School DUMPAY NATIONAL HIGH SCHOOL Grade Level GRADE 8
Grades 1 – 12 Teacher LESLIE R. SALINAS Learning Area SCIENCE
DAILY LESSON January 20-24, 2025
LOG Teaching Dates and Time 8- Sunflower 12:00-12:40 Quarter THIRD
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Describe the processes involved in phase changes (e.g., melting, freezing, evaporation, condensation, sublimation).
A. Content Standards The students demonstrate understanding of the identity of a substance according to its atomics tructure
B. Performance Standards The learners should be able to present how water behaves in its different states within the water cycle
Determine the number of protons, neutrons, and electrons in a particular atom;
C. Learning Competencies
Compare Ernest Rutherford Discuss Quantum Mechancal Order Determine the number of protons, neutrons, and electrons in a
D. Learning Objectives and Bohr’s Model of an particular atom;
atom
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials SCIENCE 8 QUARTER 3 MODULE 3
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources/Materials
IV. PROCEDURES
A. Reviewing previous Who can describe the key What are the three
lesson or presenting the features of Rutherford’s subatomic particles in an
new lesson atomic model, and what atom, and where are they
(ELICIT) were its limitations? located?
B. Establishing a purpose Why do you think scientists Show an image of two
for the lesson (ENGAGE) continued to explore atomic different atoms, highlighting
structure despite the their protons, neutrons, and
success of Rutherford’s electrons .What do you think
model? differentiates one element
from another?
C. Presenting Show a visual comparison of Show the Schrödinger Use the periodic table to
examples/instances of the Rutherford’s atomic model equation and emphasize the identify an element's atomic
new lesson (ENGAGE) and Bohr’s planetary model concept of electron clouds. number and mass number
(e.g., Carbon: Atomic
number = 6, Mass number =
12).
D. Discussing new Compare Rutherford’s model Provide a periodic table and
concepts and practicing and Bohr’s planetary model ask students to determine
new skills # 1 the atomic number, mass
(EXPLORE) number, and neutron
number for some elements
E. Discussing new Discuss Schrodinger’s Discuss Schrodinger’s Provide a set of isotopes (e.g.,
concepts and practicing Quantum Mechanical model Quantum Mechanical model Carbon-12 and Carbon-14) and
new skills # 2 ask students to calculate the
(EXPLORE) neutron number for each.
F. Developing mastery Compare and contrast Compare and contrast the key Summarize how to find atomic
(Leads to Formative Rutherford’s model and features of the planetary and number, mass number, and
Assessment) Bohr’s planetary model quantum models in a class neutron number, and explain the
(EXPLAIN) discussion. concept of neutral atoms
(number of protons equals
number of electrons).
G. Finding practical Explore how modern How does knowing the mass
application of concepts technologies, such as nuclear number and neutron number
and skills in daily living energy and medical imaging, help scientists in real-world
(ELABORATE) rely on atomic models. applications?
H. Making generalizations What general statement Conclude that the atomic number
and abstractions about can you make about how defines an element, the mass
the lesson scientific models change number determines its atomic
(ELABORATE) over time? mass, and the neutron number
distinguishes isotope
I. Evaluating learning Short quiz-Multiple Choice Multiple Choice
(EVALUATE)
J. Additional activities for Choose one scientist Assign students to create a chart
application or remediation whose atomic model was of five elements, including
(EXTEND) groundbreaking. How did atomic number, mass number,
their model pave the way and neutron number for each.
for future scientific What patterns or relationships
discoveries? can you observe among the
elements in your chart
V. REMARKS To be continued To be continued Accomplished To be continued
VI. REFLECTION
A. No. of learners who 8 Sunflower _______ 8 Sunflower _______
earned 80 % on this
formative assessment
B. No. of learners who 8 Sunflower _______ 8 Sunflower _______
require additional
activities for remediation
C. Did the remedial 8 Sunflower _______ 8 Sunflower _______
lessons work?
No. of learners who have
caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching Use of visual aids and diagrams
strategies worked well? Peer collaboration
Why did these worked? Interactive use of periodic table
F. What difficulties did I Students Struggling with Abstract Concepts
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by: Checked by: Noted:
LESLIE R. SALINAS CECILIA A. SEGUIN EMMA A. DE GUZMAN, EdD
Teacher I Head Teacher III School Principal III
