School Moreno Integrated School Grade Level Grade 9

Teacher Menchie T. Yaba Learning Area Science

DAILY LESSON PLAN
Grade 9 Teaching
Date and Week 1 Day 3 Quarter Second
Time
I. OBJECTIVES:
A. Content Standards The learners demonstrate an understanding of the development of atomic models that
led to the description of the behavior of electrons within atoms.
B. Performance Standards
C. Learning Competencies Explain how the Quantum Mechanical Model of the atom describes the
energies and positions of the electrons; SGMT – II a- 22

Specific Objectives:
 Write the electron configuration of some elements applying the three
principles of electronic distribution.
 Recognize the practical applications of electronic distribution to real life
situation.
II. CONTENT Electronic Structure of Matter
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
Science 9 TG pp.10 -11
2. Learner’s Materials
Science 9 LM pp.108-110
3. Textbook Pages SCIENCE LINKS pp.78-84
BASIC CHEMISTRY ( School Subjects Made Easy) pp. 78-80
4. Additional Materials
from LR
B. Other Learning Alvarez, Liza A., Dave G. Angeles, Hernan L. Apurada, Ma. Pillar P. Carmona,
Resources Oliver A., Lahorra, Judith f. Marcaida, Ma. Regaele A. Olarte. Science 9 -
Learner's Module. DepEd - Instructional MaterialsCouncil Secretariat (DepEd-
IMCS). Pasig city: FEP Printing Corporation, 2014
IV. PROCEDURES
Preliminary Activity Greeting
Prayer
Checking of Attendance by group
Checking of classroom’s orderliness
Setting of Classroom Standards
A. ELICIT (Access What are the orbitals present in this atom?
prior knowledge) How many electrons are there?

B. ENGAGE (Get the Are you familiar with the way elements are arranged in the periodic table?
student’s mind What do you mean by the numbers 1-7 and the letters s p d f in the periodic
focused on the table below?
topic)
C. EXPLORE Activity Proper
(Provide students
with a common Directions: Using the Periodic Table of Elements, write the electron
experience) configuration of the elements in the third period; determine the pattern of filling
the orbitals based on the given distribution for the first 10 elements; and devise
rules in filling up the orbitals.
Procedures:
1. Write the electron configurations for the first 4 elements in the third period of
the periodic table. The electron configuration for Na (sodium)is already done
for you for your guidance.

2. Compare the electron configurations of the second period (see Table 3) and
the third period element.

Post Activity
1. Do you see patterns in the distribution of their electrons?
2. Check the box if the following patterns are observed from the table above.
Check all that applies.
 An orbital has a maximum of two spins.
 An orbital in the same sublevel is filled with one spin before pairing.  Filling
the orbitals with electron starts from the lowest energy level to the highest
energy level. (1s 2s 2p 3s 3p 4s 3d 4p 5s 4d 5p…)
 The total number of electrons on the outermost energy level is the same as
the group number in the periodic table of elements.
3. From the table above, which of the following rules were applied in filling up
the orbitals for the elements from atomic number 1 to 18? Check all that
applies.
 An electron can be represented by spin
 In filling the orbitals with electron, it should start with the lowest energy level
 An orbital in the same sublevel should be filled with one electron before
pairing.
 An orbital has a maximum number of two electrons.

D. EXPLAIN (Teach Discuss Table used in the Activity (Arrangement of electrons in the atoms of
the concept) the first 10 elements)
How did you fill-up the orbitals with electrons?
How are electrons distributed in the different energy levels?

Present video on electron configuration https://www.youtube.com/

watch?v=Vb6kAxwSWgU. Afterwards, ask the students the following:
What is electronic configuration?
What are the rules in writing the electron configuration of an element?

E. ELABORATE
(Students apply How are the following principles applied in writing the electron configuration
the information of an element:
learned) 1.Aufbau Principle
2. Pauli Exclusion Principle
3.Hund’s Rule of Multiplicity

The teacher discusses the 3 principles applied in electronic distribution.

