WEEK 5

I. Objectives
A. Content Standard The learners demonstrate an understanding of:

1. How the concept of the atom evolved from Ancient Greek to the present

2. How the concept of the element evolved from Ancient Greek to the present

B. Performance Standard The learners shall be able to make a creative representation of the historical development of the atom or the chemical element in a
timeline.

C. Learning The learners to:

Competencies 1. Point out the main ideas in the discovery of the structure of the atom and 
 its subatomic particles (S11/12PS-IIIb-8) 

2. Cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, 
 and Niels Bohr to the understanding of the structure of
the atom 
 (S11/12PS-IIIb-9) 

3. Describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons) (S11/12PS-
IIIb-10) 

II. Content TOPIC: Not Indivisible TOPIC: Corpuscles to Chemical Atomic Theory TOPIC: LONG TEST ABOUT THE HISTORY
(The Structure of the Atom) (The Development of Atomic Theory) OF ATOM AND ATOMIC THEORY
Objectives: At the end of the lesson, the Objectives: At the end of the lesson, the students Objectives: At the end of the session,
learners shall be able to:
 should be able to: students should be able to:
1. point out the main ideas in the discovery of the 1. Answer test items about atoms and
1. point out the main ideas in the
structure of the atom and its subatomic particles atomic theory
discovery of the structure of the atom
2. cite the contribution of John Dalton toward the 2. Apply test taking skills and proper test
and its subatomic particles.
understanding of the concept of the chemical taking behavior
2. cite the contributions of J.J. Thomson,
elements 3. Analyze test items
Ernest Rutherford, Henry Moseley, and
3. explain how Dalton’s theory contributed to the
Niels Bohr to the understanding of the
discovery of other elements
structure of the atom
3. describe the nuclear model of the
atom and the location of its major
components (protons, neutrons, and
electrons).

III. Learning Resources TUESDAY (1 h and 30 min) THURSDAY (1 hr and 30 min) FRIDAY (45 min)
 A. References
1. Teacher's Guide pp. 34-47 pp. 49-55
Pages
2. Learner's Manual
Pages
3. Textbook Pages
4. Additional Materials Simulations from phet Colorado Video about atomic theory:
https://phet.colorado.edu/sims/html/rut https://www.youtube.com/watch?v=QiiyvzZBKT8
herford-scattering/latest/rutherford-
scattering_en.html and
https://phet.colorado.edu/sims/html/bui
ld-an-atom/latest/build-an-
atom_en.html
B. Other Learning LCD projector, laptop, pen and paper, LCD projector, laptop, pen and paper
Materials pictures/drawings of the model,
IV. Procedures
A. Reviewing Previous 4 PICS 1 WORD Use the suggested Give One, Get One, Move On Recall of proper test taking behavior
Lesson Students will guess the word described in protocol to refresh learnings from the previous
each of the group of pictures given. (The lesson.
words are the terms discussed in the
previous lesson.)

B. Establishing the Show a picture of a billiard ball and ask Show the students the timeline done from the
purpose for the lesson the students why they think an atom was previous session. Mention that this is just a rough
described as something like a billiard ball summary of all the discoveries about atoms and Test Proper
by the atomists like Democritus. that there are more scientists who contributed in
Ask them if this is true until today. the history of the atomic theory/model.
C. Presenting Show them a video/photo of how a Focus on the example of the scientist Robert Boyle
Examples/Instances of the botanist named Robert Brown observed, from the text. Ask learners to state the text’s idea
new lesson under a microscope, that pollen on Boyle that while he was a practitioner of
suspended in water ejected particles that alchemy, he was also critical about some of its
caused a jittery, irregular motion (called ideas. Expound on the highlights of Robert Boyle’s
the Brownian motion). Ask them why ideas.
this discovery confirmed that atom is no
longer debatable.
 D. Discussing New Each group will be given a set of Discussion on Antoine Lavoisier, John Dalton,
Concepts and Practicing descriptions of the atomic model. They Chemical Atomic Theory and its evidence/
New Skills # 1 should be able to come up with the implications
sketch of the atomic model assigned to
them.
E. Discussing New One representative will explain their Cite other scientists who made headway in the
Concepts and Practicing work in front. The teacher will add more concept of the element thanks to Dalton’s theory.
New Skills # 2 or correct misconceptions if there are
any.
F. Developing Mastery Show the phet colorado simulations of Place/draw a blank timeline on the board. Have
(leads to formative the different models. Ask for volunteers learners come up to the board and attach
assessment) to manipulate the simulations. See metacards with concepts or names of people or
https://phet.colorado.edu/sims/html/rut groups. They should add dates and time periods.
herford-scattering/latest/rutherford- Dates need not be exact points on the line.
scattering_en.html and Learners can modify the timeline by adding
https://phet.colorado.edu/sims/html/bui brackets (e.g. for alchemy spanning several
ld-an-atom/latest/build-an- hundred years). They can link metacards, use
atom_en.html. arrows or lines to denote periods, etc. They should
accomplish the timeline within 20 minutes, the
more detailed the better. Refer to the image below
for an incomplete sample.

G. Finding Practical Ask the students, “What important role/s Ask students, “What is the significance of the Checking of test papers (if time permits)
Applications of Concepts did the models of an atom play in the atomic theory to chemistry and other sciences?”
and Skills in Daily Living discoveries of the scientists discussed?”
H. Making Generalizations Each group will make a timeline of the Show the following video by CrashCourse
and abstraction about the history of atomic models to be presented Chemistry to review most of the lesson:
lesson to the class. (Each group will be assigned https://www.youtube.com/watch?v=QiiyvzZBKT8.
to one kind of timeline.) See
 https://venngage.com/blog/timeline- You can also prepare a PowerPoint presentation as
template/ for templates. a summary.

I. Evaluating Learning Item analysis (if time permits)

J. Additional Activities for Research about quarks. Describe them State and define the 3 Fundamental Laws in one to
application and and tell why these quarks have “flavors” two sentences each, or using drawings/
remediation such as Top, Bottom, Up, Down, Strange, illustrations.
and Charm. (Conservation of Mass: Substances that react in a
closed system don’t gain or lose mass Definite
Proportions: Elements or atoms in the same
proportion to form a certain compound
Multiple Proportions: If elements form more than
one compound, the ratio of the amounts needed
between the two types of compounds are whole
numbers. )
 K. Remarks
V. Reflection
A. No. of Learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did
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 and submitted by: Checked by: Submitted to:

RHISSAN B. ACEBUCHE FLORENCE N. FEIGALAN JOSEHPINE M. MANINGAS
STEM-SHS Teacher II SHS Science Coordinator Assistant Principal II SHS