School Cayetano Arellano High Grade Level Grade 8

GRADE 8 School
DAILY LESSON LOG Teacher Mr. Virgilio B. Escasinas Jr. Learning Area Matter
Teaching Dates and Time February 28, 2024 Quarter 3rd

I. OBJECTIVES
The learners demonstrate understanding of the identity of a substance according to its
A. Content Standards
atomic number.
B. Performance The learners shall be able to create a visual representation comparing the masses of the
Standards subatomic particles of atom.
determine the number of protons, neutrons, and electrons in a particular atom.
(S8MT-IIIe-f-10)

C. Learning specifically:
competencies/
objectives 1. Identify and describe the subatomic particles of an atom.
2. Compare the masses of the subatomic particles using different visual
representations.
3. Infer which subatomic particles contributes to the mass of the atom.

Atomic Structure: Masses of the Subatomic Particles

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
Campo, Pia C., et al. 2013.Science 8 Teacher’s Guide. pp.92-94, DBOW/MELCs
2. Learner’s Materials
pages
Campo, Pia C., et al. 2013.Science 8 Learner’s Module. pp. 144 -146
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
“The role of visual representations in scientific practices: from conceptual understanding
and knowledge generation to ‘seeing’ how science works.” Maria Evagorou et,al.
International Journal of STEM Education Received 22 November 2018; Accepted 05
January, 2019
B. Other Learning
Resources
Eilam, B., & Gilbert, J. K. (2019). The significance of visual representations in the
teaching of science. In Eilam, B.Gilbert, J. (Eds.), Science teachers’ use of visual
representations (Models and modeling in science education, Vol. 8, pp 3–28). Cham,
Switzerland: Springer International Publishing.
IV. PROCEDURES REMARKS
A. Reviewing Strategy: Atom Anatomy
previous lesson or Time allotment: 5 minutes
presenting the new Directions: Label the parts of an atom by choosing the answer
lesson
from the word bank.
 Picture analysis

B. Establishing a
The students will be asked to identify and describe the three
purpose for the
lesson subatomic particles in terms of charges and location inside the
atom.

Cliff hanger question:

How do these components differ from each other in terms of
masses?

Presentation of Objectives:
1. Identify and describe the subatomic particles of an atom.
2. Compare the masses of the subatomic particles using
different visual representations.
3. Infer which subatomic particles contributes to the mass of
the atom.
C. Presenting WORD CRYPTOGRAM Indicator 3
examples/instance Unscramble the letter by placing the correct letter sequence in the
s of the new lesson
shaded boxes to come up with the correct answer for each number. Integration:
Use the number boxes to answer the riddle below. Literacy

Unlocking of
Unfamiliar words
Answer:
1. Relative
2. Proportion
3. Negligible

Riddle: Particle
D. Discussing new Strategy: The BIG difference Indicator 2:
concepts and Time allotment: 10 minutes Numeracy skills
practicing new
Directions: Group Activity (In this activity, students will be able to
skills #1
visualize through different ways of representation (bar graph, pie
chart, seesaw), the big difference in mass of the protons and
neutrons compared to the electrons.

Group I: BAR GRAPH

Show a comparison of the masses of the three
subatomic particles using a bar graph. Draw the
bar represents the masses of the neutron, proton,
and electron.
Group II: PIE CHART
Using a pie chart, show the proportion of the
masses of the three subatomic for an atom
composed of only proton, 1 neutron and 1 electron.
Group III: SEE SAW
A seesaw can show a comparison between two
masses of an object. A seesaw goes up and down
depending on the mass it carries on each side.
Using circles to represent the particles show the
comparison by drawing a seesaw with the particle
on it.
Group IV: SEE SAW
Calculate for a number of electrons and neutrons
and place on one side of the seesaw to balance.
Consider that the other side of the seesaw has 1
proton and 1 neutron. Write the number on the
space provided like the one shown below:

Group V: BAR GRAPH

Show a comparison of the masses of the three
subatomic particles using a bar graph. Draw the
bar represents the masses of the neutron, proton,
and electron.

Aside from the teacher’s assessment, a group will be given the

chance to rate the other groups based on the following criteria:
E. Discussing new Strategy: Discussing the answers to the Guide Questions
concepts and Time allotment: 5 minutes
practicing new Directions: The teacher will lead the learners in realizing concepts
skills #2
that answer the given guide questions:

A. Discussion:
1. Presentation of Group Output (After the
allocated time, each group will post and
present their work)

2. Answering of Guide Questions (Analysis)

Look at the different visual representations you
have made and answer the following:
1) Which subatomic particle is the
lightest?
2) Which subatomic particle is the
heaviest?
3) Which subatomic particles have almost
the same mass?
4) How does the mass of the neutron
F. Developing compare with the mass of proton?
mastery (leads to 5) Which subatomic particle/s make/s up
Formative
most of the mass of the atom?
Assessment 3)
 Presentation of Big Ideas
1. The masses of the protons and neutrons are almost the
same. The mass of electron is almost negligible.
2. Protons and neutrons are relatively heavier than
electrons. They compose the nucleus and collectively
called as nucleons.
3. The mass of an atom is mainly determined by the mass
of the nucleus.
G. Finding practical Strategy: Atomic Life Social and
applications of Time allotment: 5 minutes Emotional
concepts and skills Directions: Below is a blank representation of an atom. If you Learning:
in daily living
compare your life to an atom, what will be the things/areas that
you will place in the center of your life? Complete the atomic Self-Awareness
model below by placing the areas/things in your life either in the
center or at the sides of the circle. Suggested answers are written
 inside the small circles below that serve as the subatomic
particles.

Strategy: SQUARE Grid

Time allotment: 5 minutes
Directions: Below is a square grid that has three rows and three
columns. Fill each square with a number by matching column A with
column B. If you add up the numbers in any row, column, or
diagonal, you always get 15.

H. Making Indicator 2:
generalizations
and abstractions
Numeracy skills
about the lesson

I. Evaluating learning Strategy: Let’s check your mastery!

Time allotment: 5 minutes
Directions: The teacher will ask the learners to read and analyze
each question carefully. Then choose the letter of the BEST
answer.

1. Which subatomic particle of the atom is the lightest?

a. Proton b. neutron c. Electron d. nucleons
2. Which subatomic particles make up most of the mass of the
atom?
a. Proton and neutron
b. Proton and electron
c. Neutron and electron
d. Neutron only
3. Which subatomic particle of the atom is the heaviest?
a. Proton b. neutron c. electron d. nucleus
4. Which statement is true about a proton and an electron?
a. they have the same masses but different charges.
b. they have different masses and different charges.
c. they have the same masses but different location.
d. They have same masses and same location.
5. Given an atom, where is the mass concentrated?
a. Orbital b. energy level
c. electron shell d. nucleus
 Homework
Research on the following:
J. Additional activities
for application or
 In which field of science makes use of invention of
remediation subatomic particle?
 Give example of inventions that are helpful to mankind.

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:

Virgilio B. Escasinas Jr.