GRADES 1 TO 12 School Ramon Torres Sagasa NHS - SHS Grade Level 12

DAILY LESSON LOG Teacher Jullienne Grace S. Andrino Learning Area Science 12 ( Physical Science)
Teaching Dates and Time Quarter 1st

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners
understanding of…. understanding of…… understanding of…… demonstrate an
a. How the concept of the 1. How the concept of the 3. How the concept of understanding
atom evolved from atom evolved from the atom evolved from of……
Ancient Greek to the Ancient Greek to the Ancient Greek to the
present present present
b. How the concept of the 2. How the concept of the 4. How the concept of
element evolved from element evolved from the element evolved
the Ancient Greek to the the Ancient Greek to the from the Ancient
present present Greek to the present
B. Performance Standards The learners shall be able to: Make a creative representation of Make a creative representation
a. Make a creative the historical development of of the historical development
representation of the atom or the chemical element in a of atom or the chemical
historical development timeline element in a timeline
of atom or the chemical
element in a timeline
C. Learning Competencies/Objectives The learners: The learners: The learners:
Write the LC code for each
1. Point out the main ideas 1 .Cite the contributions of JJ. 1. Explain how the
in the discovery of the Thomson, Ernest Rutherford, concept of atomic
structure of the atom Henry Mosely and Niels Bohr to numbered to the
and its sub atomic the understanding of the structure synthesis of new
particles ( S11/12PS-IIIb- of the atom ( S11/ 12 Ps –IIIb – 9) elements in the
8) laboratory (S11/12PS-
2. Describe the nuclear IIIb-11)
model of the atom and 2. Write the nuclear
the location of its major reactions involved in
components ( protons, the synthesis of new
neutron and electrons) elements ( S11 /12PS
 ( S11/12PS – IIIb – 10) – III-b – 12)

II. CONTENT HOW THE IDEA OF THE ATOM, HOW THE IDEA OF THE ATOM, HOW THE IDEA OF THE ATOM,
ALONG WITH THE IDEA OF THE ALONG WITH THE IDEA OF THE ALONG WITH THE IDEA OF THE
ELEMENTS EVOLVED ELEMENTS EVOLVED ELEMENTS EVOLVED
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Physical Science C& E Publishing Physical Science C& E Publishing Physical Science C& E Physical Science, C
2016 2016 Publishing 2016 & E Publishing 2016
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages PP. 18-20 PP. 20-22 pp. PP.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous lesson or Review that most atomists like Introduce the following Recall and
presenting the new lesson
Democritus and advocates that objectives and key terms or expound on how
( Review / Introduction)
universe is composed of many names: Dimitri Mendeleev
different kinds of elements a. I can cite the created a
contributions of JJ classification of
Thomson, Ernest elements based
Rutherford, Henry on their atomic
Mosely and Niels Bohr to weight. He found
the understanding of the that organizing
structure of atom. the elements at
b. I can describe the the time by their
nuclear model of an calculated weight
atom and the location of demonstrated a
its major components periodic periodic
( protons, electrons and pattern of both
neutrons) physical and
c. Introduce the following chemical
lists of some important properties, such
terms and names that as luster, physical
learners will encounter: state, reactivity to
a. Billiard ball water and others.
 b. JJ Thomson ( 10 mins)
c. electrons
d. Plum pudding
e. Ernest Rutherford
f. Nucleus
g. Protons
h. Niehls bohr
i. Quantum model
j. James chadwick
k. Neutrons
Remind the class that atomists
like Democritus and advocates
belived that atom was a
fundamental, indestructible,
indivisible particle.
B. Establishing a purpose for the Overview of the Overview of objectives and key Overview of the objectives and
lesson ( Objectives)
objectives and key names or terms key names or terms:
names of terms: 1. Go back to the outline 1. Cite the contribution
1. To point out main ideas presented on the of John Dalton toward
in the discovery of the understanding how the understanding of
structure of atom and its matter turned to atom the concept of
sub atomic particles: and formation of the chemical elements
2. Post terms which were elements based on the 2. Explain How Dalton’s
commonly use or ideas of Greeks. theory contributed to
students encountered for 2. Introducing the ff: the discovery of other
the 1st time. objective/s elements
a. Compounds – a 3. Introduce lists of some
substance formed a. Students can describe Important terms and
when 2 or more the contributions of the names that learners
elements join alchemists to the science will encounter
chemically together of chemistry a. Robert Boyle
chemically in 3. Introduce the lists of b. Corpuscle
definite amounts. 4. some important names c. Antoine Lavoisier
b. Indivisible – it and terms that learners d. Chemical element
cannot be divided will encounter e. John Dalton
c. Mass – weight of a 5. Realized that alchemy is f. Joseph Gay Lussac
body in a the framework of today’s g. Dimitri Mendeleev
gravitational field. civilization and h. Amedeo Avogadro
 d. Law of multiple advancement both in the i. 3 Fundamenta
proportion- if two field of Science and Laws
elements can Technology.
combine to form ( 10 mins)
more than two one a. Alchemy – a primitive
compound the mass chemistry of the middle
of one element that ages characterized by a
combines with a search of a way to
fixed mass of the convert metal to gold
other element is in
ratios of small whole b. Protoscience – an
numbers unscientific field of study
e. Law of conservation which later developed
of mass – matter can into real science ( e.g.
neither be created astrology towards
or destroyed astronomy and alchemy
( 5mins) towards chemistry

