Region XI Grade Level Grade 9

Teacher JOANNE A. PAL Learning Area Science

GRADE 9 November 14 – November 18, 2022
DAILY Teaching Dates and Satellite – 9:45-10:45 AM Quarter 2nd Quarter
LESSON LOG Time Saturn – 1:30-2:30 PM
Meteor – 2:30 – 3:30 PM
Earth – 3:30-4:30 PM

Session 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the development of atomic models that led to the description of the behavior of electrons
within atoms.
B. Performance Standards The learners should be able to explain how the Quantum Mechanical Model of the atom describes the energies and positions of the
electrons.
C. Learning Explain how the Quantum Mechanical Model of the atom describes the energies and positions of the electrons.
Competencies/Objectives S9MT - IIb -14
Write the LC code for each
Specific Objective  Perform pre-  Identify the models of  predict the probable  describe the set of  describe electron
assessment test the atom location of the quantum numbers configuration and
related to electron/s in an atom and complete the write the correct
electronic (electron cloud, given set of electron
structure of Heisenberg’s quantum numbers configuration of the
matter. Uncertainty Principle). for each given given element.
 Evaluate the element.
depth of their
understanding
on the topic.
II. CONTENT ELECTRONIC STRUCTURE OF MATTER
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 3-4 pp. 4-5 pp. 6-8 pp. 9-11 pp. 13-17
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or ELICIT ICL TIME: Socratic Method: Review the previous topic Review the key concepts Review the previous
 presenting the new PRE-ASSESSMENT What is an atom? on the different models of on the quantum topic on four sets of
What is an element? atom. mechanical model. quantum mechanical
What are the three sub- model
atomic particles?
How does an atom look
like?
B. Establishing a purpose for the ENGAGE Vocabulary: Unlocking of Vocabulary: Unlocking of Vocabulary: Unlocking of Vocabulary: Unlocking of
lesson Difficulties. Difficulties. Difficulties. Difficulties.
C. Presenting Let the student answer the UNSCRAMBLE GAME! UNSCRAMBLE GAME! UNSCRAMBLE GAME!
examples/instances of the activity. 1. BOTRLIA 1. RELATIVE 1. CONFIGURATION
new lesson - region in space where 2. INTEGERS 2. ATOMIC NUMBER
electrons are most likely 3. ANGULAR 3. ENERGY LEVEL
to be found. 4. MAGNETIC
5. SPIN
2. LLESH
- region of space around a
nucleus containing
electrons having
approximately the same
energy.

3. MUQNUTA
- the smallest possible and
therefore indivisible unit
of a given quantity or
quantifiable phenomenon.
D. Discussing new concepts and EXPLORE Socratic Method: Teacher will explain the Teacher will present the Teacher will present
practicing new skills #1 How does an atom look breathing mechanism four set of quantum Steps in writing the
E. Discussing new concepts and like? emphasizing inhalation numbers. electron configuration of
practicing new skills #2 Teacher will present the (inspiration) and elements in neutral
five models of atom. exhalation (expiration) are state.
the processes by which the
body takes in oxygen and
expels carbon dioxide
during breathing.
F. Developing mastery (Leads to EXPLAIN Let the students perform Suggested Approach: Suggested Approach:
Formative Assessment) the activity entitled Think-Pair-Share Think-Pair-Share
“How’s My Probability? Let the students Let the students perform
perform the activity the activity entitled
entitled “My Quantum “Amazing Electrons”
Numbers?”

G. Finding practical applications ELABORATE Valuing: Ask the following process Ask the following Valuing:
of concepts and skills in daily Describe a real-life scenario questions: process question: Describe a real-life
living that can be related to the 1. What happens to the 1. How quantum scenario that can be
H. Making generalizations and development of models of number of buttons as the mechanical model related to the
abstractions about the lesson atom. distance increases? describes the energies arrangement of
2. How many buttons are and positions of the electrons in an atom.
found in the area with the electron? Remember atoms are
highest probability? arranged in increasing
3. Is the result of your order, the greater the
simple activity similar to atomic number of an
the distribution of element, the farther the
electrons in an atom? atoms are in the energy
4. Based on the activity level.
can you predict the exact
position of the electrons of
an atom?
I. Evaluating Learning EVALUATE Short Quiz Essay Type Let the students make a Let the students answer
1. How do electrons are simple summary of the the activity.
arranged? concepts on the
quantum mechanical
model.
 J. Additional Activities for EXTEND Study in advance the Study in advance the set of Research the rules in Agreement for
application or remediation QUANTUM MECHANICAL quantum numbers. deriving the electron Summative Test on
MODEL. configuration: Monday.
1. Aufbau Principle
2. Hund’s Rule
3. Pauli Exclusion
Principle
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lesson 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 materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

JOANNE A. PAL, LPT CHARLEN K. ROZ, MAEd

SST-I Master Teacher I