IIp

OUTPUTS
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES (Q2)

SUBJECT: SCIENCE GRADE LEVEL: 8 QUARTER: SECOND QUARTER

TOPIC: SCIENCE OF MATERIALS

CONTENT STANDARD:
Learners learn that:
1. The use of timeline and charts can illustrate scientific knowledge of the structure of the atom has evolved over time.
2. The current structure of the atom includes subatomic particles, their symbol, mass, charge, and location.
3. Elements and compounds are identified as pure substances.
4. The periodic table is a useful tool to determine the chemical properties of elements.
PERFORMANCE STANDARD:
By the end of the Quarter, learners demonstrate an understanding of the structure of the atom and how our understandings have changed over time. They draw models of the
atom and use tables to represent the properties of subatomic particles. They demonstrate their knowledge and understanding of the periodic table by identifying the elements,
their symbols, their valence electrons, and their positions within the groups and periods. They design and/or create timelines or documentaries as interesting learning tools.

COMPETENCIES R E A L POWER OR SUPPORTING?

1. Develop a timeline for the Supporting

historical background of the
✔ ✔
development of the current ✘ ✘
Atomic Model that identifies
tiny particles as atoms

2. Draw the structure of an Supporting

atom in terms of the nucleus ✔ ✘ ✔ ✘
and electron shells.
3. Differentiate the subatomic ✔ ✘ ✔ ✔ Supporting
particles protons, neutrons,
and electrons in terms of their
symbol, mass, charge, and
location within an atom

4. Describe the properties of Power

pure substances as:

a. having fixed chemical

composition, examples of
which are elements and ✔ ✔ ✔ ✔
compounds, and

b. that all the atoms of an

element have a unique
number of protons.

5. Discuss the significant Supporting

contributions of early
✔ ✘ ✘ ✘
scientists in the development
of the periodic table;

6. Identify the names and Power

symbols of the first 20 or
✔ ✔ ✔ ✔
several common elements of
the periodic table.

7. Explain that the Supporting

arrangement of elements in
the periodic table as 7 periods
and 18 groups is based on ✔ ✘ ✔ ✘
their atomic structure and
chemical properties, such as
reactivity

8. Explain that the electron ✔ ✘ ✔ ✘ Supporting

structure of an atom
determines its position on the
periodic table.

9. Calculate the number of Supporting

protons, neutrons, and
electrons in the atom of ✔ ✘ ✔ ✘
several elements, such as
aluminum; and

10.Explain that the Supporting

elements within the group
in the periodic table have ✘ ✘ ✔ ✔
same number of valence
electrons

ADDITIONAL Power or Supporting

R E A L
COMPETENCIES

Predict the chemical Supporting

behavior (e.g. reactivity,
metallic character) of an
✔ ✘ ✔ ✘
element based on its
position in the periodic
table.

Evaluate how the historical Supporting

development of the atomic
model has contributed to
✔ ✘ ✔ ✘
the advances in fields such
as medicine, technology,
and material science.

"Create a visual or digital ✔ ✔ ✔ ✔ Power

representation of the
periodic table that
highlights key chemical
properties, and use it to
explain the safe and
 effective use of selected
household and personal
care products."

UNPACKING CURRICULUM UNIT STANDARDS AND

LEARNING COMPETENCIES GUIDE

SUBJECT: SCIENCE GRADE LEVEL: 8 QUARTER: 2

TOPIC: SCIENCE OF MATERIALS

CONTENT STANDARD:
Learners learn that:
1. The use of timeline and charts can illustrate scientific knowledge of the structure of the atom has evolved over time.
2. The current structure of the atom includes subatomic particles, their symbol, mass, charge, and location.
3. Elements and compounds are identified as pure substances.
4. The periodic table is a useful tool to determine the chemical properties of elements.
PERFORMANCE STANDARD:
By the end of the Quarter, learners demonstrate an understanding of the structure of the atom and how our understandings have changed over time. They draw models of the
atom and use tables to represent the properties of subatomic particles. They demonstrate their knowledge and understanding of the periodic table by identifying the elements,
their symbols, their valence electrons, and their positions within the groups and periods. They design and/or create timelines or documentaries as interesting learning tools.

1 2 3 4 5
MATATAG CURRICULUM GUIDE UNPACKED CONTENT SKILL SKILL’S LEARNING GOAL BUDGET OF TIME
UNIT LEARNING
COMPETENCIES
(restate the LC with additional (state encircled verb) (Classify the verb if A for
information that denotes content’s Acquisition,
(underline nouns and encircle verbs; number, type or scope; additions
M for Making Meaning,
define key terms) inserted before or after the noun)
T for Transfer)

Develop Acquisition 1 class meeting

Develop a timeline for the historical Develop a timeline for the historical
background of the development of the background of the development of the
current Atomic Model that identifies current Atomic Model (i.e. Dalton's
tiny particles as atoms Model, Electron and Plum-pudding
Model, Nuclear Model, Bohr's
Planetary Model, Quantum Mechanical
Model) that identifies tiny particles as
atoms.

Draw the structure of an atom in Draw the structure of an atom by

terms of the nucleus and electron accurately labeling the positioning the Draw Acquisition 1 Meeting
shells. proton, neutron and electrons within
their respective parts, including the
Key Terms: Nucleus is a small, dense nucleus and electron shells.
region consisting protons and
neutrons at the center of an atom.

Electron shell is an orbit that electrons

follow around an atom’s nucleus

Differentiate the subatomic particles

protons, neutrons, and electrons in Differentiate the three subatomic Differentiate Acquisition 3 meetings
terms of their symbol, mass, charge, particles in an atom (i.e. proton,
and location within an atom neutron, and electron) based on their
standard symbols, relative masses,
Key Terms: Subatomic particles are electrical charges (positive or negative),
tiny building blocks of matter, smaller and specific locations within the atomic
than an atom that make up atoms. structure.

Atoms are the unit of matter and the

smallest particle that retain the
properties of an element.

3-5 meetings
Describe the properties of pure describe the two properties of pure
substances as: substances as: Describe Acquisition
a. having fixed chemical composition, A. having fixed chemical
examples of which are elements and composition, examples of
compounds, and which are elements(atom) and
compounds(molecule) and
b. that all the atoms of an element have
a unique number of protons; B. that all the atoms of an element
have a unique number of
Key terms: Pure substance is a form of protons;
matter with a constant composition and
fixed properties.

Discuss Acquisition
Discuss the significant contributions Discuss the significant contribution of 2 meetings
of early scientists in the development early scientist (i.e. Antoine Lavoiser,
of the periodic table. Dmitri Mendeleev, Henry Moseley) in
the development of the periodic table.
Key Terms: Periodic Table is a chart
that organizes all known elements
based on their atomic number, electron
configuration and recurring chemical
properties.

Identify the names and symbols of Identify the names and symbols of the 2 meetings
the first 20 or several common first 20 or several common elements Identify Acquisition
elements of the periodic table. (i.e. iron, copper, zinc, silver, gold,
lead,, tin, nickel, titanium, uranium) of
Key Terms: An element is a pure the periodic table.
substance made of only one kind of
atom.

Name of an Element: The official

name used to identify an element (e.g.,
Carbon).
Symbol of an Element: A one- or two-
letter abbreviation for the element
(e.g., C for Carbon).

Explain M (Making Meaning) 3 meetings

Explain that the arrangement of
elements in the periodic table as 7 Merged LC:
periods and 18 groups is based on their
atomic structure and chemical
properties, such as reactivity. Explain how the arrangement of
elements in the periodic table into 7
Key Terms: Atom structure of matter periods and 18 groups is based on their
is made up of protons, electrons and atomic structure, and chemical
neutrons. properties (e.g. reactivity,
electronegativity, ionization energy,
Chemical properties describe the atomic radius, metallic character, and
characteristics ability of a substance to electron configuration)
react to form new substances.

Explain that the electron structure

of an atom determines its position on
the periodic table.

Key Terms: Electron structure

describes the arrangement of electrons
around the nucleus of an element.

Calculate the number of protons, Calculate Acquisition 1 meeting

Calculate the number of protons, neutrons and electrons in the atom of
 several elements (e.g. aluminum, gold,
neutrons, and electrons in the atom of silver)
several elements

Key Terms: Charge number is a

quantized and dimensionless quantity
derived from electric charge

1 meeting
Explain that the elements within a
Explain that the elements within group in the periodic table have the Explain Making Meaning
the group in the periodic table have same number of valence electrons (the
same number of valence electron electron in the outermost shell, or
energy level of an atom.
Key Terms:Valence electrons are the
electrons in the outermost shell of an
atom and that can participate un the
formation of a chemical bond if the
outermost shell us not closed

1 2 3 4 5
ADDED LEARNING UNPACKED CONTENT SKILL SKILL’S LEARNING GOAL BUDGET OF TIME
COMPETENCIES

(restate the LC with additional (state encircled verb) (Classify the verb if A for
(underline nouns and encircle verbs; information that denotes content’s Acquisition,
define key terms) number, type or scope; additions
M for Making Meaning,
inserted before or after the noun)
T for Transfer)

Predict the chemical behavior (e.g. Predict M 2 class meetings

reactivity, metallic character) of an
Predict the chemical behavior (e.g.
element based on its position in the
reactivity, metallic character) of an
 element based on its position in the periodic table.
periodic table.

Evaluate how the historical Evaluate M 1 class meeting

development of the atomic model has
Evaluate how the historical
contributed to the advances in fields
development of the atomic model has
such as medicine, technology, and
contributed to the advances in fields
material science.
such as medicine, technology, and
material science.

"Create a visual or digital "Create a visual or digital representation Create T 5 class meetings
representation of the historical of the historical development of the
development of the atomic model and atomic model and periodic table, and
periodic table, and use it to explain use it to explain how understanding
how understanding atomic structure atomic structure and chemical
and chemical properties can help properties can help consumers make
consumers make informed decisions informed decisions about household and
about household and personal care personal care products.
products.