( 5 mins)

C. Presenting examples/instances for Present some elements Begin with a 4 pictures, 1 word Making your own periodic table Present to the class
the new lesson ( Motivation)
combined it and ask the students type game that will introduce the a piece of paper
what do you think are the subject to be discussed. 1. Make your own tore it into 2 parts.
compounds being formed when periodic table using Then again into
these elements where 4 pictures 1 word type game that the hypothetical two.
combined? will introduce the subject to be elements that are
a. C+O = ? discussed given in the clues . Then ask the
b. C+H+O= CHO Explain the word/s students if I’m going
C. H2 + 0 = ? Inform that the class there will be that will be formed if to tear these pieces
( 5mins) a discussion on few names and you arrange the into a thousand
concepts, pay attention to the symbols of the times do you think
names of the scientists mentioned elements correctly. there would still be
to distinguish as to what model a. P and Pr both left with the paper?
the following belongs have one electron
each. Pr has a Do you think would
bigger atomic size it still be a paper?
b. Od, Ri, and E are
in the same series What can you say
 as P, C, and I. In about the movie
terms of atomic Harry Potter?
size, P is the ( Philosophers
biggest while C is Stone) and Full
the smallest. E is a metal Alchemist
metal while I is a Do you think those
non metal. Od is may come into
smaller than Ri in reality or could be
atomic size real?
c. O has a bigger
atomic size tha E ( 5 mins)
in the same group.
Y is also a bigger
atom than C in the
same group. R is
more non metallic
than Pe but more
metallic than Ti.

