DLP Q2 Week 1 D1

School Moreno Integrated School Grade Level Grade 9
Teacher Menchie T. Yaba Learning Area Science

DAILY LESSON PLAN
Grade 9 Teaching
Date and Week 1 Day 1 Quarter Second
Time
I. OBJECTIVES:
A. Content Standards The learners demonstrate an understanding of the development of atomic
models that led to the description of the behavior of electrons within atoms.
B. Performance
Standards
C. Learning Explain how the Quantum Mechanical Model of the atom describes the energies
Competencies and positions of the electrons
Specific Objectives:
 Describe Neils Bohr atomic theory.
 Analyze the Bohr model diagrams to determine the number of electrons,
protons, and neutrons in particular atom.
 Appreciate the contributions of scientists in the discovery of an atom.
II. CONTENT Electronic Structure of Matter

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Science 9 TG pp. 4 – 6
2. Learner’s Materials Science 9 LM pp. 98 -100
3. Textbook Pages SCIENCE LINKS pp. 42-45
BASIC CHEMISTRY (School Subjects Made Easy) pp. 56 – 59.
4. Additional Materials Bohr Diagram Lesson ppt
from LR By: J. Curtis
https:// www.slideshare.net.
Hr atomic mnodel. Tangible atomic models
activity paper/hand-out
Manila paper
permanent marker
IV. PROCEDURES
Preliminary Activity Greeting
Prayer
Checking of Attendance by group
Checking of classroom’s orderliness
Setting of Classroom Standards
A. ELICIT (Access
prior Do you still remember your lesson in grade 8 about atomic structures/model?
knowledge) Try to arrange the jumbled letters to reveal the scientist who created the atomic
model and identify the model of the atom.
NRETES HERDRFOURTR EILNS ORHB

Model __________________ Model __________________
How did Rutherford and Bohr visualize the electrons in his atomic model?
Let the students to complete the table below to compare the two atomic models.
Presence in Atomic Model

( / ) Found (X) Not found
Particle Symbol Charge Rutherford Bohr
proton
neutron
electron
Did Niels Bohr accept the idea of Rutherford?

Why did Neil’s Bohr propose a modification of Rutherford’s model?
How did the Boh’s model of the atom improve Rutherford’s atomic model of the
atom?
B. ENGAGE (Get
the student’s Look at the picture. Isn’t it a beauty? Have you ever wondered what is the
mind focused on reason why fireworks emit colors when heated?
the topic)
The modification of Neils Bohr to Rutherford atomic model can explain why we
see different colors of light in fireworks display especially during New Year’s
Eve.
The students will be tasked to rearrange the letters to form the color emitted by
the given element above.
 What did you notice on the colors of the flame?

 Are there different colors emitted?
 What particles in the heated compound are responsible for the
production of the colored light?
C. EXPLORE Pre- Activity
(Provide Giving of instructions and rubrics to be used in rating student’s activity, other
students with a clarifications.
common
experience) Activity Proper
.
Read the article and answer the questions below.
Questions:
1. Why do the fireworks give off colors when heated?
A. Electrons jump to an outer energy level when they absorb energy and
when they fall back down, they release a photon of light
B. Electrons jump to an inner energy level when they release energy.
and when they return to a lower energy level, they absorb a photon of
light.
2. What occurs when an electron moves from high energy level to a low
one?
A. The atom moves faster B. Colored light is given off
3. Which of the atomic models below portrays what is happening inside the
atom when substances are heated?
A. B.
D. EXPLAIN A power point presentation on atomic model may be presented to further
(Teach the enhance student understanding
concept) This will lead to the formulation of scientific concepts learned by the students.
What are stated in Bohr’s Atomic Model?
 In an atom, electrons (negatively charged) revolve around the positively

charged nucleus in a definite circular path called orbits or shells.
 Each orbit or shell has a fixed energy and these circular orbits are known
as orbital shells.
 The energy levels are represented by an integer (n=1, 2, 3…) known as
the quantum number. This range of quantum number starts from nucleus
side with n=1 having the lowest energy level. The orbits n=1, 2, 3, 4…
are assigned as K, L, M, N…. shells and when an electron attains the
lowest energy level, it is said to be in the ground state.
 The electrons in an atom move from a lower energy level to a higher
energy level by gaining the required energy and an electron moves from
a higher energy level to lower energy level by losing energy.
Bohr concluded that these colors of light in the hydrogen gas correspond to
different energy levels the electron in hydrogen can have.
E. ELABORATE The teacher will emphasize that Bohr’s model was partially successful. It
(Students apply described the locations of electrons in hydrogen atoms. However, the model
the information could not explain the locations of electrons in atoms of other elements.
learned)
Analyzing Bohr Model Diagrams
“The two elements above are in the same period. What do you notice about the
number of shells for elements belonging to the same period? Circle your
answer.”
A. All have the same number of valence electrons
B. All have the same number of energy levels
“As a result of the Bohr model, electrons are described as occupying fixed
energy levels at a certain distance from the nucleus of an atom.
However, Bohr’s model of the atom was not sufficient to describe atoms with
more than one electron.”
“The color emitted by atom is unique for every atom of element, it can be
used to identify the atom.”
What atom is responsible for the unique color emitted in

A. Fluorescent lamp
B. Incandescent bulb
C. Highway signs
D. Street
F. EVALUATE 1. What occurs when an electron moves from high to a low energy?
(How well know A. Another electron goes from a low energy level to a high one
the students B. The atom moves faster
have learned C. Colored light is given off
the concepts) D. This process is not possible
2-4. In ___________model of an atom energy is ___________. That means its
electrons can only have specific amounts of ___________.
5. Fill in the blanks
G. EXTEND 1. Describe the following.

(Deepen a. Energy level
conceptual b. Orbitals
understanding c. Electron clouds
through use in 2. Bring the following materials: One sheet of short bond paper or half of a short
new content) folder pencil or colored marker with small tip, compass, graphing paper, one
foot ruler
V. REMARKS
VI. REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No. of learners who require
additional activities for
remediation
C.Did the lesson work? No. of
learners who have caught up w/
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:
MENCHIE T. YABA
Master Teacher II

DLP Q2 Week 1 D1

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School Moreno Integrated School Grade Level Grade 9

Teacher Menchie T. Yaba Learning Area Science

II. CONTENT Electronic Structure of Matter

NRETES HERDRFOURTR EILNS ORHB

Presence in Atomic Model

Did Niels Bohr accept the idea of Rutherford?

 What did you notice on the colors of the flame?

What are stated in Bohr’s Atomic Model?

 In an atom, electrons (negatively charged) revolve around the positively

What atom is responsible for the unique color emitted in

G. EXTEND 1. Describe the following.

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