DISTRIBUTION:
A: 7
M: 4
T: 1

I – CURRICULUM MAP
UNIT CURRICULUM MAP
UNIT TITLE: SCIENCE OF MATERIALS
SUBJECT: SCIENCE GRADE LEVEL: 8 QUARTER: SECOND
TOPIC: Science of Materials
PERFORMA POWER/
Topic/ CONTENT NCE INSTITUTIONAL
UNIT TOPIC SUPPORTING ASSESSMENT ACTIVITIES RESOURCES
Quarter STANDARDS STANDARD CORE
S COMPETENCIES

Learners learn The learners TIMELINE AND CHARTS

that: shall be able
to: ACQUISITION
The use of
The learners By the end of A1. Develop a timeline A1. Multiple A1. Labeling Brunning, A. Respect For
Timelines and (2016, October
learn that: the Quarter, for the historical Choice Exam Exercise Truth/
Charts 13). The history
learners background of the Appreciation
1. The use of of the atom –
demonstrate development of the
timeline Theories and
an current Atomic Model models.
and charts
understanding (i.e. Dalton's Model, Compound
can
of the Electron and Plum- Interest.
illustrate
structure of pudding Model, https://www.co
scientific mpoundchem.c
the atom and Nuclear Model, Bohr's
knowledge om/2016/10/13/
how our Planetary Model,
of the atomhistory/
understanding Quantum Mechanical
structure of
s have Model) that identifies
the atom
changed over tiny particles as atoms.
has evolved
time. They
over time. ATOMIC MODEL
draw models
2. The current of the atom ACQUISITION
structure of and use tables
the atom to represent B1. Drawing Task B1. Let's Draw Calamlam, J. Critical thinking
includes the properties B1. Draw the structure An Atom (2023).
of subatomic of an atom by (Hands-on Activity Creativity
subatomic Science and
particles, particles. accurately labeling the operation)
(Hands-on Technology.
their They positioning the proton,
Model) Structure of
symbol, demonstrate neutron and electrons
the Atom.
 mass, their Abiva
charge, and knowledge within their respective Publishing
The Atomic location. and parts, including the Inc.
Model understanding nucleus and electron
3. Elements shells.
of the
and
periodic table
compounds SUBATOMIC PARTICLES
by identifying
are
the elements, ACQUISITION
identified
their symbols,
as pure
their valence
substances.
electrons, and C1. Differentiate the C1. Comparison C1. Sorting Excellence
4. The their positions three subatomic Game
Chart
periodic within the particles in an atom (i.e.
table is a groups and proton, neutron, and
useful tool periods. They electron) based on their
to design and/or standard symbols,
determine create relative masses,
the timelines or electrical charges
chemical documentarie (positive or negative),
Subatomic s as
properties and specific locations
Particles of interesting within the atomic
elements. learning tools. structure.

ELEMENTS & COMPOUNDS

ACQUISITION

D1. Describe the two

properties of pure D1. Matching D1. Table Exploring Compassion
substances as: Type and Table completion/Wo Life Through
rksheet Social
Completion Science
A. having fixed Awareness
Second
 Edition.
chemical Quezon
composition, Ave.,
examples of which Quezon City:
are elements(atom)
Phoenix
and
Publishing
compounds(molecul
House, Inc.
e) and
Josefina Ma.
B. that all the atoms of Ferriols-
an element have a Pavico 2022
unique number of
protons;

MAKE MEANING
D2. Evaluate how the D2. Constructed D2. Video Video clips Scientific
historical development Response Analysis (with of the Stewardship/
of the atomic model has process historical Social
contributed to the questions) advancement Responsibility
advances in fields such of science
as medicine, related to the
technology, and development
material science. of the atomic
model.

PERIODIC TABLE

ACQUISITION

The Periodic E1.Essay E1. Sequencing Exploring Appreciate the

Table E1. Discuss the Life Through
Flow Chart importance of
significant contribution Science by perseverance,
of early scientist (i.e. Josefina Ma.
 Ferriols- open-
Antoine Lavoiser, Pavico 2022 mindedness,
Dmitri Mendeleev,
and
Henry Moseley) in the
development of the collaboration.
periodic table.

E2. Enumeration/ E2. I spy Aquino, Service

E2. Identify the names M.D., Biong,
and symbols of the first Identification Table
J.A.,
20 or several common Completion
Madriaga,
elements (i.e. iron,
Match Up E.A., &
copper, zinc, silver,
Valdoz, M.P.
gold, lead,, tin, nickel,
(2017).
titanium, uranium) of
the periodic table. Science
Links
Worktext for
Scientific
and
Technologica
l Literacy 8.
Rex Printing
Company
Inc.

E3. Calculate the E3. Problem E3. Analyzing Science 8 Commitment

number of protons, Solving and Solving Book
neutrons and electrons
in the atom of several
elements (e.g.
aluminum, gold, silver)
MAKE MEANING
 E4. Journal E4. Text Periodic Attention to
E4. Explain that the Writing Analysis Table of Detail,
elements within a group Elements Knowledge
in the periodic table
have the same number
of valence electrons
(the electron in the
outermost shell, or
energy level of an atom.

E5. Explain how the E5. CER E5. CER Periodic Wisdom,
arrangement of (Individual (Modeling and Table of Inquisitiveness,
elements in the periodic Practice) Guided Elements Intricacy
table as 7 periods and Practice)
18 groups is based on
their atomic structure, Interactive
and chemical properties Periodic
(e.g. reactivity, Table of
electronegativity, Elements |
ionization energy, Fisher
atomic radius, metallic Scientific.
character, and electron (n.d.).
configuration) https://www
.fishersci.co
m/us/en/peri
odic-
table.html#h
1

E6. Predict the chemical E6. Problem E6. Periodic Periodic Critical Thinking
behavior (e.g. Solving in Table Match Table of
reactivity, metallic Multiple Choice Up Elements
character) of an element Format
based on its position in
Interactive
the periodic table.
Periodic
Table of
Elements |
Fisher
Scientific.
(n.d.).
https://www
.fishersci.co
m/us/en/peri
odic-
table.html#h
1

TRANSFER

E7. Create a visual or E7. Performance E7. Modeling GRASPS

digital representation of Task Model
the historical -Presentation of
development of the a sample output
atomic model and and think-aloud
periodic table, and use it script
to explain how
understanding atomic
structure and chemical Guided Practice
properties can help
-Providing a
consumers make
informed decisions step-by-step
about household and guide to
personal care products. creating a
model, as well
 as a template

Independent
Practice
Students follow
the steps and
the template,
and self-assess
their work
using a
checklist/rubric
.

II. UNIT LEARNING PLAN

UNIT LEARNING PLAN

LEARNING PLAN

EXPLORE

Topics: Science of Materials Unit Introduction and Overview

Content Standards: In this unit, students will explore the foundations of chemistry and the tools scientists use to organize and interpret information. The journey begins
The learners learn that: with understanding how to visually represent data and sequences using timelines and charts, which are essential for tracking scientific
1. The use of timeline and charts can developments and comparing information. Students will then delve into the structure of matter, starting with the historical development of the
illustrate scientific knowledge of the atomic model, gaining insight into how our understanding of the atom has evolved through time.
structure of the atom has evolved
over time. From there, learners will study the subatomic particles—protons, neutrons, and electrons—that form the basis of all matter. They will learn how
2. The current structure of the atom these particles determine the identity and behavior of elements and compounds, distinguishing between pure substances and chemical
includes subatomic particles, their combinations. Finally, the unit will introduce the Periodic Table of Elements, a powerful tool that organizes elements according to their properties,
symbol, mass, charge, and location.
 3. Elements and compounds are helping students predict and understand chemical behavior.
identified as pure substances.
4. The periodic table is a useful tool to This unit aims to build both conceptual knowledge and critical thinking skills, equipping students with a strong foundation in chemistry and an
determine the chemical properties of appreciation for the scientific process.
elements.
Hook Activity: “The Mystery Box of Matter”
Performance Standard: Objective: To introduce students to the key concepts of the unit—atomic models, subatomic particles, elements and compounds, the periodic table,
By the end of the Quarter, learners and the use of visual tools—through a hands-on, inquiry-based challenge.
demonstrate an understanding of the
structure of the atom and how our Materials (for teacher prep):
understandings have changed over time. ● Small sealed boxes or envelopes (3–5)
They draw models of the atom and use ● Inside each box: a clue (e.g., a photo of an atom model, a piece of aluminum foil, a mini periodic table, a simple chart, a timeline of atomic
tables to represent the properties of theory, or colored beads labeled as protons, neutrons, electrons)
subatomic particles. They demonstrate ● Worksheets for observations and hypotheses
their knowledge and understanding of
the periodic table by identifying the
Instructions:
elements, their symbols, their valence
electrons, and their positions within the 1. Group Division: Divide the class into small groups (3–5 students each).
groups and periods. They design and/or 2. Mystery Box Distribution: Give each group a sealed "Mystery Box of Matter."
create timelines or documentaries as 3. Observation Time: Groups open the box and analyze the contents. They must observe, describe, and infer what topic their box represents.
interesting learning tools. 4. Group Discussion: Each group fills out a worksheet:
o What do you think this represents?
o What does it remind you of?
o What scientific concept might it be related to?
5. Gallery Walk: Groups walk around to view each other’s boxes and guess the topics.
6. Reveal & Discussion: After all guesses are made, the teacher reveals the actual topics and explains how each item connects to the lesson
series.

Debrief Questions:
● What did you notice about the items in your box?
● How are they connected to science or chemistry?
● Why do you think scientists use models, charts, and timelines?
● What are you curious to learn more about in this unit?

Map of Conceptual Change Activity for Students’ Prior/New Knowledge (Using the I-R-F Table)
The students will copy the I-R-F Table format and fill the first part (Initial) of the map of conceptual change by answering the essential question:
 How does understanding the historical development of the atomic model and periodic table help us make informed decisions about the safety and
effectiveness of household and personal care products?
Name: ___________________________
Grade and Section: ___________________________
Topic: ___________________________

INITIAL REVISED FINAL

After writing their initial answer to the essential question, the class will now proceed to the main lesson proper.