1. The Aufbau Principle requires that the electrons occupy the
lowest possibleenergy level before filling up the next.
2. Pauli’s Exclusion Principle states that no two electrons can have the
 same set offour quantum number; the spin quantum number limits the
number of electronsin an orbital to a maximum of two.
3. Hund’s Rule requires that the electrons fill the orbitals in a sub level,
one by one,before pairing the electrons in an orbitals spin in opposite
direction

The teacher will give boardwork exercises applying the principles in writing
electronic configuration.

Write the electron configuration of the following elements. Show its orbital
notation.
1. Bromine 35 3. Aluminum 13 5. Neon 10
2. Magnesium 12 4. Argon 18

The teacher will present an analogy and will ask the students what electron
rules is appled in each sitiuation.

Imagine you are the landlord of a very strange apartment building. Your job is
to fill the apartments in the building in the most efficient way possible. You are
required by the owner of the building to fill the rooms in a certain way. The
rules you have to follow are as strange as the building because quantum
mechanics is not like anything you might have expected. The rules are
summarized in the table below.
In the building the different floors are like the different energy levels (or shells)
in an atom. The energy levels are numbered starting from one, just like the
floors in an apartment. Each room corresponds to one orbital. The rooms have
a capacity of two electrons (two people) each. In each room only a man and a
woman may be paired together. In the strange world of quantum mechanics
there are no same-gender room mates.

Apartment Rules Electron Rules

From the Bottom Up: Rooms must be
filled from the ground floor up. Fill the one
room on the first floor before starting to put
new tenants on the second floor. Then fill
the s room before the p rooms. At higher
floors the order might change a bit.
Singles First: the owner of the building
wants to have the tenants spread out as
much as possible. For that reason singles
are placed in rooms before couples. If
couples must be placed into a room then
all of the other rooms on that floor must
already have a single in them.
Opposite Gender Only: When two people
are placed in a room they must be of
opposite genders. No men may room
together and no women may room
together. This is an arbitrary rule on the
part of the owners: in a just world we
wouldn’t have to follow it. But quantum
mechanics has nothing to do with justice.
Aufbau Principle: the electrons fill the
available orbitals from lowest energy to
highest energy. In the ground state all the
electrons are in the lowest possible energy
level.
Hund’s Rule: The electrons must be
placed into the orbitals in such a way that
no pairs are put together unless absolutely
necessary. That is, single electrons must
be placed into boxes first and then paired
up if necessary.
Pauli Exclusion Principle: Electrons
come in two varieties based on the
direction they are ‘spinning’. There is an
Up spin and a Down spin. Up and Down
spins are always paired together and Up-
Up or Down-Down combinations are not
allowed. No two electrons can ever be in
the same place at the same time.

F. EVALUATE (How Distribute the electrons of the following elements applying the 3 principles of
well know the electronic distribution.
students have 1. Radon
learned the 2. Aluminum
concepts) 3. Magnesium
4. Potassium
5. Carbon
 G. EXTEND (Deepen Directions: Sharing is one way of showing that we care. In this activity, you
conceptual will use your skill in letter writing. You are to share what you have learned to a
understanding friend or someone dear to you. You will write a friendly letter with detailed
through use in new explanation on how to come up with an electronic configuration for one element
content) to demonstrate your understanding of the concept. You must include an
unworked example and detailed instructions in your letter. Writeyour letter on a
short bond paper.

You will be graded using the rubric below.

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 lesson work? No. of
learners who have caught up w/
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:

MENCHIE T. YABA
Master Teacher II
Substance Mystery!
You are about to explore a set of
substances recovered from a new
discovered
mine site. You have no idea what
substances are they. But fortunately,
you have a
machine that can give you the
electron configuration of each
substance. Try to
identify them based on what you learn
about electron configuration and by
looking
in the periodic table.
Substance Mystery!

You are about to explore a set of substances recovered from a new discovered mine site. You have no idea
what substances are they. But fortunately, you have a machine that can give you the electron
configuration of each substance. Try to identify them based on what you learn about electron
configuration and by looking in the periodic table.
Write your answer on the space provided. 1. Substance A - _________________________ 2. Substance B
- _________________________ 3. Substance C - _________________________ 4. Substance D -
_________________________ 5. Substance E - _________________________