GRADE 1 to 12 School W.D.
RAFOLS MNHS Grade Level 8
DAILY LESSON Teacher MARILOU S. BONITA Learning Area SCIENCE
LOG Teaching Dates and Time Aug 25-28, 2025; 10:20-11:10 am & 2:40 -3:30pm Quarter SECOND
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard By the end of the Quarter, the learners learn that the use of timeline and charts can illustrate scientific knowledge of the structure of the atom has
evolved over time.
B. 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.
C. Learning develop a timeline for the historical background of the development of the current Atomic Model that identifies
Competency/Objectives tiny particles as atoms
Write the LC code for each.
Learning objective:
a. Describe the major contributions of each scientists to the development of atomic theory;
b. Recall the names of key scientists involved in the development of atomic models (e.g., Democritus,
Dalton, Thomson, Rutherford, Bohr, Schrodinger)
II. CONTENT Use of timelines and charts
1
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or HOLIDAY MODULAR CHECKING AND ITEM Activity: Quizziz! Review: Ask: “Who
presenting the new lesson ACTIVITIES SENT ANALYSIS Quiz Showdown are the early
ONLINE contributors to the
PRESENTATION AND Topic: “What do you idea of atoms?”
ASSESSMENT OF VIDEO know about atoms?”
MAKING PERFORMANCE
TASK 3 OF QUARTER 1 Students
compete in a
fast-paced
quiz using
Quizziz!
Questions
range from
2
ancient
beliefs to
modern
misconceptio
ns.
Sample questions:
1. Who was the
first to propose
that matter is
made of tiny
indivisible
particles called
"atomos"?
A) Aristotle
B) Democritus
C) Dalton
D) Mendeleev
Correct Answer: B
2. What did
Aristotle believe
about the nature
of matter?
A) That it was made
of atoms
B) That it was made
of earth, air, fire,
and water
C) That it could not
change
D) That atoms were
the building blocks
of the soul
3
Correct Answer: B
3. Which scientist
developed the first
modern atomic
theory in the
1800s?
A) John Dalton
B) Ernest Rutherford
C) Niels Bohr
D) Marie Curie
Correct Answer: A
4. Which
experiment led to
the discovery of
the atomic
nucleus?
A) The Gold Foil
Experiment
B) The Double-Slit
Experiment
C) The Oil Drop
Experiment
D) The Cathode Ray
Experiment
Correct Answer: A
5. What did people
wrongly believe
about atoms before
the 20th century?
A) That atoms didn’t
exist
B) That atoms were
just energy
C) That atoms had
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no internal structure
D) All of the above
Correct Answer: D
6. What is a
common modern
misconception
about atoms?
A) Atoms are flat
B) Electrons orbit the
nucleus like planets
C) Atoms can’t be
split
D) Atoms don’t
contain energy
Correct Answer: B
7. Which
subatomic particle
has no electrical
charge?
A) Proton
B) Electron
C) Neutron
D) Nucleus
Correct Answer: C
8. What is located
in the nucleus of
an atom?
A) Electrons only
B) Protons and
neutrons
C) Neutrons and
electrons
D) Just protons
Correct Answer: B
9. Why don't atoms
5
collapse even
though electrons
are attracted to
the nucleus?
A) Gravity holds
them in place
B) Electrons are
stuck in the nucleus
C) Quantum
mechanics keeps
electrons in stable
energy levels
D) Electrons are
repelled by protons
Correct Answer: C
10. What is true
about all atoms of
the same element?
A) They have the
same number of
protons
B) They weigh
exactly the same
C) They all have
the same number
of neutrons
D) They are all
radioactive
Correct
Answer: A
B. Establishing a purpose for the Prompt: Teacher poses:
lesson "Have you "If atoms are
6
ever invisible, how
wondered do we know
how what's inside
scientists them?"
figured out
that matter
is made of
atoms
without
ever seeing
them?"
Teacher
introduces
essential question:
"How has our
understanding of
the atom
changed over
time?"