LEARNING COMPETENCY FIRM-UP (ACQUISITION)

Competency A1. Activity 1: Labeling the Evolution of the Atomic Model: A Journey Through Time"
Develop a timeline for the historical
background of the development of the Introduction: The concept of the atom has evolved through centuries as scientists proposed new ideas and discoveries. From John Dalton's solid
current Atomic Model (i.e. Dalton's Model, sphere to the complex quantum mechanical model, the atomic theory has undergone significant refinement. This activity will allow you to visualize
Elctron and Plum-pudding Model, Nuclear
and label the key models and scientists that contributed to the development of the modern atomic theory.
Model, Bohr's Planetary Model, Quantum
Mechanical Model) that identifies tiny
particles as atoms Instructions:
1.The students and/or the teachers will receive a blank illustrated timeline showing different atomic models in order of development. The illustrations
Learning Targets: represent Dalton’s model, the Plum Pudding Model, the Nuclear Model, Bohr’s Model, and the Quantum Mechanical Model, but no names or details
1. I can arrange in order the major are included yet.
atomic models from Dalton to the 2. The students and/or the teachers will also be given a set of label pieces that include:
Quantum Mechanical Model and ● The names of scientists (e.g., Dalton, Thomson, Rutherford, Bohr, Schrödinger)
describe each model briefly. ● Model names (e.g., Solid Sphere Model, Plum Pudding Model, etc.)
● Dates of proposal or development
Success Criteria: ● Key features or discoveries related to each model
1. I am able to correctly sequence the
3. The students and/or the teachers will work individually or in small groups to cut out (for print) or drag-and-drop (for digital use) the labels and
atomic models and describe key
place them correctly under each atomic model on the timeline.
features of each. 4. After completing the labeling, the students and/or the teachers will answer the guide questions provided to reflect on how atomic theory has
developed over time.
Look For: Ordered list with short
descriptions of Dalton, Thomson, Questions to Answer:
Rutherford, Bohr, and Quantum models.
1. What was the earliest known model of the atom in this timeline, and how did it describe the atom?
2. How did J.J. Thomson’s discovery of the electron change the view of the atom?
3. What experimental evidence led Ernest Rutherford to propose the nuclear model?
4. In what way did Niels Bohr improve upon Rutherford’s model?
5. How does the Quantum Mechanical Model differ from Bohr’s model in terms of electron behavior?
6. Based on the timeline, how did each new model correct or build upon the limitations of the previous one?
7. Why is it important to understand the development of atomic models in the study of science?

Learning Resources/Materials/Handout/Worksheet:
Clickable Links:

Online Activity:
Alternative Delivery Modes
A. Online Activity (Synchronous or Asynchronous)

Platform Suggestions:
Google Slides / Jamboard
Canva (for interactive timelines)
Learning Management Systems (LMS) like Google Classroom, Moodle, or Edmodo

Activity Flow:
1. The teacher uploads a digital timeline template (with images of atomic models) to a shared Google Slide or Canva template.
2. The students are given editable labels in the form of draggable text boxes including:
Scientist names
Atomic model names
Dates of development
Key features
3. The students drag and place each label under the correct diagram on the timeline.
4. After completing the labeling, students answer guide questions in a separate Google Form or LMS quiz.
5. The teacher reviews responses and provides feedback through comments or a short feedback video.

Optional: Host a short video discussion or breakout room in Zoom/Google Meet to reflect on the timeline.

Assessment 1:

Read each scenario carefully. Choose the letter of the correct answer that best explains the concept or historical event related to the development of
the atomic model. Encircle the letter of your choice.

1. In a science museum, a guide explains that atoms are tiny, indivisible particles that make up all matter. Which scientist is associated with this
idea?
A. Bohr
B. Rutherford
C. Dalton
D. Thomson

2. During a history of chemistry tour, a student sees a model described as a "positively charged sphere with electrons embedded like raisins." What
model is this?
A. Bohr Model
B. Rutherford Model
C. Thomson’s Plum-Pudding Model
D. Quantum Mechanical Model

3. In a lab simulation, alpha particles mostly pass through gold foil but occasionally bounce back. What discovery resulted from this?
A. Electrons exist outside the nucleus
B. Atom is mostly empty space with a dense nucleus
C. Atoms are indivisible
D. Electrons orbit in fixed paths

4. Students must arrange the development of atomic models correctly. Which is the right sequence?
A. Dalton → Thomson → Rutherford → Bohr
B. Thomson → Dalton → Bohr → Rutherford
C. Rutherford → Thomson → Dalton → Bohr
D. Dalton → Rutherford → Thomson → Bohr

5. In a TV documentary, an atomic model proposes electrons revolve around the nucleus in fixed orbits. Which model is it?
A. Rutherford Model
B. Thomson Model
C. Bohr Model
D. Quantum Mechanical Model

6. A professor discusses electrons located in probability areas called orbitals. Which model is being discussed?
A. Bohr Model
B. Rutherford Model
C. Quantum Mechanical Model
D. Thomson Model

7. A quiz bowl contestant says Thomson discovered the nucleus. Why is this wrong?
A. Dalton did
B. Rutherford did
 C. Bohr did
D. Schrödinger did

8. Rutherford rejected the Plum-Pudding Model after his experiment. What evidence led to this?
A. Atoms are solid and indivisible
B. Electrons orbit at fixed distances
C. Atoms have a dense central nucleus
D. Electrons exist in probability clouds

9. A teacher asks students to explain electron movement differences between Rutherford’s and the Quantum Model. Which answer is accurate?
A. Rutherford said electrons orbit randomly; Quantum describes fixed paths
B. Rutherford said electrons were stationary; Quantum shows movement
C. Rutherford described random orbits; Quantum described probabilistic orbitals
D. Rutherford placed electrons inside the nucleus; Quantum placed them outside

10. Students must create a scientist timeline for atomic theory. Which sequence is correct?
A. Dalton → Thomson → Rutherford → Bohr → Schrödinger
B. Dalton → Rutherford → Thomson → Schrödinger → Bohr
C. Thomson → Dalton → Rutherford → Bohr → Schrödinger
D. Dalton → Bohr → Thomson → Rutherford → Schrödinger

Competency A2. Activity 2: Build and label your Atom

Draw the structure of an atom by accurately Introduction: Welcome to the fascinating world of atoms! Atoms are the building blocks of matter, and understanding their structure is crucial to
labeling the positioning the proton, neutron unlocking the secrets of the universe. In this lesson, we'll explore the tiny but mighty atom, focusing on its three main components: protons,
and electrons within their respective parts, electrons, and neutrons. By drawing the structure of an atom and accurately labeling its parts, you'll gain a deeper understanding of how atoms work
including the nucleus and electron shells.
and how they form the basis of everything around us. Get ready to dive into the atomic world and discover the wonders of protons, neutrons, and
Learning Targets:
electrons!
1. I can identify and define protons,
neutrons, and electrons. Instruction: Draw and label the structure of an atom, showing correct placement of protons,
2. I can describe the location of neutrons, and electrons
protons and neutrons in the nucleus
of an atom. Questions to Answer:
3. I can describe the location of 1. What are the three main subatomic particles in an atom?
electrons in the electron shells 2. Where are protons and neutrons located in an atom?
outside the nucleus. 3. Where are electrons found in an atom?
4. I can accurately draw the structure 4. What is the charge of each subatomic particle?
of a simple atom.
5. Why do electrons stay in shells outside the nucleus instead of joining the
5. I can correctly label the nucleus,
protons and neutrons?
 protons, neutrons, and electron
shells in a diagram. Learning Resources/Materials/Handout/Worksheet: Textbook, Art materials.
Clickable Links: https://www.youtube.com/watch?v=Af05RxOAIF4
Success Criteria: https://www.labster.com/simulations
1. I am able to define and describe the
position of protons, neutrons, and
electrons as being inside the nucleus
2. I am able to create a labeled
diagram of an atom with the Online Activity: Let’s Draw an Atom -
nucleus and electron shells clearly Activity Link: https://phet.colorado.edu/sims/html/build-an-atom/latest/build-an-atom_en.html
shown. Digital Instruction: Draw and label the structure of an atom, showing correct placement of
3. I am able to label all parts of the protons, neutrons, and electrons
atom correctly in a diagram.
Modular Activity: Let’s Draw an Atom – Digital / Worksheet
Look for: Instruction: Draw and label the structure of an atom, showing correct placement of protons,
Labels identifying the nucleus, protons, neutrons, and electrons
neutrons, and electron shells in the correct
locations.
Assessment 2:
Drawing Task (20 points)
Directions: Choose one of the following elements and draw its atomic structure. Label all parts clearly: protons, neutrons, electrons, nucleus, and
electron shells.
•Hydrogen (H) – Atomic number: 1, Mass number: 1
•Helium (He) – Atomic number: 2, Mass number: 4
•Carbon (C) – Atomic number: 6, Mass number: 12
•Oxygen (O) – Atomic number: 8, Mass number: 16

Rubric (20 points):

•Accurate number of protons, neutrons, and electrons – 6 pts
•Correct placement of particles – 6 pts
•Clear labels of parts – 4 pts
•Neatness and organization – 4 pts

Competency A3 Activity 3: Understanding the Atom

Differentiate the three subatomic particles in Instruction: Explore the structure of an atom by identifying the properties of protons, neutrons, and electrons. Complete the comparison table, answer essential
an atom (i.e. proton, neutron, and electron) questions, and reflect on particle changes.
based on their standard symbols, relative
masses, electrical charges (positive or Instruction for Online Activity: Watch the provided video on atomic structure, use the interactive simulation to model an atom, complete the digital worksheet, and
negative), and specific locations within the submit your reflection via Google Docs or your LMS.
atomic structure. Instruction for Modular Activity: Read the handout on atomic structure, complete the printed comparison table and reflection sheet, and answer the guide questions
on a separate answer sheet. Submit the outputs to your teacher.
Learning Targets:
1. I can differentiate protons, neutrons, Instruction for Blended-Learning Activity: In class: Use a model kit or visual aid to locate each subatomic particle. At home: Watch a short video and complete the
 and electrons based on their worksheet online or in your module. Submit work by end of the week.
symbols, relative masses, electrical
charges, and locations in the atom. Questions to Answer:

