Date: November 7, 2022
MELC:
Explain how the Quantum Mechanical Model of the atom describes the energies and positions
of the electrons
CONTENT:
Describe how Bohr developed Rutherford’s Atomic model.
CONTENT STANDARD:
Students demonstrate an understanding of the development of atomic models that led to the
description of the behavior of electrons within atoms
I. Learning Objective/s:
At the end of the lesson, the learners should be able to:
a. Recall and describe atomic particles according to Atomic Model theories.
b. Create a storyline of the discoveries of subatomic particles**.
c. Identify subatomic particles and the scientist who discovered them.
II. Subject Matter:
A. Topic: Electronic Structure of Matter
B. Concept: As early as the 7th century atomic particles are described thru the discovery
of atomic theories. Bohr refined Rutherford’s model of an atom. Based on his
experiments, electrons are moving in definite orbits around the nucleus.
C. Materials Needed: photos/pictures of atomic particles and scientist
D. Reference:
1. Printed – S9 LM page 115,
2. Web/Online Source –
E. Process/Skills: Recall, Describe, Create, Identity
F. Values Integration: Recognize inventors and their contribution to science.
III. Learning Task:
A. Engagement:
a. Daily Routine: greetings, checking of attendance
b. Check student’s prior knowledge thru pre-assessment/meta cards/vocabulary
test of Matter, Atom, Atomic Particle
B. Exploration:
a. Activity/Task–“Who Contributed to the Discovery of Atom?”
1. Students will re-arrange a series of photos to show the transition
or development of theory on atomic particles.
2. Reading comprehension:
b. Strategy: Collaboration
C. Explanation:
Guide Questions/Discussion/Analysis:
1. Describe how atomic models differ from one another.
2. Describe the given atomic models.
3. Discuss how Bohr and Chadwick developed their model/theory.
D. Elaboration:
Atomic models are created to visually present and explain the properties of an
atom and its subatomic particles.
E. Evaluation:
A. Identify who proposed the following atomic model/theory:
1. Plum pudding model 2. Planetary model 3, Indivisible atom,
4. Alpha-scattering experiment 5. Neutral particle
IV. Agreement/Assignment:
Bring the following materials next meeting: paper, pencil, clay, marker, and manila paper
Prepared by:
Windie M. Bemida
Teacher 1
Date: November 8, 2022
MELC:
Explain how the Quantum Mechanical Model of the atom describes the energies and positions
of the electrons
I. Learning Objective/s:
At the end of the lesson, the learners should be able to:
a. Differentiate Bohr and Rutherford’s atomic model**.
b. Illustrate Bohr’s atomic model**.
c. Identify subatomic particles and the scientist who discovered them.
II. Subject Matter:
A. Topic: Electronic Structure of Matter: Bohr’s Atomic model
B. Concept/s: Bohr refined Rutherford’s model by describing the presence of electrons
that are moving in definite orbit around the nucleus of an atom compared to
Rutherford who described an atom as an empty space with a concentrated nucleus
containing the proton and neutron.
C. Materials Needed: clay or paper and pencil or manila paper and marker
D. Reference:
3. Printed – S9 LM page 115, 120-121
4. Web/Online Source –
E. Process/Skills: recall, differentiate, illustrate
F. Values Integration: Recognize inventors and their contribution to science.
III. Learning Task:
A. Engagement:
a. Daily Routine: greetings, checking of attendance
b. Pre-Activity (Game/Motivation/Priming/Review):
1. Recall the previous lesson.
2. “Where are atoms located in the atom?”
B. Exploration:
a. Activity/Task – “What is the BIG difference?”
1. Using a Venn diagram, students will differentiate Bohr and
Rutherford’s model of the atom.
2. Illustrate the Bohr model of the atom (draw or clay model).
b. Strategy: Collaboration
C. Explanation:
Guide Questions/Discussion/Analysis:
1. Describe how Bohr and Rutherford’s atomic models differ from one another.
2. Create a clay model/ Draw a model of Bohr’s atom.
D. Elaboration:
Bohr stated that electrons are found outside the nucleus of the atom. Electrons
are equal to the number of protons, and they are rotating around the nucleus in specific
orbits.
