LESSON PLAN IN EARTH SCIENCE

EXPLICIT INSTRUCTIONAL PLAN

LEARNING COMPETENCY:

Describe the nuclear model of an atom and the location of its major components ( protons, neutrons,
and electrons )

I. LEARNING OBJECTIVES:

1. Locate the three basic parts of an atom on a diagram.

2. Compare the major components of atom in terms of signs and size.

3. Construct a simple model of an atom

4. Develop the process of solving problems by using indirect evidence.

II. SUBJECT MATTER: STRUCTURE OF THE ATOM

A. Concepts: Atom is the smallest part of element: the smallest portion into which an element can
be divided and still retain its properties, made up of a dense, positively charged nucleus surrounded
by a system of electrons. Atom can be visualize using a model.

B. Materials: Materials needed (per group):

3 differently-colored pieces of modeling clay; 10 craft sticks; metric ruler; corn starch (optional); 5 to 7
small boxes that can be sealed; different types of objects to place inside the boxes

C. References: Internet: www. Google.com, www. Youtube.com

D. Process Skills: predicting, observing, communicating, inferring, discovering, creating,

E. Values Integration: love of work, teamwork, creativity.

III. PROCEDURE

A. DIRECT EXPLANATION/EXPLICIT INSTRUCTION

To unlock difficulties, before beginning of the lesson, test the prior knowledge of students by
presenting to them unfamiliar words related to the lesson. The teacher will do this activity in a form
of a game ( flash card, text twist)

ESSENTIAL QUESTIONS:

1. How will you describe the nuclear model of an atom in terms location?

2. What are the major components of an atom and how does they differ from each other?

3. What is the important of model in understanding atom?

B. MODELING “ I DO “

To help students understand how scientists can make models of objects they can’t see, the teacher
will let the students perform a simple activity which will serve as an opener of the topic.

ACTIVITY: WHAT IS INSIDE? ( POE method )

INSTRUCTION:

1. Have students work in small groups of 3-4.

2. Give each group a small sealed box inside of which you have placed an object. Objects might
include a

marble, a wooden block, a cotton ball, a piece of chalk, or any other item that will fit in the box.

3. Have students shake the box, lift the box, or observe it in any way to determine what is in the box.

4. Have each group make a prediction about the shape of the object in the box and tell what evidence

the group used to make its prediction. Allow groups to open their boxes to check their predictions.

5. Let the students explain on how they come up in their prediction.

Explain to students that models are important to scientists because models help them make
predictions. For example, scientists can use the model of an atom to predict how a particular
substance will act when it is combined with other substances. Also explain that models are used
when the scientist cannot view the actual object being studied due to its size.

Let the students watch a video clip about the structure of the atom and let them answer the guide
questions.

GUIDE QUESTIONS:

1. What can you say about the video clip?

2. Describe the structure of the atom?

3. What are the components of the atom? How does they differ from each other?

The teacher will deepen the concept of the topic by discussing the structure of atom. Engaged the
students in the discussion process by asking them to ask questions and share their understanding.

C. GUIDED PRACTICE” WE DO “

The teacher will present an activity about making a model of atom. He will discuss the procedure of
the activity and instruct the students to do activity by group.

the teacher will check/ monitor the students work by moving around and check whether the students
are doing the right way or not.

ACTIVITY: MAKE A MODEL OF ATOM

MATERIALS: 3 differently-colored pieces of modeling clay; ; corn starch (optional)

PROCEDURE:

1. Instruct the students to make model of atom based from the concepts that they have learned. Each
member of the group will help assemble the model. The teacher will present a rubric on how their
work will be graded.

2. Using their clay, they will create the major components of atom. Let each group decide which
colors to use for protons, neutrons, and electrons. You might let the students rub their hands in
cornstarch before rolling the clay to prevent it from sticking to their hands. (The cornstarch may make
the clay stiff and unusable in future classes.)

3. Let each group present their finished model to the entire class and ask them to discuss their
answers to the guide questions provided.

Making Models of Atoms worksheet.doc ( attachment worksheet downloadable )

D. INDEPENDENT PRACTICE
On the board, draw an unlabeled model of an atom. Use small, empty circles to represent protons,
neutrons, and electrons. Ask students to draw in the missing symbols, using (+) for protons, an (-) for
electrons, and N for neutrons. Then ask the students if they can identify parts of the atom.

IV. EVALUATION ( CONCEPT MAPPING )

Instruct students to construct a concept map, relating atom, nucleus, proton, neutron, and electron.
Have them expand the diagram to include more information about these terms. For example,
students could add to the proton branch descriptions such as "positively charged."

V. ASSIGNMENT

Cite the contributions of J. J. Thompson, Ernest Rutherford, Henry Moseley, and Niels Bohr to
understanding of the structure of the atom

RUBRICS IN SCORING THE PRESENTATION OF THE RESULT.

0 1 2 3

Unacceptable Minimally Acceptable Exceeds

acceptable expectations

The answer has The answer The answer The answer not
several errors in both contains one or two contains most only contains the
conceptual level and basic facts that are (75%) of the main points but
communication correct, but may points that goes beyond them
clarity. Multiple also have incorrect needed to be to provide a
mechanical errors or statements as well. included. The critique of their
complete failure to No connections or writing is clear, if veracity. The
answer the question comparisons uninspired. writing is clear and
provided. Correct attempts measured.
to integrate the
points.