Success Criteria: 1. What are the differences among protons, neutrons, and electrons in terms of mass, charge, and location?
1. I am able to correctly describe the 2. How do subatomic particles influence the identity of an atom?
charge, mass, location, and symbol 3. What happens to an atom if the number of one type of particle changes?
of each subatomic particle.
2. I am able to complete a comparison Learning Resources/Materials/Handout/Worksheet:
table with accurate information. ● Printed worksheet: “- Handout: “Structure of the Atom”
3. I am able to explain how subatomic ● Worksheet: Subatomic Particle Comparison Table
particles affect the identity and ● Video: “Introduction to Subatomic Particles”
structure of the atom. ● Optional Simulation Tool or Flashcards
4. I am able to reflect on how
changing particles affects the Clickable Links:
atom’s properties. Atomic Structure Video (YouTube): https://www.youtube.com/watch?v=TH2iUgxzjvA
PhET Atom Builder Simulation: https://phet.colorado.edu/en/simulation/build-an-atom
Look For:
Accurate comparison of subatomic particles; Assessment 3: Subatomic Particles: Compare and Contrast
Clear explanation of their influence on Complete the table below comparing subatomic particles.
atomic identity and structure; Reflection on
particle change effects.
Subatomic Particle Symbol Relative Mass Electric Charge Location in Atom

Proton

Neutron

Electron

Competency A4. Activity: Worksheet

Describe the two properties of pure Instruction: Identify which is an element or compound.
substances as:
 A. having fixed chemical composition, Questions to Answer:
examples of which are
elements(atom) and 1. What are the two types of pure substances?
compounds(molecule) and 2. What is an element?
B. that all the atoms of an element 3. What is a compound?
have a unique number of protons;
Learning resources: Handout/Worksheet
Learning Targets: Clickable Links: https://www.scribd.com/document/669494525/Activity-Pure-Substance-and-Mixture
1. I can describe pure substances as
having a fixed chemical
composition. Identification Activities for Teaching Properties of Pure Substances
2. I can identify elements and
compounds as examples of pure Identifying pure substances and mixtures using labeled samples.
substances.
3. I can explain that each element has
atoms with a unique number of Synchronous: Teacher presents images of substances via screen share for live classification
protons. Asynchronous: Interactive slideshow with click-to-identify tasks. Self-guided interactive quiz with feedback on
each choice; drag-and-drop task on substance classification
Success Criteria:
Modular: Formula recognition worksheet with color coding for elements vs. compounds; includes proton count
1. I am able to define a pure
substance as a material with a fixed notes
chemical composition.
2. I am able to differentiate between
elements and compounds using Assessment: Matching Type and Table Completion
correct vocabulary.
3. I am able to state that all atoms of Instruction: Match column A with column B.
an element have the same number
of protons, and explain that this
Learning resources: Handout/Worksheet
number is unique to each element. Clickable Links: https://www.teachit.co.uk/resources/chemistry/chemical-formulae
Look For: Accurate usge of related terms
like "element," "compound," "atom," and Instruction: Complete the table by identifying if the given diagram of molecule is an element or compound.
"molecule"

A brief explanation that pure substances

have a consistent composition and structure. Learning resources: Handout/Worksheet
Clickable Links: https://wordmint.com/public_puzzles/1449177
Correct examples of elements and
compounds.

A brief explanation that proton number

defines an element and does not vary among
atoms of the same element.

DEEPEN (MAKE MEANING)

Competency M1. Activity:Atoms in Action - Placemant Organizer on Atomic Models and Their Impact
Evaluate how the historical development of
the atomic model has contributed to the Objective:
advances in fields such as medicine, Students will evaluate how the evolution of atomic models has led to key advancements in medicine, technology, and materials science.
technology, and material science.
Materials Needed:
Learning Targets: - Placemat Organizer (1 large sheet per group, divided into 4 sections: 1 center box + 3 outer sections)
1. I can describe the key developments in - Markers or pens
the atomic model throughout history. - Reference materials (textbooks, printed notes, or digital devices)
- Summary visuals of the atomic models
2. I can explain how the evolution of the
atomic model contributed to
Activity Procedure
advancements in medicine, technology,
and material science. 1. Group Setup (5 minutes): Divide students into groups of 4. Give each group a Placemat Organizer.
2. Individual Thinking (10 minutes): Each student writes in their assigned outer section about how atomic models contributed to advancements in their field
Success Criteria: (medicine, technology, or material science).
1. I can describe the key developments in 3. Group Discussion (10–15 minutes): Share responses and write a group consensus in the center box.
the atomic model throughout history. 4. Gallery Walk or Sharing (10 minutes): Groups post or present their placemats.
5. Reflection (5–10 minutes): Students complete an Exit Slip reflecting on which atomic model had the greatest impact.
2. I can explain how the evolution of the
atomic model contributed to
advancements in medicine, technology, Think-Aloud Script Example
and material science. Example statements students might say while completing their sections:
"I am thinking about how atomic models helped us understand radiation..."
Look For: "I notice that the Quantum Mechanical Model talks about electron clouds..."
A clear connection between atomic theory "I’m thinking about how knowing subatomic particles led to synthetic materials..."
developments and their impact on real-world "Our group agreed that as atomic models improved, they led to major scientific advances..."
technologies or medical applications.

Post-Placemat Organizer Reflection Template

1. Summary of My Assigned Section

I focused on the field of ____________. I learned that ____________________________. I noticed that the ___________ model helped scientists understand
__________________. This contributed to advances such as ____________________________.

2. Group Consensus (From Center Box)

Our group agreed that the historical development of atomic models led to _______________________. Each new model added more knowledge, which helped in
the development of _______________________.

3. Reflection Question:
Which atomic model do you think had the most significant impact on modern science, and why?
I think the ___________ model had the biggest impact because ______________________. It helped scientists understand ____________________, which led to
____________________. This model is still important today because ________________________________.

Step-by-Step Guide to Completing the Template

1. Write your group members and topic.
2. Complete 'Summary of My Assigned Section' by describing your field and what you learned.
3. Complete 'Group Consensus' using your group's center box discussion.
4. Answer the reflection question with reasoning and examples.

Student Self-Review Checklist

No. Checklist Item Accomplished?

1 I wrote the names of all group members and included the topic.

2 I clearly identified which field (medicine, technology, or material science) I focused on.

3 I explained how at least one atomic model helped in my assigned field.

4 I gave a specific example of a scientific or technological advancement.

5 I used complete sentences and sentence starters where needed.

6 I summarized my group’s consensus accurately from the center of our placemat.

7 I explained how atomic models added knowledge over time.

8 I chose one atomic model that I think had the biggest impact.

9 I gave a clear reason and example to support my opinion in the reflection question.

10 I checked my spelling, punctuation, and clarity before submitting.

Rubric for Post-Placemat Organizer Reflection Output

Criteria Level 4 Level 3 Level 2 Level 1

Exceeds Requirements Meets Requirements Approaches Initiates Requirements
Requirements

Understanding of Deep and insightful Accurate Partial understanding; Minimal

Content understanding; understanding; all some unclear or understanding; vague
extended, accurate required information underdeveloped or inaccurate ideas.
connections. present. connections.

Field Summary Detailed, clear; Clear and complete Basic explanation; Incomplete or unclear
includes multiple explanation with limited detail or explanation; lacks
examples and strong accurate example(s). incomplete example(s). relevant examples.
links to models.

Group Consensus Strong synthesis; Accurate summary Partial summary; some Vague or incorrect
Summary excellent connection with clear connections. weak or missing summary of group
between models and connections. ideas.
real-world use.

Reflection and Thoughtful, well- Clear reflection with Includes idea but lacks Unclear or missing
Evaluation justified reflection with valid explanation and reasoning or example. reflection.
strong reasoning and example.
examples.

Clarity and Clear, organized, and Clear, organized Some grammar or Frequent errors;
Conventions error-free writing; writing with no clarity issues; generally disorganized writing.
varied, appropriate grammar or spelling understandable.
vocabulary. errors.
Expanded Step-by-Step Guide to Completing the Template

Step 1: Write Your Group Members and Topic

- List the names of all your group members on the template.
- The topic is: 'Historical Development of Atomic Models and Their Impact.' Write it clearly at the top.

Step 2: Complete 'Summary of My Assigned Section'

- Identify which section you worked on: medicine, technology, or material science.
- Explain what atomic model(s) were relevant to that field.
- Give at least one example of a discovery or invention in that field (e.g., X-rays in medicine, semiconductors in tech).
- Use clear and full sentences. Try using 'I focused on...', 'I noticed...', 'This led to...'.

Step 3: Complete 'Group Consensus (Center Box)'

- Read and discuss what all group members wrote.
- As a group, decide what key idea or theme connects all your fields.
- Write 2-3 sentences in the center box that explain how atomic models helped science progress.
- Use a sentence like: 'Our group agreed that as atomic models improved, they led to...'.

Step 4: Answer the Reflection Question

- Choose one atomic model (Dalton, Thomson, Rutherford, Bohr, or Quantum).
- Think about how that model helped scientists better understand atoms.
- Write why you think it had the most impact, and give a real-world example.
- Use full sentences like: 'I think the ___ model was the most important because...'

Step 5: Review and Edit Your Work

- Re-read all your answers.
- Check for grammar, punctuation, and complete sentences.
- Use the checklist provided to make sure you didn’t miss anything before submission.

Placemat Organizer Diagram Template

Use the space below or on a large sheet to create your group placemat. Each group member fills one section. The center is for the group consensus.

Member 1 Member 2
 Member 3

Learning Resources/Materials/Handout/Worksheet:
Clickable Links:

Online Activity:

Assessment :

FIRM UP (ACQUISITION)

Competency A5 Activity 5: Which Comes First? (Flow Chart)

Discuss the significant contribution of early In Person: Form a small group with 3-5 members. Using a large piece of paper, create a flow chart showing the sequence of contributions made by early scientists
scientist (i.e. Antoine Lavoiser, Dmitri in the development of the periodic table and present it to the class.
Mendeleev, Henry Moseley) in the
development of the periodic table. Questions to Answer:

Learning Targets: 1. Who were the scientist that helped in the development of the periodic table?
1. I can name and explain how early 2. When did this scientist make their contribution?
scientists helped develop the 3. What was their main contribution to the development of the periodic table?
periodic table through a short 4. Why was this contribution important?
written summary.
Learning Resources/Materials/Handout/Worksheet:
Success Criteria: Clickable Links:
1. I am able to correctly name and
specify scientist’s specific Online Activity: Which Comes First? (Flow Chart)
contribution to the development of Synchronous: Students will be divided into breakout rooms with 3-5 members. Use a shared google slide or Canva template to collaboratively create a digital flow
the periodic table in my own words. chart where each scientist must be placed in order with a short description of their contribution. Groups will share their screen and explain their chart to the class.
Asynchronous: Create a flow chart using PowerPoint Presentation, Canva or hand written and photographed work. Each step should clearly state the scientist's
Look For: Correct sequence of the name and contribution. Upload the finished flow chart in the google classroom.
significant contribution of early scientists in
the development of the periodic table Modular: Read the provided text about the history of the periodic table in your module. Using the blank flow chart template, fill in the sequence of the contribution
of different scientists. Submit the completed flow chart when you turn in your module at the scheduled drop off.

