Region XI Grade 9

GRADE Level
9 Student PAMELA CHRISTIA Learning SCIENCE
DAILY Teacher B. PROCHINA Area
LESSON
Teaching
LOG NOVEMBER 8:30- 2nd
Dates and Quarter
10, 2022 9:30
Time
AM

Session No.
I.
OBJECTIVE
S
The learners demonstrate an understanding of the development of
A. Content atomic models that led to the description of the behavior of electrons
Standards within atoms.

B.
Performance
Standards
The learners are expected to:
C. Learning 1. Describe how the Bohr model of the atom improved Rutherford’s
Competenci atomic model. (S9MT-IIa-21)
es / 2. Explain how the Quantum Mechanical Model of the atom
Objectives describes the energies and positions of the electrons. (S9MT-IIa-
(Write the 22)
LC code
for each) 1. Understand the concept of electron configuration.
2. Identify the 3 principles of electron configuration.
3. Create an electron configuration of an atom.

II. CONTENT

A. Topic Electron Configuration

III.
LEARNING
RESOURC
ES
A.
References
1.Teacher’s
Guide pages Grade 9 Science Self Learning Module
Quarter 2 – Module 1

2.Learner’s
Grade 9 Science Self Learning Module
Materials
Quarter 2 – Module 1
pages
A. Other Electron Configuration (n.d). Retrieved November 8, 2022 from
Learning KhanAcademy: https://www.khanacademy.org/science/class-11-
Resources chemistry-india/xfbb6cb8fc2bd00c8:in-in-structure-of-
atom/xfbb6cb8fc2bd00c8:in-in-electronic-configuration-of-
atoms/a/electron-configurations-article

Magnetic Properties (2017). Retrieved November 8, 2022 from

LibreTextsChemistry:
https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chem
istry_Textbook_Maps/Supplemental_Modules_(Physical_and_Theoretical_
Chemistry)/Physical_Properties_of_Matter/Atomic_and_Molecular_Properti
es/Magnetic_Properties

IV. Preliminary Activities: Management of Learning

PROCEDURE Begin with classroom routine:
S a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “Kumustahan”

A. Reviewing Elicit
previous The teacher will review about the previous discussion through asking
lesson or questions.
presenting
the new The questions are the following:
lesson 1. Who is the proponent of the Planetary Model?
2. How about Quantum Mechanical Model of an atom?
3. What are the four (4) quantum numbers?
4. In sublevel s how many orbitals involve? How about p, d, and
f?
5. Who are the proponents after Niels Bohr?

B. Engage
Establishing
a purpose ANSWER ME!!!
for the Instructions
lesson The teacher will present a series of question then the students will try to
guess the correct answer. The questions are hidden first, then the teacher
will encourage volunteers to answer the questions. The teacher will give 5
seconds for the student to answer, if the student gets the correct answer,
then he/she receive 5 points and serve as the oral recitation. However, if
the student cannot answer the question within 5 seconds, then the
question will be void as well as the points.

Question #10: What model does Neils Bohr proposed?

Question #9: Who is the proponent of the Quantum Mechanical Model of
an atom?
Question #8: What element in the Periodic table has a symbol “Br?”
 Question #7: What is the direction of the electron spin inside the orbital?
Question #6: How many electrons does f orbitals have?
Question #5: How many sublevels does energy level 2 have? And what
are those?
Question #4: What are the 4 quantum numbers?
Question #3: What element in periodic table has an atomic number of
12?
Question #2: How many electrons does p orbitals have?
Question #1: In sublevel s how many orbitals involve?

C.
Presenting The teacher will start the lesson proper.
examples/
instances of Electron configuration
the new ✓ Illustrate how the electrons are distributed in the various atomic
lesson orbitals.
2 Ways to write Electron Configuration

1. Spdf notation 2. Orbital Box Notation

✓ described by:
a. a number that designates the number of principal shell
b. a letter that designates the subshell (orbital)
c. a subscript that designates the number of electrons in that
particular subshell (orbital)

✓ Things to remember in Electron configuration:

a. As the electrons get farther from the nucleus, their energy
becomes greater.
b. The same principle holds true for the sub-levels or orbitals.
Therefore, s<p<d<f.
 c. The maximum number of electrons per orientation is 2.
Therefore, only 2 electrons can occupy the s orbital, 6 electrons
for p orbitals, 10 electrons for d orbitals, and 14 electrons for f
orbital.