D. Discussing new concepts and 1. Discuss Daltons Proceed with the discussion by a. Introduce Henry 4. Discuss that much of
practicing new skills #1
contribution towards saying what is an atom? How Mosely our thinking about the
the understanding of does it look like? Was was its b. Mention his universe begin in the
the Concept of Chemical nature? Or composition? experimental evidence same way . That result
element that elements atomic about what has been
2. Explain the formation of Introduce the different models number or place in the perceived in the
Atomic theory and of atom periodic table was tied modern days were the
subatomic particles to their “positive result of scientific
( 20 mins) 1. Plum Pudding model – charge” or the number investigation whether
by joseph John of protons they had. it is intentional or
Thompson ( JJ 3. Explain the synthesis of accidental.
Thompson 1904) – elements 5. Introduce the Greek
electricity was in Ex. transuranic elements philosophers who
particles were part of ( elements wit at. No. higher were the first to
the atom that Uranium and superheavy describe matter
Experimenting with elements at. No. beyond 103. ( Leucippus and
cathode rays, he Democritus, – the first
 established the mass ( 10 mins) to note that atom is
and charge properties indivisible). State the
of these particles ideas about atom:
named electrons. HE a. Atoms makes up
CONCLUDED THAT THE of the things in
ELECTRON WAS NOT the universe.
THE ONLY SOURCE OF b. Atoms are
MASS IN THE ATOM, incredibly small
that atom is composed and it cannot be
of other particles. divided, hence
2. Ernest Rutherford atomos is
Model – 1911 student uncuttable
of Thomson - atom is c. Atoms
a miniature solar themselves are
system with electrons solid homogenous
orbiting around a and cannot be
massive nucleus and changed
as mostly empty d. Atoms moving
space, with a nucleus about are
occupying only a very colliding in the
small part of the atom void cause the
3. Niels Bohr -- 1913 changes we see in
electrons travelled in the universe
defined circular orbits e. The shapes , sizes
around the nucleus. and weights if
The orbits are labelled individual atoms
by an integer the influence the
quantum number n. characteristics of
Electrons can jump the thing they
from one orbit to make up ex. sharp
another by emitting or atoms cause our
absorbing energy. tongues to tear
4. Quantum Model - and make bitter
Werner Heisenberg or sour tastes,
and Ernest and atoms that
Schrodinger – compose clay are
a. e have joined by flexible
characteristics of joints which
 both waves and harden when the
particles clay is baked
b. There were
orbitals or 6. Introduce the
regions, space contribution and
with high breakthrough of
probability of alchemy in science by
finding e. the ff:
c. There is no real a. The Mesopotamians
empty space but b. Egyptians
regions of high c. The Chinese
probability of e. Indians
( 25 mins) a. Arabs and
Muslims

( 15 mins)

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of Rice is Filipino staple food , eaten The contribution of Henry T
concepts and skills in daily living
turned into carbohydrates and Mosely is very useful in todays
this is the combination of field of medicine and science
elements like? through this fracture and
foreign objects can be identified
( 5 mins) by ? ______.

H. Making generalizations and What are the main ideas What are the 4 models of Explain how did
 abstractions about the lesson of atomists that leads to atom? How does one differ Dalton’s theory
the explains the from another? contributed to the
discovery the sub ( 5 mins) formation of new
atomic particles? elements?

( 5mins)

I. Evaluating learning Formative Let the learners draw Write the nuclear Summative test
the 4 models of atom reactions involved in
1. The law of conservation with relevant concepts the synthesis of each of Test 1: Fill in the
of mass states that atom the following elements. missing word to
can neither be created Plum Pudding Rutherford complete the
nor __________. a. Curium ( Z = 96) explanation 1 -10
2. Atoms are ______ was formed by
particles and all Bohr’s Model Quantum reacting Pu – 239 Test II: Modified True
elements are composed ( 15 mins) with alpha or False 10 pts
of ________ particles 42 He. It
3. ______smallest particle has a half life of Test III: (A) Infographic
of element 162 days. on the models of
4. ______ Proposed the Atom 10 pts.
atomic theory b. Mendelevium ( Z =
( 15mins) 101) was formed (B) Writing the nuclear
by reacting En – reactions involved in
253 with alpha the synthesis of new
particles. elements ( 5 items)

J. Additional activities for application Assignt: Assignt: Bring your periodic Assignt: Study for the Post Test
for remediation
Illustrate and describe the table next meeting
models of Atom
V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
 the evaluation.

B. No. of learners who require

additional activities for remediation
who scored below 80%.

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson.

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized The use of inflated balloon to

materials did I use/discover which I represent the expanding universe
wish to share with other teachers?

Prepared by: Noted:

JULLIENNE GRACE S. ANDRINO MA. EDEN P. MACARAMPAT

Science Teacher Principal II