Assessment 5: Essay
Create a short report/essay that explains the important work of the scientists who helped shape the periodic table. Use simple language and focus on their main
discoveries and why their work was important.

Holistic Rubric:
● Excellent (4):
 - Flow chart/essay is complete, well-organized, accurate, detailed, creative, and clearly presented with strong group collaboration.
● Good (3):
- Flow chart/essay is mostly complete and organized, with few minor errors; descriptions are mostly clear; good teamwork is shown.
● Satisfactory (2):
- Flow chart/essay is partially complete with some errors; explanations are brief or unclear; presentation and teamwork need improvement.
● Needs Improvement (1):
- Flow chart/essay is incomplete or disorganized with major errors; explanations are missing or very unclear; little evidence of collaboration.

Competency A6: Activity 6: Periodic Table Match-Up

Identify the names and symbols of the first In-Person Instruction:
20 or several common elements (i.e. iron, 1. Prepare 2 sets of cards:
copper, zinc, silver, gold, lead,, tin, nickel, ● Set A: Cards with element names (e.g., Hydrogen, Carbon, Oxygen)
titanium, uranium) of the periodic table. ● Set B: Cards with element symbols (e.g., H, C, O).
2. Mix them up and lay them face down on a table (like Memory/Concentration).
3. Students take turns flipping one card from each set to try to make a correct match (e.g., "C" and "Carbon").
Learning Targets: 4. If they make a match, they keep the pair; if not, they flip the cards back over.
1. I can identify the names and 5. The player with the most matches wins.
symbols of the first 20 elements on
the periodic table. Questions to Answer:
1. Which element symbol was the easiest for you to remember? Why?
2. What is the chemical symbol for Magnesium, and why is it written with "Mg" instead of just "M"?
Success Criteria: 3. Name two elements whose symbols do not exactly match the first letters of their English names. Why might their symbols be different?
1. I can correctly list the symbols and 4. How can recognizing element symbols help scientists and students when reading chemical formulas? Given an example.
names for all of the first 20
elements. Online Activity: Periodic Table Match-Up
Students drag and drop the correct element symbol to match the element name (or vice versa) using apps such as Wordwall, Flippity, LearningApps, or Quizlet
Look For: Student can recite or write down Match game.
the first 20 elements in order or randomly They can play individually or in small breakout groups if you’re on Zoom, Google Meet, etc.

Questions to Answer:
5. Which element symbol was the easiest for you to remember? Why?
6. What is the chemical symbol for Magnesium, and why is it written with "Mg" instead of just "M"?
7. Name two elements whose symbols do not exactly match the first letters of their English names. Why might their symbols be different?
8. How can recognizing element symbols help scientists and students when reading chemical formulas? Give an example.

Assessment 6: Identification
Know Your Elements – Identification Quiz (20 points)
Instructions: Answer the following by writing the correct element name, symbol, or atomic number as directed. Each item is worth 1 point.
1. What is the symbol for Helium? __________
2. What is the element name for the symbol Li? __________
3. What is the atomic number of Carbon? _________
4. What is the symbol for Oxygen? __________
 5. What is the element name for the symbol N? __________
6. What is the atomic number of Neon? __________
7. What is the symbol for Sodium? __________
8. What is the element name for the symbol Mg? __________
9. What is the atomic number of Aluminium? __________
10. What is the symbol for Silicon? __________
11. What is the element name for the symbol P? __________
12. What is the atomic number of Sulfur? __________
13. What is the symbol for Chlorine? __________
14. What is the element name for the symbol Ar? __________
15. What is the atomic number of Potassium? __________
16. What is the symbol for Calcium? __________
17. What is the element name for the symbol B? __________
18. What is the atomic number of Fluorine? __________
19. What is the symbol for Beryllium? __________
20. What is the element name for the symbol H? __________

Competency A7. Activity : "Know Your Atoms!"

Calculate the number of protons, neutrons Instruction:
and electrons in the atom of several elements 1. Use the periodic table to find the atomic number and atomic mass (rounded to the nearest whole number) of the elements provided
(e.g. aluminum, gold, silver) 2. Calculate the number of protons, electrons, and neutrons for each element
3. Fill in the table provided in the worksheet
Learning Targets: 4. Answer the reflection questions below
1. I can identify the atomic number
and mass number of an element Questions to Answer:
using the periodic table 1. What is the relationship between the atomic number and the number of protons?
2. I can calculate the number of 2. How do you determine the number of neutrons in an atom?
protons, neutrons, and electrons in a 3. What happens to the number of electrons in an atom when it is neutral?
neutral atom 4. Why is it important to understand the structure of an atom in science?
5. Choose an element not mentioned (e.g., Carbon, Oxygen, Iron) and calculate its protons, electrons,
Success Criteria: and neutrons.
1. I can correctly state the atomic
number of an element Learning Resources/Materials/Handout/Worksheet:
2. I can determine the number of ● Periodic Table of Elements
protons and electrons in a neutral ● Student Worksheet (can be printed or digital)
atom ● Calculator (optional)
3. I can calculate the number of
neutrons using the mass number and Clickable Links:
atomic number ● Interactive Periodic Table: https://www.ptable.com
● Khan Academy - Atoms, Protons, Neutrons, and Electrons:
Look for: https://www.khanacademy.org/science/chemistry/atomic-structure
Students can identify and calculate for the
atomic number and mass number of elements Online Activity:
in the periodic table Try this drag-and-drop atom builder:
🔗 https://phet.colorado.edu/en/simulation/build-an-atom
Build your own atom and observe how changing protons, neutrons, and electrons affects the element!

Modular Activity: "Build and Understand the Atom”

1. Go to this link: PhET: Build an Atom.
2. Click on "Atom" to start building atoms.
3. Use the simulation to add or remove protons, neutrons, and electrons to complete the tasks below

Activity Task:
A: Explore the Basics

1. Build an atom with:

● 3 protons
● 4 neutrons
● 3 electrons
● What is the name of the element? __________
● Is the atom neutral, positive, or negative? __________
2. Build an atom with:
● 6 protons
● 6 neutrons
● 7 electrons
● What is the name of the element? __________
● What is the charge of the atom? __________
3. What changes when you:
● Add a proton? __________________________
● Add a neutron? _________________________
● Add or remove an electron? _______________

Part B: Challenge Questions

4. Build a neutral atom of oxygen.

● Protons: ___
● Neutrons: (any number) ___
Electrons: ___
What is the atomic number of oxygen? __________

5. Build an isotope of carbon with 6 protons and 8 neutrons.

● What is the mass number? __________
● Is it still carbon? Why or why not? __________

Assessment :
 Title: “Which Element Am I?”
Instuction: Below are clues about certain elements. Use the periodic table to identify the element and calculate the number of protons, electrons, and neutron

1. I have an atomic number of 11 and a mass number of 23.

● What element am I?
● Protons: ___
● Electrons: ___
● Neutrons: ___
2. I am a neutral atom with 16 electrons and a mass number of 32.
● What is my atomic number?
● What element am I?
● Neutrons: ___
3. I have 20 protons, 20 electrons, and 20 neutrons.
● What is my mass number?
● What element am I?
4. An atom of mine has 3 more neutrons than protons. My atomic number is 8.
● What is my mass number?
● What element am I?

REVISITING of the Map of Conceptual Change Activity for Students’ Prior/New Knowledge (Using the I-R-F Table)
The students will return to the I-R-F Table format and fill the second part (Revised) of the map of conceptual change by answering the essential
question: How does understanding the historical development of the atomic model and periodic table help us make informed decisions about the
safety and effectiveness of household and personal care products?
Name: ___________________________
Grade and Section: ___________________________
Topic: ___________________________

INITIAL REVISED FINAL

After writing their revised answer to the essential question, the class will now proceed to the next lesson proper.

LEARNING COMPETENCY DEEPEN (MAKE MEANING)

Competency M2: Activity: Text Analysis

Explain that the elements within a group in
the periodic table have the same number of
valence electrons (the electron in the Instructions:
outermost shell, or energy level of an atom.
1. Introduction (5 minutes)
Learning Targets: ○ Briefly explain the importance of valence electrons in determining an element’s reactivity.
1. I can identify the elements in each group ○ Ask students: “Why do some elements behave similarly in chemical reactions?”
in the periodic table 2. Guided Reading (10 minutes)
2. I can state the number of valence ○ Distribute the sample text for analysis.
electron of the elements the given group ○ Instruct students to read silently, underlining key terms related to valence electrons and periodic table groups.
in the periodic table. ○ As students read, walk around and provide clarification if needed.
3. I can explain the relationship of group 3. Analysis and Discussion (15 minutes)
○ Ask students to identify elements mentioned in the text and determine their valence electron count.
number and the number of valence
○ Encourage students to discuss how these electrons influence chemical behavior.
electron in the periodic table. ○ Have them compare Group 1 (alkali metals) and Group 17 (halogens) using examples.

Success Criteria: Sample Text for Analysis:

1. I can identify the elements in each group
in the periodic table
2. I can state the number of valence
electron of the elements the given group
in the periodic table.
3. I can explain the relationship of group
number and the number of valence
electron in the periodic table.

Look For:
Confidently explain that the elements within
the group in the periodic table have the same
number of valence electrons.
 Each column in the periodic table represents a group or family of elements. The elements within a group have the same number of valence electrons, which are
the electrons found in their outermost energy level. This similarity determines their chemical properties and reactivity. For example, all elements in Group 1
(alkali metals)—such as lithium (Li), sodium (Na), and potassium (K)—have one valence electron. Because of this, they tend to lose that single electron in
chemical reactions, making them highly reactive metals. Similarly, elements in Group 17 (halogens)—like fluorine (F), chlorine (Cl), and bromine (Br)—have
seven valence electrons. They readily gain one electron to complete their outermost shell, making them highly reactive nonmetals. Understanding this pattern helps
scientists predict how elements will behave and interact with other substances. This shared number of valence electrons within a group is a fundamental principle in
chemistry, guiding reactions and the formation of compounds.

