
  observed and the structure of the atom
orbit? F.     Values

   
  Coorperating in the discussion

   
   

  E.     Application
 

  Using the videos, the students can explain why all

 
of element have difference colors

 
 
 Prepared by-
DONNA T.DUASO
Subject Teacher Noted by
MARIA ELENA F. MORALES,EdD
School Head

Summative Test

Prepared by-
 DONNA T.DUASO
Subject Teacher Noted by
MARIA ELENA F. MORALES,EdD
School Head

TEACHER’S WEEKLY School Matho Integrated School Grade Level 9

WORK AND Teacher Donna T. Duaso Week 1(Friday)
LESSON PLAN
Date November 11, 2022 Quarter Second