176

Division Lanao del Norte

School Grade Level 8
Teacher Learning Area Science
Time & Dates Quarter 3

I. OBJECTIVES
The learners demonstrate an understanding of the identity of a
substance according to its atomic structure the periodic table of
A. Content Standards
elements as an organizing tool to determine the chemical properties
of elements.
B. Performance (Not Included in the Curriculum Guide)
Standards

C. Learning The learners should be able to determine the number of protons,

Competencies/ neutrons, and electrons in a particular atom. (S8MT-IIIe- f10)
Objectives (Write
the code for each
LC)

D. Specific 1. Identify the different models of an atom.

Objectives 2. Describe Rutherford's experiment and give the assumptions about
the nucleus of an atom.
E. Integration of History
Content Within
and Across
Curriculum

Atomic Structure
II. CONTENT 2.1 Protons
2.2 Neutrons
2.3 Electrons
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 137-140
Pages
2. Learner’s Material pp. 198-203
Pages
3. Textbook Pages
4. Additional Materials
from LR Portal

http://www.abcte.org/files/previews/chemistry/s1_p5.html
B. Other Learning
https://www.britannica.com/science/atomic-theory
Resources
https://www.youtube.com/watch?v=QYrrb-Tqpbk

Learner’s Expected
IV. PROCEDURES Teacher’s Activity/ies
Response/s

A. Reviewing previous Elicit (5 minutes)  The picture shows the plum

lesson or Show a picture of plum pudding pudding model made by J. J.
presenting the new model and alpha scattering Thomson and alpha
lesson experiment. scattering experiment of
Ernest Rutherford.
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(https://www.kisspng.com/png-
atomic-theory-plum-pudding-model-
physicist-sphere-5590575/
https://www.topperlearning.com/
doubts-solutions/describe-
rutherford-s-scattering-experiment-
jmosgwll)

Guide question:
Ask the students what are those
model all about?

B. Establishing a Engage (5 minutes)  The model made by

purpose for the Show a video presentation of plum Thompson discovered that
lesson pudding model and alpha scattering atoms are composite
experiment. objects, made of pieces with
(https://www.youtube.com/watch? positive and negative
v=QYrrb-Tqpbk) charge, and that the
negatively charged
Guide Question: electrons within the atom
C. Presenting 1. What is/are the importance of the were very small compared
examples/ two model/experiment? to the entire atom.
instances of the
 The model made by
new lesson
Rutherford that atoms had
an inner core which
contained most of the mass
of an atom and was
positively charged.
Explore (15 minutes)
Show a picture of the different
models of atoms. And let them
identify the names of the different Solid Sphere
models of atoms. Model

Plum Pudding
Model
D. Discussing new _______ _______ _______
concepts and
practicing new
skills #1 Nuclear Model

--------------- -------------------- Planetary Model

https://www.compoundchem.com/
2016/10/13/atomicmodels/

Quantum Model

E. Discussing new (10 minutes) 1. Group A - Schrödinger

concepts and 1. Group the students in 5 groups. stated that electrons do not
practicing new And let the leader of the group move in set paths around
skills #2 pick a topic on the bowl. the nucleus, but in waves.

 Group A – Quantum Model by
Erwin Schrodinger
 Group B – Nuclear Model by
Ernest Rutherford
 Group C – Solid Sphere Model
by John Dalton
 Group D – Plum Pudding
Model by J. J. Thomson
 Group E – Planetary Model by
Niels Bohr
2. After the activity, let the group
choose a representative to
report on the class.
2. Group B - Rutherford fired
3. Group C - Dalton drew
4. Group D - Thomson
178
It is impossible to know the
exact location of the
electrons; instead, we have
‘clouds of probability’ called
orbitals, in which we are
more likely to find an
electron. Shows electrons
don’t move around the
nucleus in orbits, but in
clouds where their position
is uncertain. Still widely
accepted as the most
accurate model of the
atom.
positively charged alpha
particles at a thin sheet of
gold foil. Most passed
through with little
deflection, but some
deflected at large angles.
This was only possible if
the atom was mostly empty
space, with the positive
charge concentrated in the
centre: the nucleus.
Realized positive charge
was localized in the
nucleus of an atom. Did not
explain why electrons
remain in orbit around the
nucleus
upon the Ancient Greek
idea of atoms (the word
‘atom’ comes from the
Greek ‘atomos’ (meaning
indivisible). His theory
stated that atoms are
indivisible, those of a given
element are identical, and
compounds are
combinations of different
types of atoms.
Recognized atoms of a
particular element differ
from other elements. Atoms
aren’t indivisible – they’re
composed from subatomic
particles
discovered electrons
(which he called
‘corpuscles’) in atoms in
1897, for which he won a
Nobel Prize. He
subsequently produced the
‘plum pudding’ model of the
atom. It shows the atom as
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Explain (3 minutes)
Show the atomic model of Ernest
Rutherford.
composed of electrons
scattered throughout a
spherical cloud of positive
charge. Recognized
electrons as components of
atoms. No nucleus; didn’t
explain later experimental
observations
5. Group E - Bohr modified
Rutherford’s model of the
atom by stating that
electrons moved around
the nucleus in orbits of
fixed sizes and energies.
Electron energy in this
model was quantized;
electrons could not occupy
values of energy between
the fixed energy levels.
Proposed stable electron
orbits; explained the
emission spectra of some
elements. Moving electrons
should emit energy and
collapse into the nucleus;
model did not work well for
heavier atoms.
Ernest Rutherford discovered
protons and the nucleus.

F. Developing
mastery https://www.compoundchem.com/
2016/10/13/atomicmodels/

Guide question:
1. How important is the model
of Rutherford in the history
of atom?

Elaborate (7 minutes)
G. Finding practical
Show video presentation on
applications of
different models
concepts and skills
(https://www.youtube.com/watch?
in daily living
v=-4Us5PTb4J8)

H. Making (5 minutes)
generalization and Guide question:
abstractions about Let the students make a timeline on
the lesson the atomic model.
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Evaluate (10 minutes)

1. Which of the following is a model of Nuclear Model?

A. B. C. D.
2. Which scientist’s experiments resulted in the nuclear model of the
atom?

A. Ernest Rutherford

B. Neils Bohr

C. J. J. Thomson

D. John Dalton
3. Which is the correct sequence of the scientists who made major
changes in the model of the atom?
1-JJ Thomson
2-Erwin Schrodinger
I. Evaluating learning
3-John Dalton
4-Niels Bohr
5-Ernest Rutherford
A. 2, 1, 4, 3, 5
B. 3, 1, 5, 4, 2
C. 5, 3, 2, 1, 4
D. 4, 3, 2, 1, 5
4. How does the models of Democritus, Dalton, Thomson,
Rutherford, and Bohr all have in common?
A. They each identified new elements.
B. The each conducted experiments in which particles
collided.
C. They each identified new isotopes of atoms.
D. They each contributed to the development of the atomic
theory.
5. How would you describe the nucleus?
A. tiny, negatively
B. dense, positively charged
C. mostly empty space, positively charged
D. dense, negatively charged.
Extend (2 minutes)
J. Additional activities
If Ernest Rutherford didn’t discovered nucleus, what will
for application or
happen to the atomic model?
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment

B. No. of learners who

require additional
activities for
remediation

C. Did the remedial

lessons work? No. of
learners who have
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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?