Questions to Answer: How can you determine the number of valence electrons in an element using the periodic table, and what steps would you take to compare
the valence electrons of elements from different groups?

Learning Resources/Materials/Handout/Worksheet: Periodic Table of Elements

Clickable Links: https://www.fishersci.com/us/en/periodic-table.html#h1

Assessment 5: Journal Writing

Directions:
1. Title Your Entry: Write a journal entry with a creative title that connects to the concept of valence
electrons (e.g., “The Secret Life of Electrons”).
2. Explain in Your Own Words: Describe how elements within a group in the periodic table share the same
number of valence electrons.
3. Make Connections:
a. How does this knowledge help scientists predict chemical reactions?
b. Can you think of an everyday product or process that relies on the behavior of valence electrons?
4. Personal Reflection: Write about why understanding periodic table trends might be useful beyond
chemistry class.
5. Use Clear, Well-Organized Sentences: Your entry should be at least one paragraph long but can be
longer if you have more thoughts to share.
6. Final Thoughts: End with a concluding sentence summarizing your key insights.

Assessment Criteria: The Journal Writeup will be graded based on the following criteria: Explanation of valence
electrons, Connection to real-world example, Engagement, Grammar and Organization (rubric on the right)

Competency M3. Activity 4: Claim Evidence Reasoning (C-E-R) Activity

Explain how the arrangement of Introduction:
elements in the periodic table into 7 The periodic table might look like just a bunch of boxes, but it actually tells us a lot about how elements behave. It’s organized into rows called
periods and 18 groups is based on their periods and columns called groups, and this setup is based on how atoms are built, especially how their electrons are arranged. When you understand
atomic structure, and chemical properties how the periodic table works, you can start to see patterns. For example, elements in the same group usually react in similar ways because they have
(e.g. reactivity, electronegativity, the same number of outer electrons. This helps scientists predict what new elements might do, just by looking at where they are on the table. Using
ionization energy, atomic radius, CER framework, you’ll learn how the periodic table’s structure helps explain why elements act the way they do—and how it helps us make smart
metallic character, and electron guesses about elements we haven’t even discovered yet.
configuration)
Instructions: Read the given article. Then answer the question: How might the systematic organization of the periodic table assist scientists in
Learning Targets: predicting the properties and reactivity of newly discovered elements? What role does electron configuration play in these predictions?

Article I - Periodic Table Groups and Periods

1. I can identify the parts of the Summarized and Perspective Change from: Helmenstine, A. (2025, April 16). Periodic table groups and periods. Science Notes and Projects.
periodic table, such as periods https://sciencenotes.org/periodic-table-groups-and-periods/
(rows) and groups (columns).
2. I can recognize the patterns in
the periodic table in terms of I have always been captivated by the elegance of the periodic table, whose arrangement into
electron shells and valence seven periods and 18 groups is much more than a mere organizational device—it’s a window into the
electrons. very architecture of matter. In my research and writing on this subject, I observed that each period
3. I can describe what electron represents a new energy level or electron shell. This discovery underscored for me how the number of
configuration means and how it shells directly correlates with an element’s placement in the table, and in turn, its chemical behavior.
affects an element's position in Meanwhile, grouping elements by their shared number of valence electrons reveals why elements in the
the periodic table. same column exhibit similar reactivity, electronegativity, ionization energy, and metallic character. This
4. I can explain how chemical
alignment between structure and properties isn’t accidental; it is a deliberate framework through which
properties (like reactivity,
nature organizes itself.
electronegativity, ionization
energy, atomic radius, and Delving deeper, I explored how the trends across the table arise from the interplay of atomic forces. As you move horizontally across a
metallic character) are linked to period, the increasing effective nuclear charge pulls electrons closer to the nucleus, resulting in a decrease in atomic radius, and an increase in
atomic structure. ionization energy and electronegativity. In contrast, when traveling down a group, the addition of electron shells outweighs the increase in nuclear
5. I can explain how the periodic
charge, leading to larger atomic radii and typically lower ionization energies. Through this lens, the periodic table transforms into a predictive tool—
table's arrangement into 7
periods and 18 groups is based a map that not only categorizes elements but also illuminates the reasons behind their chemical behavior. I find that understanding these principles
on the elements’ atomic enriches our appreciation of chemistry and of the natural order that governs the elements.
structure and chemical CER OPTIONS
properties.
Claim Options
Success Criteria:
1. Option A: The periodic table’s hierarchical structure, defined by electron shells in periods and similar valence electrons in groups, enables
1. I am able to label and identify scientists to make predictions about the chemical behavior of new elements based on established trends.
periods and groups on a diagram
2. Option B: Because the periodic table is organized by increasing atomic numbers and various physical properties, scientists can use this order
of the periodic table.
to draw general conclusions about elements, though it is less clear in directly predicting specific reactivity.
2. I am able to recognize the
patterns in periodic table in 3. Option C (Correct): Because the periodic table arranges elements into periods that represent new electron shells and groups that reflect
terms of electron shells and shared valence electrons, it permits scientists to forecast the chemical properties and reactivity of newly discovered elements by comparing
valence electrons. them with known group counterparts.
3. I am able to describe electron
 configuration and show how it 4. Option D: Since the periodic table features rows and columns that display changes in atomic numbers and sizes, it categorizes elements
groups elements with similar broadly; however, this structure offers limited direct insight into predicting the specific behavior of unknown elements.
properties.
4. I am able to list and explain Evidence Options
examples of chemical properties
1. Option A (Correct): Each period represents a new energy level or electron shell and emphasizes that elements in the same group, with the
that arise from an element's
atomic structure. same number of valence electrons, display similar properties such as reactivity, electronegativity, and ionization energy.
5. I am able to explain in my own 2. Option B: The periodic table is divided into 7 periods and 18 groups, which implies that elements with shared positions exhibit matching
words how the arrangement of 7 trends; yet, it does not specifically mention how this directly predicts reactivity.
periods and 18 groups reflects
both atomic structure and 3. Option C: The nuclear charge increases across a period and electron shells appear down a group, impacting atomic radius and ionization
chemical properties. energy, although it stops short of linking these trends to predictive comparisons.

Look For: 4. Option D: The similar grouping of elements leads to common chemical characteristics, with a focus on periodic trends such as
electronegativity and metallic character, but it does not detail experimental predictions based solely on atomic weight differences.
A clear, logical reasoning that the parts
Reasoning Options
of the periodic table flows in an
organized manner based on their atomic 1. Option A (Correct): This reasoning directly connects the table’s organization—using electron shells and shared valence electrons—to the
structure and chemical properties, predictable chemical behavior noted in the text. It shows that because elements in the same group have similar electron configurations,
toward a complete explanation of its scientists can infer the likely reactivity and properties of new elements when compared to their group members.
overall structure and arrangement
2. Option B: This reasoning explains that grouping elements reveals observable trends such as changes in ionization energy and atomic radius;
however, it mostly emphasizes classification rather than clarifying how these trends enable precise predictions about new elements.
3. Option C: This reasoning highlights that the arrangement based on electron shells and valence electrons creates a reliable pattern for
chemical behavior, implying that similar configurations yield similar reactivity. Nevertheless, it does not explicitly outline how these
similarities directly inform predictions for unfamiliar elements.
4. Option D: This reasoning asserts that while the periodic table’s grouping indicates general trends in chemical properties, it offers only a
broad framework. It lacks a detailed explanation of how scientists can use electron configuration information to make specific predictions.
THINK ALOUD SCRIPT (For Teacher)
1. Claim
Walkthrough:
● I notice that the periodic table is arranged both in rows (periods) and columns (groups), where each period represents a new electron shell
and groups share similar valence electrons.
● I am thinking that this systematic layout isn’t random; instead, it creates predictable patterns that allow scientists to compare a newly
 discovered element with other elements in the same group.
● I see the connection between the arrangement and how properties like reactivity, electronegativity, and ionization energy follow a pattern
based on electron configurations.
Claim Statement: Option C “Because the periodic table arranges elements into periods signifying new electron shells and groups
representing shared valence electron configurations, it enables scientists to predict the chemical properties and reactivity of newly
discovered elements by comparing them to known elements in the same group.”
2. Evidence
Walkthrough:
● I look at the text and find that it states, “each period represents a new energy level or electron shell,” which explains the fundamental
building blocks of the table.
● I am also noting the part where the text explains that “grouping elements together by their shared number of valence electrons reveals why
elements in the same column exhibit similar reactivity, electronegativity, ionization energy, and metallic character.”
Evidence Listed:
● The text highlights that each period represents a new energy level or electron shell.
● It also explains that grouping elements by shared valence electrons leads to similar chemical properties among elements in the same
group.
Evidence Statement: Option A “Each period represents a new energy level or electron shell and emphasizes that elements in the same group,
with the same number of valence electrons, display similar properties such as reactivity, electronegativity, and ionization energy.”
3. Reasoning
Walkthrough:
● First, I define key terms: “systematic organization” refers to an intentional, patterned grouping of elements based on their atomic structure;
“electron configuration” is the layout of electrons in different energy levels or orbitals of an atom.
● I am thinking that these definitions are crucial because they show why the table’s layout is not arbitrary. The evidence from the text shows
that the periodic arrangement uses electron shells and valence electrons to establish a repeatable pattern.
● I see that because elements in the same group share similar electron configurations, they exhibit similar behaviors. This is how scientists
can reliably compare an unknown element to others in the same group and predict its properties.
Reasoning Statement: Option A “By defining systematic organization as the structured grouping based on electron shells and valence
electrons, and electron configuration as the specific arrangement of electrons in an atom, we see that the evidence directly supports the
claim. The text confirms that recurring patterns in the periodic table—such as similar behaviors among elements in a group due to their
shared valence electron configuration—enable scientists to evaluate and predict the chemical properties of new elements.”