C. Presenting examples/Instances Show pictures of “Today, we will
of the new lesson early explore how the
philosophers/scientis atomic model
ts: Democritus, developed further
Aristotle, John through
Dalton. experiments and
create a timeline to
Ask students: summarize the
“How do you think
7
changes.”
their ideas differ
from our
understanding
today?
D. Discussing new concepts and Activity: Digital Show illustrations
practicing new skills # 1 Scavenger Hunt of atomic models:
Thomson’s “Plum
a. Use QR
Pudding,”
codes
Rutherford’s
around
Nuclear Model,
the
classroo Bohr’s Planetary
m with Model, Quantum
links to Mechanical Model
videos (Schrödinger/Heise
and nberg).
articles
about
early
atomic
theories
(e.g.,
Democri
tus,
Dalton).
b. Student
8
s work
in
groups
to gather
informat
ion and
share
findings
using a
shared
Google
Doc.
Students rotate
around the
classroom
scanning the QR
codes.
While engaging
with the content,
students
collaboratively
take notes guided
by prompts such
as:
Who was
the scientist
or
philosopher
9
?
What did
they believe
about the
structure of
matter?
What was
new or
different
about their
theory?
What
evidence (if
any)
supported
their model?
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery 1. a. Facilitate a Activity:
class discussion on the Virtual Lab
(leads to Formative Assessment similarities and Simulation
3) differences between
early atomic theories. c. Use a
simul
ation
10
b. Use a Venn tool
diagram tool (e.g., (e.g.,
Lucidchart) to visually PhET
compare Democritus and Intera
Dalton’s views. ctive
Simul
ations
) to
demo
nstrat
e
Thom
son’s
catho
de ray
experi
ment.
d. Stude
nts
work
in
pairs
to
explor
e the
simul
ation
and
take
11
notes
on
their
obser
vation
s.
Suggested
link:
[Link]
.[Link]
u/sims/htm
l/rutherford-
scattering/la
test/rutherfo
rd-
scattering_al
[Link]
Suggested
Exploration
Prompts:
What do
you notice
about the
path of
alpha
particles
in each
model?
12
What does
this
suggest
about the
internal
structure
of atoms?
Which
model
better
explains
the
scattering
of
particles?
Why?
What conclusion
did Rutherford
draw from this
experiment?
G. Finding practical application of Relating Dalton’s Explain how atomic
concepts and skills in daily living theory to modern life: models help in
understanding technology: nuclear
chemical reactions medicine,
(rusting, cooking, electronics, lasers,
medicine and computers.
formulation).
H. Making generalizations and “The idea of atoms has “The atomic model
abstractions about the lesson evolved from changed as new
13
philosophical thought evidence emerged;
(Democritus) to a science evolves
scientific theory with experiments
(Dalton).” and discoveries.”
I. Evaluating learning Exit Ticket Matching type:
Match scientist to
Reflection + 3-2-1 their atomic model.
strategy:
3 Things I learned
2 Questions I have
1 Theory I want to
learn more about
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% 60
in the evaluation
B. No. of learners who require 5
additional activities for
remediation who scored below
14
80%
C. Did the remedial lessons work? 3
No. of learners who have caught
up with the lesson
D. No. of learners who continue to 2
require remediation
E. Which of my teaching strategies Diagram analysis works in lesson delivery because it provides a visual representation of complex ideas and make abstract concepts
worked well? Why did these easier to understand and remember. Through examining diagrams, students can see relationships, processes, or changes that may
work? be difficult to grasp through words alone. It also encourages critical thinking as learners interpret symbols, identify patterns, and
connect prior knowledge with new information. In addition, diagram analysis promotes active engagement since students are not
only receiving information but also analyzing and constructing meaning which leads to deeper comprehension and longer retention
of the lesson.
F. What difficulties did I encounter none
which my principal or supervisor
can help me solve?
G. What innovation or localized none
materials did I use/discover
which I wish to share with other
teachers?
Prepared by: Noted by:
MARILOU S. BONITA MARIA VANESSA J. RESULLAR
Subject Teacher School Principal
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