School Liceo Virgen Delos Remedios Grade Level 12
DETAILED (Placer) Inc.
LESSON PLAN IN Teacher Hershey Marie H. Abarri Learning Area Physical Science
SCIENCE 8 Time and Date July 2, 2025 (7:30-8:30) Quarter 1
I. OBJECTIVES
1. Content Standard The learners demonstrate the distribution of the chemical elements and the isotopes in the universe
2. Performance
The learners make a creative representation of the historical development of the atom or the chemical element in a timeline
Standard
3. Learning
Explain how the concept of atomic number led to the synthesis of new elements in the laboratory. (S11/12PS-IIIb-11)
Competencies
1. Identify the different elements formed after the process of synthesis
4. Specific Objectives 2. Realize the importance of the atomic number in identifying the new elements identity in the periodic table.
3. Create your own periodic table of elements
II. CONTENT Topic: Concept of Atomic Number that Led to the Synthesis of New Elements in the Laboratory
III. LEARNING
RESOURCES
Albo, F. D. (2021). PHYSICAL SCIENCE: Learning Module (First Edition). Gate 2 Karangalan Village, Brgy. San Isidro, Cainta, Rizal,
A. References
pp. 2-18.
B. Other Learning
Resources
C. Materials Laptop, TV, Pictures, Tarpapel, and PowerPoint Presentation
IV. PROCEDURES Integration: Strategy: Cooperative Learning
A. Preliminaries Teacher’s Activity Students’ Activity
Prayer Everyone will stand for the prayer. Student A will
Greetings lead the prayer.
Checking of “Good morning, Class!”
Attendance Students will arrange the chairs and pick up the
Review litters on the floor.
The class secretary will check the attendance.
The teacher will review about the previous lesson. Answers:
Questions: 1. Stars are formed when a dense region of molecular cloud collapses.
1. How is star formed? 2. It is the star formation theory.
2. What theory explains this claim? 3. This is about piecing together the grand narrative of the cosmos, from
3. How important is learning about star formation the birth of the first stars to the formation of planets and the conditions for
theory? life itself. It's a fundamental pillar of modern astrophysics.
I hope that you will keep those learning in mind
because those are important for you to understand We don’t have any, Ma’am.
our next and upcoming lessons. Do you have any
questions or clarifications with regards to our
previous lesson?
Ask the students
B. Establishing the
Purpose of the New The students actively do the task.
Lesson
if they know the Students answer may vary.
meaning of The atomic number determines the element which is why I was
able to find my match.
work. Emphasize
to them that the The student will read the specific objectives.
meaning
/definition of work
and the one that
we use in Science
are quite different
from each
other
Ask the students
if they know the
meaning of
work. Emphasize
to them that the
meaning
/definition of work
and the one that
we use in Science
are quite different
from each
other
ACTIVITY 1: ATOMIC NUMBER MATCH-UP
Students will receive index cards with either the
name of an element or its atomic number. They
must find their match within the class. This
activity fosters collaboration and gets students
thinking about the significance of atomic
numbers.
The teacher will ask the students about the
following question:
What is the significance of atomic number in
finding your match?
At the end of the lesson, the students will be able to:
1. Identify the different elements formed after the
process of synthesis
2. Realize the importance of the atomic number in
identifying the new elements identity in the
periodic table.
3. Create your own periodic table of elements
ACTIVITY 2: ATOMIC PROPERTIES
The teacher will divide the students into two (2)
groups.
C. Presenting
The groups will identify the atomic properties of the
Examples/
given elements using the periodic table.
Instances of the
New Lesson
1. Helium
2. Hydrogen
D. Discussing new Analysis Possible Answers:
concepts and new Based on the activity: 1. It provides an understanding the behaviour of matter and chemical
practicing new skills 1. What is the importance of atomic properties? reactions.
#1
E. Discussing new Abstraction
concepts and new
practicing new skills Concept of Atomic Number that Led to the Synthesis of The student will listen attentively and participate actively.
#2 New Elements in the Laboratory
The atomic number is the number of protons
(positively charged particles) in an atom.
Henry Gwyn-Jeffreys Moseley was an English
physicist who demonstrated that the atomic
number, the number of protons in an atom,
determines most of the properties of an element.
