Madrid National High School Grade Level: 8
GRADES 1 to 12 Teacher: LENETTE A. ALAGON Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 25-29, 2019 (WEEK 5) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
GRAPES POMELO CELERIO POMELO CELERIO
(7:40-9:40) (7:40-9:40) (9:55-10:55) (7:40-9:40) (9:55-11:55)
CELERIO GRAPES GRAPES
(10:55-11:55) (2:00-3:00) (2:00-3:00)
I. OBJECTIVES
A. Content Standard The learners demonstrate the understanding of… the identity of substance according to its atomic structure.
B. Performance Standard
C. Learning Competency/Objectives Determine the number of protons, electrons and neutrons in a particular atom.
Write the LC code for each. S8MT-IIIee-f-10
II. CONTENT THE PARICLE NATURE OF MATTER
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide pages
2. Learner’s Materials pages LM pp. 178-182 LM pp. 182-184
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
E. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson Describe Thomson’s and Rutherford’s Model Determining the number of neutrons from
the mass number.
C. Presenting examples/Instances of What is an atom? Show a periodic Table.
the new lesson What are the different subatomic particles of an atom? Ask students about the salient features of the
Show to the class a real raisin bread. Periodic Table.
D. Discussing new concepts and Guide Questions: How do you determine the number of
practicing new skills # 1 1. What is the name of this bread? neutrons, protons, electrons in a neutral
2. What is in this bread that is not found in other breads? atom?
E. Discussing new concepts and How did Thomson discover the electron? What makes up the mass of an atom? .
practicing new skills # 2 How do you describe Rutherford’s model?
F. Developing mastery (leads to Do objects attract or repel each other/carry positive and negative charges? Perform Activity #4: What’s in a number?,
Formative Assessment 3) Perform Activity 1: “Charge” it to experience! in LM p193. procedure 1 in LM p. 204.
G. Finding practical application of Show Thomson’s atomic model. Students present the results of the activity.
concepts and skills in daily living Elicit ideas from the students. Answer guide questions. (refer to the activity)
Perform Activity #3 Part B and C: Small but terrible.
H. Making generalizations and J.J Thomson proved that an atom can be divided into smaller parts. In his experiment with the Questions:
abstractions about the lesson Cathode Ray Tube, he discovered the electrons. He proposed the Plum Pudding Model which 1. Differentiate atomic number from mass
states that atoms mostly consist of positively charge particles with negatively charged particles number.
(electrons) located throughout the positive material. 2. How do you determine the number of
Ernest Rutherford performed the Gold Foil Experiment and suggested that atoms are consist of neutrons given the mass number and atomic
small core called nucleus that contains most the mass of the atom. The nucleus is made of number?
particles called protons or the positive charge particles. The protons are surrounded by - The elements in the periodic table is arrange
electrons (negatively charged). in increasing atomic number and atomic mass.
The atomic number is determined by its
number of protons. The atomic mass of an
element is the actual mass of an atom. The
number of neutron is determined by the
atomic mass – the number of proton.
I. Evaluating learning Draw and describe J.J. Thomson’s model.
Draw and describe Rutherford’s model.
J. Additional activities for application Identify the uses of Thomson’s experiment. (e.g. television-picture tube) Define isotopes and its uses.
or remediation Cite the flaws of Rutherford’s discovery.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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: Checked by:
LENETTE A. ALAGON EVELYN S. CALE
Subject Teacher Master Teacher II