4. Conclusion
Walkthrough:
● In conclusion, I restate my claim based on the reasoning and evidence collected.
● I confirm that the periodic table’s design, which groups elements by their electron shells and valence electrons, forms the basis
of a predictive framework for chemical properties and reactivity.
Conclusion Statement:
The periodic table is organized so that each row represents a new electron shell and each column groups elements with similar valence electrons,
which allows scientists to predict the behavior of newly discovered elements. This pattern also explains that every period corresponds to a new
energy level and that the grouping of elements by shared valence electrons leads to similar properties, such as reactivity and ionization energy.
Because elements in the same group have similar electron configurations, scientists can use these predictable patterns to forecast how each element
and potentially new ones will behave.
 TEMPLATE FOR C-E-R TABLE

Step-by-Step Guide for Answering Using the Template

1. Read the Question Carefully

o Begin by reading the analysis question one or two times.
o Understand exactly what the question is asking you to explain or compare.
2. Read the Text or Problem Statement
o Read the passage or problem details carefully.
o Underline or take note of important ideas and facts that seem related to the question.
3. Write Your Claim
o Your claim is your answer to the question.
o Tip: Start by saying something like "The main idea is…" or "It can be concluded that…"
o In one sentence, explain how the text’s main idea supports your answer.
o Example: "Because the periodic table groups elements by electron shells and valence electrons, scientists can predict the
 chemical behavior of new elements."
4. Find and List Your Evidence
o Look back at the text and pick out two or three clear pieces of information (facts, quotes, or details) that support your
claim.
o Write each piece of evidence as a bullet point.
o Example:
▪ "The text states that each period represents a new energy level."
▪ "It also mentions that group members share the same number of valence electrons."
5. Explain Your Reasoning
o In this part, explain why your evidence supports your claim.
o First, define any important words (like “systematic organization” or “electron configuration”) in your own words.
o Then, show how the evidence and those definitions connect to your claim.
o Example: "Because ‘electron configuration’ means the way electrons are arranged, and similar arrangements make
elements behave in the same way, the evidence shows that comparing groups helps predict behavior."
6. Write Your Conclusion
o Combine your claim, evidence, and reasoning into one short paragraph.
o Sentence 1: Restate your claim.
o Sentence 2: Mention a piece of evidence.
o Sentence 3: Explain briefly how that evidence supports your claim.
o Example: "In summary, the periodic table organizes elements by electron shells and valence electrons, which allows
scientists to predict the behavior of new elements. The text states that each period is a new energy level. Because similar
electron configurations lead to similar behavior, it is clear that such an arrangement is a useful tool for making
predictions.

Article II for Guided Practice - Size matters when it comes to atomic properties
Competency M4 Activity 5: Periodic Table Behavior Match-Up
Predict the chemical behavior (e.g. Instruction:
reactivity, metallic character) of an 1. Provide students with a periodic table and a set of element cards (or a printed list of 10–12 elements from different groups and periods, including metals,
element based on its position in the nonmetals, and metalloids).
2. Ask students to analyze each element’s position on the table and match it with its expected chemical behavior, such as:
periodic table.
● High or low reactivity
● Metallic or nonmetallic character
Learning Targets: ● Likely to gain or lose electrons
1. I can identify patterns in the periodic 3. Students work in pairs or small groups and justify their choices in writing or orally.
table that affect an element’s behavior.
Questions to Answer: How do elements behave with respect to the periodic trends in the periodic table of elements?
2. I can predict the chemical behavior of
elements based on their location in the Learning Resources/Materials/Handout/Worksheet: Periodic Table of Elements
periodic table. Clickable Links: https://www.fishersci.com/us/en/periodic-table.html#h1

Success Criteria: Online Activity: The activity is doable in an online setup, wih similar instructions but through breakout rooms.
1. I am able to identify patterns in the
Assessment 5:
periodic table that affect an element’s Direction: Predict the chemical behavior of elements by answering the questions below. Write the letter of the correct answer on your Science notebooks.
behavior.
1. Which of the following elements is most reactive among the alkali metals?
2. I am able to predict the chemical A. Lithium (Li)1
behavior of elements based on their B. Sodium (Na)
location in the periodic table. C. Potassium (K)
D. Cesium (Cs)
Look For: Responses about the Correct Answer: D. Cesium (Cs)
chemical behavior of an element based (Reactivity increases down Group 1.)
on its position in the periodic table.
2. What can you infer about the reactivity of fluorine (F) compared to iodine (I)?
A. Fluorine is less reactive than iodine.
B. Fluorine and iodine have the same reactivity.
C. Fluorine is more reactive than iodine.
D. Reactivity does not change in Group 17.
Correct Answer: C. Fluorine is more reactive than iodine
(Reactivity in nonmetals decreases down the group.)

3. Which element has the most metallic character?

A. Magnesium (Mg)
B. Aluminum (Al)
C. Cesium (Cs)
D. Chlorine (Cl)
Correct Answer: C. Cesium (Cs)
(Metallic character increases down a group and decreases across a period.)
 4. As you move from left to right across a period in the periodic table, what generally happens to the reactivity of metals?
A. It increases
B. It stays the same
C. It decreases
D. It becomes unpredictable
Correct Answer: C. It decreases
(Metals become less reactive across a period from left to right.)

5. Which of the following best explains why noble gases are unreactive?
A. They are all metals.
B. They have incomplete outer shells.
C. Their atoms are large in size.
D. Their outer electron shells are full.
Correct Answer: D. Their outer electron shells are full
(Full outer shells make noble gases chemically stable.)

REVISITING of the Map of Conceptual Change Activity for Students’ Prior/New Knowledge (Using the I-R-F Table)
The students will return to the I-R-F Table format and fill the third part (Final) of the map of conceptual change by answering the essential question:
How does understanding the historical development of the atomic model and periodic table help us make informed decisions about the safety and
effectiveness of household and personal care products?
Name: ___________________________
Grade and Section: ___________________________
Topic: ___________________________

INITIAL REVISED FINAL

After writing their initial answer to the essential question, the class will now proceed to the main lesson proper.

LEARNING COMPETENCY TRANSFER

Performance Standard: Introduction: Understanding atoms and elements is not just something scientists do in a lab—it's part of making important decisions in
By the end of the Quarter, learners our everyday lives. From the medicines we take to the materials we use in buildings, technology, and even food, the elements and their
demonstrate an understanding of the properties influence almost every aspect of our world. This task gives you the opportunity to explore how scientific knowledge helps us
structure of the atom and how our make informed decisions in real life, from choosing safe health treatments to designing new materials for advanced technologies.
understandings have changed over time.
They draw models of the atom and use
tables to represent the properties of Documentary Project: From Atoms to Awareness
subatomic particles. They demonstrate
their knowledge and understanding of
the periodic table by identifying the 1. Performance Task in GRASPS Form
elements, their symbols, their valence
electrons, and their positions within the
groups and periods. They design and/or
Goal:
create timelines or documentaries as You will create a documentary that helps consumers make informed choices about household and personal care products using
interesting learning tools. scientific knowledge of the atomic structure, periodic table, and chemical elements.

Competency T1. Role:

Create a digital or physical interactive
You are a science communicator and expert who explains how understanding atoms and the periodic table can help people
exhibit (e.g., timeline, model, short
documentary) that explains the evolution make safer product choices.
of atomic models and shows how
knowledge of subatomic particles and Audience:
the periodic table is used to solve real- The audience for your documentary is consumers who use household and personal care products, such as parents, family
world problems (e.g., material
members, and neighbors.
development, medicine, technology).

Transfer Goal: Situation:

Many consumers are unaware that the chemicals in products like shampoos, soaps, or cleaning products can have harmful
The students, on their own and in the effects. By understanding the atomic structure and the periodic table, consumers can make informed choices. You must create a
long run, will be able to create a visual documentary to educate them about the connection between the periodic table, the atomic structure of elements, and the safety
or digital representation of the historical of products they use.
development of the atomic model and
periodic table to guide consumers in Product/Performance:
making informed choices about safe and Your documentary should include:
effective household and personal care
- A timeline of atomic models, including key scientists and contributions
products based on chemical properties.
- An explanation of atomic structure (protons, neutrons, electrons)
Learning Targets: - How to read and use the periodic table to understand the chemical properties of elements
1. I can create a visual or digital - Real-life examples of products and how the periodic table can help identify safe vs. harmful elements in those products.
representation that shows how
the atomic model and periodic Standards:
 table developed over time and
use it to explain how this The documentary will be evaluated based on the following criteria:
knowledge helps people choose - Accuracy of scientific content (atomic models, atom structure, periodic table)
safe and effective household and
personal care products.
- Clarity and creativity in presenting information
- Connection of scientific knowledge to real-world examples
Success Criteria: - Use of visuals, diagrams, or demonstrations to enhance understanding.
1. I include key scientists and
models in the development of
the atomic theory. 2. Sample Documentary Output
2. I explain how the periodic table
is organized based on atomic Title: From Atoms to Awareness: Making Smart Choices with Science*
structure and chemical
properties.
3. My visual or digital product is Narrator (Student Voice):
clear, well-organized, and easy "Every day, we use products—soaps, detergents, deodorants—without thinking twice. But did you know that some of these may
to understand. contain elements like mercury or lead that can harm your health?"
4. I use appropriate labels, visuals,
or multimedia elements to show [Cut to Timeline Visual: Early models of the atom.]
historical progression.
5. I connect chemical properties to
"Let’s take a quick trip through time to understand how we got here. In 400 B.C., Democritus said all matter is made of tiny,
real household and personal care invisible particles—atoms. In 1803, John Dalton described atoms as solid spheres. But in 1897, J.J. Thomson discovered
products. electrons, leading to the 'plum pudding' model.
6. I explain how consumers can use
this knowledge to make safe and [Cut to model visuals: Rutherford’s and Bohr’s models, up to the modern cloud model.]
informed choices.
"Then came Rutherford’s gold foil experiment in 1911—he found a dense nucleus. Bohr followed in 1913, showing electrons in
7. I present my work in a way that
educates or informs others orbits. Today, we use the quantum mechanical model, where electrons exist in clouds.
clearly and confidently.
[Cut to Table Chart: Subatomic particles]
"Atoms are made of subatomic particles:
- Protons (p+) in the nucleus,
- Neutrons (n0) also in the nucleus,
- Electrons (e−) orbiting around it.
Each has mass, charge, and location.

[Cut to Periodic Table Visual]

"The periodic table is more than just a chart—it’s a guide. Elements in the same group have similar properties. For example,
sodium (Na) and potassium (K) are both reactive metals.

[Cut to real product labels]

"Let’s look at product labels. One face cream contains 'Hg'—mercury. That’s toxic and banned in many countries! Meanwhile,
a safe toothpaste contains 'Ca' or calcium, which strengthens teeth.