In 1919, Ernest Rutherford successfully carried out
a nuclear transmutation reaction a process of The student will listen attentively and participate actively.
transforming one element or isotope into another
element.
● In 1925, there were four vacancies in the
periodic table corresponding to the atomic
numbers 43, 61, 85, and 87. Elements with atomic
numbers 43 and 85 were synthesized using
particle accelerators.
● A particle accelerator is a device that is used to
speed up the protons to overcome the repulsion
between the protons and the target atomic nuclei The student will listen attentively and participate actively.
by using magnetic and electrical fields. It is used to
synthesize new elements.
● Elements with atomic numbers greater than 92
(atomic number of uranium) are called
transuranium elements. They were discovered
in the laboratory using nuclear reactors or particle
accelerators.
Dmitri Mendeleev created a classification of
elements based on their atomic weight.
In 1913, Moseley used Rutherford’s work to
advance the understanding of the elements and
solve the problem with Mendeleev’s periodic table.
X-ray spectroscopy is the method of identifying
elements by shooting electrons and looking at x- The student will listen attentively and participate actively.
rays became a very useful tool in characterizing
elements.
Discovery of Nuclear Transmutation
In 1919, Ernest Rutherford successfully carried out
a nuclear transmutation reaction — a reaction
involving the transformation of one element or
isotope into another element. The first nuclide to
be prepared by artificial means was an isotope of
oxygen, 178O. It was made by Ernest Rutherford in
1919 by bombarding nitrogen atoms with α
particles:
14 4 17 1
7 N + 2H = 8O + 1H
James Chadwick discovered the neutron in 1932,
as a previously unknown neutral particle produced
along with 12C by the nuclear reaction between
9Be and 4He:
4 4 12
9Be + 2 He = 6C +10 n
ACTIVITY 2: COMPLETE ME! Possible Answers:
The teacher will call students to complete the table.
F. Developing Mastery Numbers Significant Figures
(Leads to Formative Numbers Significant Figures 1. 12.5 3
Assessment) 1. 12.5 2. 10004 5
2. 10004 3. 0.12 2
3. 0.12
ACTIVITY 3: DRAWING WITH PRECISION Rubrics:
The teacher will divide the class into two (2) Correct Use of Significant Figures 5
groups. in Dimensions
G. Finding Practical Each group will draw an object, ensuring they Neatness and Clarity of Drawing 3
Application of choose a scale that allows for significant figures to Presentation Skills 2
Concepts and Skills be used. TOTAL 10
in Daily Living They will draw the object in a graphing paper,
labelling dimensions with correct significant figures.
Present their drawings to the class, explaining their
choices of significant figures.
The teacher will ask the students of the question below. \
H. Making Write your answer in a ½ crosswise.
Generalizations and
Abstractions about What is the importance of significant figures in our Answers may vary.
the Lesson lives?
I. Evaluative Learning EVALUATION Answer Key to Assessment:
The students will be asked to get ¼ sheet of paper and 1. (3)
answer the following questions within 10 minutes. 2. (3,4,5,6)
3. (3)
Direction: Identify how many significant figures each given 4. (4)
quantity has. 5. (unlimited)
1. 0.000103 g ______ 7. (6)
2. 398,000 mL ______ 8. (6)
3. 26.7 m ______ 9. (3)
1. 43.15 L ______ 10. (5)
2. 3 gal ______
3. 2.00000 m ______
4. 634.009 L ______
9. 0.0723 g ______
10. 77.83 g + 233.672 g = 311.50 g ______
Assignment:
Direction: Identify the number of significant figures in the given quantities.
J. Additional Activities
for Application and
1. 16.2 m – 971.43 m = -955.2 m
Remediation
2. 17.43 g / 3.21 g = 5.43 g
3. 4qt
V. REMARKS
VI. REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. Number 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. Number of
learners who
continue to
require
remediation.
E. What of my
strategies
worked well?
Why did this
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me to
solve?
G. What innovation
or localized
materials did I
use or discover
which I wish to
share to other
teachers?
Prepared by: HERSHEY MARIE H. ABARRI
Teacher