E. Evaluation:
Rubric for Model Making:
Design/Creativity/ Neatness of work – 25%
Accuracy of the model - 30%
Presentation (includes timeliness) – 25%
Cooperation and orderliness of work area – 20%
IV. Agreement/Assignment:
Bring the following materials next meeting: periodic table, crayon or clay or single-head
fastener and puncher, piece of cardboard
Prepared by:
Windie M. Bemida
Teacher 1
Date: November 9, 2022
MELC:
Explain how the Quantum Mechanical Model of the atom describes the energies and positions
of the electrons
I. Learning Objective/s:
At the end of the lesson, the learners should be able to:
a. Illustrate the Bohr model of atoms for the first 20 elements found in the periodic table.
b. Identify subatomic particles and the scientist who discovered them.
II. Subject Matter:
A. Topic: Electronic Structure of Matter: Bohr’s atomic model
B. Concept: Bohr describes an atom as having a central mass called a nucleus
(containing a proton) and surrounding it are electrons moving in a specific orbit or
space.
C. Materials Needed: periodic table, cardboard paper, *clay/crayon/single-head
fastener, and paper puncher
D. Reference:
1. Printed – S9 LM page 115, 120-121
2. Web/Online Source – (URL)
E. Process/Skills: Illustrate, create, explain, demonstrate
F. Values Integration: Show cooperation in doing group work. Enhance creativity and
skills in doing the task.
III. Learning Task:
A. Engagement:
a. Daily Routine: greetings, checking of attendance
b. Game/Motivation/Priming/Review: Recall Bohr’s atomic model design.
B. Exploration:
a. Activity/Task: “Bohr’ Electron Model”
Students will be grouped into 10. Each group will create two Bohr models
given to them emphasizing the nucleus surrounded by electrons
(elements are limited to the first 20 elements found in the Periodic table).
b. Strategy: Collaboration, constructivist, integrative approach
C. Explanation:
a. Guide Questions:
1. Describe the Bohr model for every 20 elements.
2. Illustrate the key parts of the constructed model.
D. Elaboration:
Bohr’s model presented that an atom consists of a central mass called a nucleus
(containing the proton) and is surrounded by electrons moving in specific orbits.
E. Evaluation:
Rubric for Model Making:
Design/Creativity/ Neatness of work – 25%
Accuracy of the model - 30%
Presentation (includes timeliness) – 25%
Cooperation and orderliness of work area – 20%
IV. Agreement/Assignment:
Bring the following materials next meeting: pen or marker, 5 pieces short bond paper
Prepared by:
Windie M. Bemida
Teacher 1
Date: November 10, 2022
MELC:
Explain how the Quantum Mechanical Model of the atom describes the energies and positions
of the electrons
I. Learning Objective/s:
At the end of the lesson, the learners should be able to:
a. Predict the probable location of an atom**.
b. Describe how likely is to find an electron in an atom through probability.
II. Subject Matter:
A. Topic: Electronic Structure of Matter: Bohr model
B. Concept: Bohr’s atomic model showed some inaccuracy in predicting the location of
an atom containing more than one electron.
C. Materials Needed: Learner’s Manual, paper, and pencil/marker
D. Reference:
1. Printed – S9 LM pages 121-122,
2. Web/Online Source –
E. Process/Skills: Predict, Describe
F. Values Integration: Recognize the importance of research development.
III. Learning Task:
A. Engagement:
a. Daily Routine: greetings, checking of attendance
b. Pre-Activity (Game/Motivation/Priming/Review):
Recall the previous lesson showing sample outputs.
B. Exploration:
a. Activity/Task–“Where are electrons located in the atom?”
Refer to S9 LM for instructions.
b. Strategy: Collaboration, Integrative approach
C. Explanation:
Guide Questions:
1. What happens to the number of dots per unit area as the distance of the dots
goes farther from the center?
D. Elaboration:
Bohr’s atomic model describes the atom as a solar system, where the electron is
found only in specific circular paths, or orbits, around the nucleus. But further
analysis concluded that it is not possible to know the exact position/location of an
electron. This led to the development of Schrödinger’s atomic theory.
E. Evaluation:
Short Essay: Explain why the electrons’ position is hard to predict?
Prepared by:
Windie M. Bemida
Teacher 1