[Cut to Checklist Visual: How to choose safe products]

"How can you be a smart consumer?
- Read ingredient lists.
- Use the periodic table to identify elements.
- Avoid products with harmful elements.
- Choose items with known, safe compounds like H₂O, NaCl, or CaCO₃.

[Closing Scene: Student holding a product and periodic table, smiling at the camera.]
"Science gives us power—the power to make informed, healthy choices. You don’t need to be a chemist—just someone who
knows their atoms.

[Text on Screen: 'From Atoms to Awareness – Make smart choices with science.']

3. Step-by-Step Guide for Creating Your Documentary

Step 1: Understand the Task

You will create a documentary that explains how atomic models, atom structure, and the periodic table help consumers make
safe product choices.

Step 2: Choose Your Format

Decide whether you will create a video, slideshow with narration, or animated infographic.

Step 3: Research & Gather Information

Collect facts about atomic models, the structure of the atom, and how to read the periodic table. Use reliable sources, notes, and
your textbook.
Step 4: Plan Your Script
Outline the main sections of your documentary:
- Introduction (problem/issue)
- Atomic models (timeline)
- Atomic structure (protons, neutrons, electrons)
- Periodic table (how it helps)
- Real-life product examples
- Conclusion (tips and reflection)

Step 5: Collect Visuals

Use drawings, diagrams, charts, or images of product labels. You can draw your models or use online tools.

Step 6: Create Your Documentary

Put together your visuals, narration, and text. Make sure it flows logically from one section to the next.

Step 7: Review & Revise

Check your work to make sure all parts are included and accurate. Ensure your visuals support the information, and your
message is clear.

Step 8: Reflection
Write or record a short reflection about what you learned and why this project is important.

Step 9: Submit
Save your work and submit it via the platform your teacher uses.

4. Template for Documentary

Student Name: ___________________________

Date:___________________

Group Members (if any):__________________________________

Title of Your Documentary:
Title:_________________________________________

Format Choice:
- [ ] Video
- [ ] Slideshow with narration
- [ ] Animated infographic
- [ ] Other: ________________________

Script Planner:

Introduction (Hook & Real-World Problem):

___________________________________________________________
___________________________________________________________

Timeline of Atomic Models (Include at least 4 scientists):

- Democritus: ___________________________________________
- Dalton: ______________________________________________
- Thomson: ____________________________________________
- Rutherford: __________________________________________
- Bohr: ________________________________________________
- Modern Model: ________________________________________

Structure of the Atom:

___________________________________________________________
___________________________________________________________

The Periodic Table:

___________________________________________________________
___________________________________________________________

**Real-Life Application (Product Examples):**

1. Product: ______________ | Element: __________ | Safe or Harmful? __________
2. Product: ______________ | Element: __________ | Safe or Harmful? __________
3. Product: ______________ | Element: __________ | Safe or Harmful? __________

Tips for Consumers:

- ____________________________________________________
- ____________________________________________________

Conclusion:
___________________________________________________________
___________________________________________________________
Values Integration Activity: Group Sharing

Title: Science That Serves: Group Sharing on Chemistry and Responsibility

Objective:

You will reflect on the value of responsible decision-making by sharing your insights on the chemical elements in everyday
products and how scientific knowledge helps promote health, safety, and care for others.

Procedures and Instructions:

1. Form a Group (3–5 members)

Sit together with your group members and prepare to share your thoughts from your documentary work.

2. Individual Sharing (2 minutes each)

Take turns responding to the following prompts:
One product you researched or featured in your documentary.
One chemical element you found in that product and what it does (positive or harmful).
How understanding that element made you think differently about using the product.
A value (like care, honesty, responsibility, or health awareness) you practiced while making your project.

3. Group Reflection (5–7 minutes)

As a group, discuss:
How can students use science to help others make better product choices?
Should we be more cautious and informed about what we buy? Why or why not?
What values are important when applying science in real life?

4. Group Output (Optional, 5 minutes)

On a small sheet or digital pad, write a short answer as a group to this question:
"What is one value we commit to practice as young scientists who care?"
Decorate or add your names before submitting.

Guide Questions (for discussion or journaling):

What did you feel when you learned some products may contain harmful elements?
How did your scientific knowledge help you explain these issues better?
In what ways can you influence your family or community through what you've learned?
How can responsibility and care guide your decisions as a science student?

Song option 1:

Song Lyrics: Chain Reaction

Verse 1:

What’s inside—breaking it down,

One piece at a time, that’s what I’ve found.

Looking through glass, breaking things apart,

Each new discovery, right from the start.

Pre-Chorus:

Questions in my mind lead to something more,

Like particles dancing—I can’t ignore

The way it moves me, chemistry calling,

Into the unknown, no fear of falling.

Chorus:

That’s the chain reaction I’m looking for,

Every question leads to more.

Can’t resist the attraction of what’s in store—

Every question leads to, leads to more.

Chain reaction, chain reaction,

Every question leads to more.

Verse 2:

Mix it together—watch what appears,

Pages of textbooks becoming clear.

Not just formulas, but something real,

Like atoms connecting—now I can feel.

(Repeat Chorus)

That’s the chain reaction I’m looking for,

Every question leads to more.

Can’t resist the attraction of what’s in store—

Every question leads to, leads to more.

Chain reaction, chain reaction,

Every question leads to more.

Bridge:

We’re all elements, part of something vast.

Each day learning—nothing moves too fast.

Together we grow as knowledge flows.

(Final Chorus)

That’s the chain reaction I’m looking for,

Every question leads to more.

Can’t resist the attraction of what’s in store—

Every question leads to, leads to more.

Chain reaction, chain reaction,

Every question leads to more.

Outro:

One piece at a time, that’s what I’ve found.

Song option 2:
Song Title: “Atoms to Awareness”

Verse 1
Started with a question, what’s inside it all?
Tiny little pieces, things we can’t see at all.
From Dalton to Bohr, we’ve come so far,
Now we know the atom and what its parts are.

Pre-Chorus
Protons, neutrons, electrons spin,
Inside the atom, that’s where they’ve been.
The periodic table, rows and lines,
Clues to chemicals, safety signs.

Chorus
We are the learners, we make the choice,
To use what we know and raise our voice.
With atoms and science, we take a stand,
For health and the Earth, hand in hand.
From elements to care, we now can see,
That science shapes our destiny.

Verse 2
We checked our labels, looked real close,
Found some chemicals we should not overdose.
Valence tells us how they bond and react,
It’s not just learning, it’s choosing to act.

Pre-Chorus
We shared in groups, we learned what’s right,
Science and values give us sight.
To think, reflect, and always ask,
What’s in my product? That’s our task.

Chorus
We are the learners, we make the choice,
To use what we know and raise our voice.
With atoms and science, we take a stand,
For health and the Earth, hand in hand.
From elements to care, we now can see,
That science shapes our destiny.

Bridge
Care and honesty, the values we show,
As young scientists, we help others know.
From hydrogen to zinc, from soap to spray,
We guide with knowledge every day.
 Final Chorus (Key change for emphasis)
We are the learners, we lead with heart,
Using our minds to do our part.
With atoms and science, we take a stand,
For truth and safety in every hand.
From elements to care, we now can see,
That science shapes our destiny!

2025 In-Service Training for Junior High School Teachers

THEME:
Designing, Facilitating, and Assessing Student Learning of the Revised K-10 Curriculum
In Blended Learning Environments Amid Disruptions

EVALUATION OF PARTICIPANTS’ WORKSHOP OUTPUTS

Direction: Use the following form to review the group output. Revise accordingly if certain items are partially or not accomplished at all.

PARTIALLY NOT
LEVELS OF ACCOMPLISHMENT ACCOMPLISHED
ACCOMPLISHED ACCOMPLISHED
 PART I. DESIGN OF A SAMPLE GRADE 8 UNIT CURRICULUM MAP

1. The Learning Competencies are unpacked and classified according to learning goals:

A. Acquisition (A) ✔

B. Make Meaning (M) ✔

C. Transfer (T) ✔

2. The Unit Curriculum Map follows the diary format. ✔

3. The Revised Grade 8 Unit Standards and Learning Competencies for the selected topic are ✔
stated in the Unit Curriculum Map.
4. There is general alignment of the selected unit’s standards, competencies, learning goals,
assessments, activities, resources and values in the sample Unit Curriculum Map.
5. The sample Unit Curriculum Map addresses the various items of the PEAC Certification
Assessment Instrument sections on Curriculum, Assessment and Instruction.
PART II. DESIGN OF SAMPLE GRADE 8 UNIT LEARNING PLAN

6. The Unit Content and Performance Standards are stated and align with the corresponding
Unit Curriculum Map.
7. The learning plan has clearly marked sections for Explore, Firm Up, Deepen and Transfer.
8. The unit learning objectives, learning targets, success criteria and look fors are stated and
spread in the different sections.
9. The Explore section states an engaging Essential Question.
10. Students’ initial ideas about the Essential Question are elicited through a map of
conceptual change and later on revisited and compared.
11. The Firm Up section shows Acquisition activities with procedures for students to follow.
The Acquisition activities use varied learner-centered and research-based strategies. A
sample Table of Blended Learning Activities is given for teaching Acquisition
competencies in various modalities (i.e., in person, online, and modular).
12. The Deepen section shows Making Meaning activities using the strategies of either
sentence choice or direct instruction with procedures for students to follow. A sample
 Table of Blended Learning Activities is attached for teaching Make Meaning competencies
with Claim-Evidence-Reasoning and direct instruction in various modalities (i.e., in
person, online, and modular).
13. Sample assessments for detecting students’ misconceptions and corresponding
interventions are spread out in the different sections. .
14. The Transfer section shows the Performance Task.

15. The Performance Task is aligned with the Unit Performance Standard.

16. The Performance Task is in GRASPS format.

17. A sample output of the Performance Task is described with corresponding templates and
step-by-step guides.
18. Activities for scaffolding using the strategy of direct instruction for students’
accomplishment of the Performance Task are provided. A sample Table of Blended
Learning Activities is attached for Transfer competencies using direct instruction in
various modalities (i.e., in person, online, and modular).
19. A rubric and self-check guide for the Performance Task are provided. These assess the
students’ skills in the transfer of learning as indicated by the unit’s transfer goal.
20. The unit learning plan shows a coherent flow and development from one section to
another.