✓ It refers to the distribution of electrons in the different sublevels or

orbitals as well as in the main energy levels. There are 3 principles
that you must consider.

D. Explore – The teacher will discuss the three important principles to

Discussing consider in distributing the electrons in different sublevels, orbitals and
new main energy levels.
concepts
and 3 rules govern electron configurations.
practicing • Aufbau Principle
new skills #1 ✓ AUFBAU (German: BUILD UP)
Discussing ✓ The Aufbau Principle states that electrons enter the lowest energy
new orbitals first.
concepts ✓ The lower the principal quantum number (n) the lower the energy.
and
practicing Within an energy level, s orbitals are the lowest energy, followed by p, d
new skills #2 and then f. F orbitals are the highest

• Pauli Exclusion Principle.

✓ The Pauli Exclusion Principle states that an atomic orbital may
have up to 2 electrons and then it is full.
✓ The spins have to be paired.
✓ We usually represent this with an up arrow and a down arrow.
 ✓ Since there is only 1 s orbital per energy level, only 2 electrons
fill that orbital.

✓ NOTE: No more than 2 Electrons in Any Orbital...ever.

• Hund's Rule
✓ Hunds Rule states that when you get to degenerate orbitals, you
fill them all halfway first, and then you start pairing up the
electrons.
✓ What are degenerate orbitals?
- Degenerate means they have the same energy.
✓ So, the 2p orbitals on each level are degenerate because they all
have the same energy.
✓ Similarly, the d and f orbitals are degenerate too.
✓ Ex. NItrogen

E. Explain- Explain the steps in writing electron configuration.

Developing
mastery Steps in Writing Electron Configuration
(Leads to 1. Determine the atomic number of the element from the Periodic
Formative Table
Assessment) 2. Draw 9 boxes to represent the first 3 energy levels s and p orbitals.
 3. Add one electron to each box in a set, then pair the electrons before
going to the next set until you use all the electrons.

4. Use the diagram to write the electron configuration.

Shorthand electron configurations

✓ We can write shorthand electron configurations
✓ We can represent shorthand electron configurations of the noble
gasses 2 ways: E.g.,
Ar =1s2 2s2 2p6 3s2 3p6=[Ne]3s2 3p6= [Ar]

F. Finding Elaborate – Elaborate the idea and differences between Diamagnetism

practical and Paramagnetism.
applications
of concepts
and skills in
daily living

G. Making
generalizatio
ns and
abstractions
about the
lesson
 Example: PARAMAGNETISM
STEP 1. For Cl atoms, the electron configuration is 3s23p5

STEP 2.

STEP 3. There is one unpaired electron.

STEP 4. Since there is an unpaired electron, Cl atoms are paramagnetic
(albeit, weakly).

Example: DIAMAGNETISM
STEP 1. For Zn atoms, the electron configuration is 4s23d10
STEP 2.

STEP 3. There are no unpaired electrons.

STEP 4. Because there are no unpaired electrons, Zn atoms are
diamagnetic.

H. Evaluate (Formative Assessment)

Evaluating Instructions: For each given element, draw the orbital diagram and then
learning write the electron configuration for the element. (3 points each)
1. 2. 3. 4. 5.

Element: Ar Element: Mg Element: N Element: Li Element: P

# of e–’s: # of e–’s: # of e–’s: # of e–’s: # of e–’s:

___ ___ ___ ___ ___

I. Additional Extend
activities for
application Answer the Substance Mystery Activity
or
remediation
VI.
REMARKS
VII.
REFLECTIO
N
A. No. of
learners
who
earned
80% on
the
formative
assessme
nt
B. No. of
learners
who
require
additional
activities
for
remediatio
n.
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learners
who
continue
to require
remediatio
n
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/disco
ver which
I wish to
share with
other
teachers?

Prepared by:

PAMELA CHRISTIA B. PROCHINA

Student Teacher

Evaluated by:

SHERYLL B. PARAMI
Cooperating Teacher