DLP No.: 12 Learning Area: Science 8 Grade Level: 8 Quarter: Third Duration: 50 min.
Learning Determine the number of protons, neutrons, and electrons in a Code: S8MT-IIIe-f-10
DETAILED Competency/ies: particular atom;
LESSON
PLAN Key Atomic number, or the number of protons of an atom distinguishes an element
FORMAT concepts/Understa from the others. This number is the same for all atoms of a particular element.
nding to be While the number of protons is fixed for an atom of an element, the number of
developed: neutrons may vary. Atoms having the same number of protons but different
number of neutrons are referred as isotopes. The isotopes are identified through
their mass number which is the sum of the number of protons and the number of
neutrons in an atom.
Information on the subatomic composition of an element may be represented
through shorthand notations.
1. Objectives
Knowledge Determine the subatomic particles associated with mass number.
Skills Locate the atomic number in a periodic table
Attitude Relate the significance of the number of protons and the number of electrons that would
make one element different from another.
Values Exhibit the value of uniqueness of each element, the same as the uniqueness of each
person.
2. Content/Topic Determining the Atomic Number
3. Learning Grade 8 Learners Material in Science
Resources/Material
s/Equipment Grade 8 Teachers Guide in Science
For the Materials in the Activity please refer to the LM page 203-205
4. Procedures
Checking of Assignment
Introductory Activity
Ask: How many elements in the periodic table can you name? What does the
( 5 mins) different subscript in each element in the periodic table signifies? What is atomic number?
Can you determine their atomic number?
Activity: What’s in a number? See LM pp 203-205
Activity Pair Activity:
(15 mins) 1. Gather all the materials indicated in the activity sheet.
2. Perform the instructions as indicated in the activity sheet and answer the questions
numbers 1 to 10 in page 204-205
3. Write their answers to the questions in the piece of paper.
Analysis Processing of student’s responses:
(5 mins) 1. How did you find the activity?
2. How quick are you in locating the atomic number?
Note: Checking of the students answers.
Abstraction After determining and locating the atomic number, do you think that there are
elements having the same atomic number? Why not?
( 10 mins)
Generalization:
1. How can you identify and locate the atomic number of an element?
2. Can you explain why each element has different atomic number?
Application Pair Activity:
(10 mins) Say: Have you ever wonder why elements have unique atomic number? How can you relate
it to the individualities and uniqueness of each person?
5. Assessment
In a piece of paper, complete the table in No.5 and answer the question in No. 6
Prepared by:
Name: Nenianeth J. Barriga School: RMDSF-STEC
Position/Designation: Teacher III Division: Danao City
Contact Number: 09177742210 Email address: [email protected]
