Grade

School LIPA CITY NATIONAL HIGH Grade 9

Level
SCHOOL
GRADE
9
Daily Learning
Teacher JEREME F. FALCATAN SCIENCE
Lesson Log Area
Teaching Date
Quarter Second
and Time

DAY:
I. OBJECTIVES
 The learners demonstrate an understanding of the
A. Content Standards development of atomic models that led to the description of the
behavior of electrons within atoms

B. Performance Standards

Learning Competency

Describe how the Bohr model of the atom improved

C. Learning Competencies / Objectives Rutherford’s atomic model S9MT-IIa-21
Write the LC code for each
Objective
 Describe how it is likely to find the electron in an atom by
probability.

Module No._____
Lesson No I
II. CONTENT Topic: Electronic Structure of Matter
Predicting the probable location of atom

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp 85-87
2. Learner’s Materials Pages Pp 104-105
Textbook Science Links Chemistry pp 70-73
3.
Pages Chemistry in the New Millenium pg 85-88
4. Additional Materials from
Learning http://lrmds.deped.gov.ph/.
Resource (LR) portal
5. Lesson Guide Second Quarter Module 1 pp. 3-7
B. Other Learning Resource http://winter.group.shef.ac.uk/orbitron/AOs/4f/index.html
IV. PROCEDURES

Post pictures of fortune-tellers on the board and let the students

analyze it. (Please refer to the Lesson Guide QII M2 pp 3 for the
picture)

A. ELICIT
 Ask the following questions to the students:
 What do you call the persons in the picture?
 What do you think are their occupations?
 What do fortune tellers do?
 Do their predictions always come true?

Introduce the lesson by asking the question:

 On the previous activity (Activity No.1) you have learned about
atomic orbital model of Neil’s Bohr. How do you think Neil’s
Bohr predicted the probable location of electrons in an atom?

Ask:
B. ENGAGE  What do you mean by “Probability”?
 Where can we find electrons in an atom?

Perform Activity No. 2 “Predicting the Probable Location of an Electron”

Procedure:
- Let students work in pairs if there are enough materials. Felt-
tipped marker is preferable than pencil.
- The teacher should demonstrate how the activity will be done.
The center of the circle represents the atom’s nucleus and it is the
target when dropping the pencil or marker. The dots represent the
electrons.
- Working with your group mates, draw a dot on the center of the
sheet of paper or folder.
C.
1. Draw 5 concentric circles around the dot so that the radius of
EXPLORE
each circle is 1cm, 3 cm, 5 cm, 7 cm and 9 cm from the dot.
2. Tape the paper on the floor so that it will not move.
3. Stand on the opposite side of the target from your partner.
(Target is the center which represent the nucleus of an atom). Hold a
pencil or marker at chest level above the center of the circles you have
drawn.
4. Take turns dropping the pencil or marker so that it will leave
100 dots on the circles drawn on paper or folder.
5. Count the number of dots in each circle and record that number
on the data table.
6. Calculate the number of dots per square centimeter (cm2).
7. Using a graphing paper, plot the average distance from the
center on the x-axis and number of dots per sq.cm on the y-axis.

Let the students answer the following Guide Questions:

1. What happens to the number of dots per unit area as the

distance of the dots go farther from the center?
2. Determine the percent probability of finding a dot in each of the
circle drawn on the target by multiplying No. of dots /cm2 (column D) by
the total number of dots (100). For example: In circle 1(A)
Percent probability = No. of dots /cm2 X 100
D. = [0.1920 / 100 ] X 100 = 19.20%
3. Based on your graph, what is the distance with the highest
probability of finding a dot? Show this in your graph.
4. How many dots are found in the area where there is highest
probability of finding dots?
EXPLAIN
5. How are your results similar to the distribution of electrons in
an atom?
6. How many dots are found in the area where there is highest
probability of finding dots?
7. How are your results similar to the distribution of electrons in
an atom?
8. Can we determine the exact location of an electron in the
 atom?

Let the students analyze the result of their activity. Ask them to
compare the results to Neil’d Bohr Atomic Model.
E.
ELABORATE
Ask:
1. Based on the result of your activity, Is Neils Bohr’s Model of an
atom applicable or not? Explain your answer.

Applying the concept that they have learned from the previous activity
“Finding the probability that an electron is found in a certain location”.

F. Raise this question to the class.

EXTEND
If you are to make an action and is uncertain of your decisions in life,
what do you usually do; “follow your own gut feeling” or “think and ask
others before you decide”? Explain your answer?

Instruct the students to solve and complete the Cross-Word Puzzle

Across
4. Proposed the quantum mechanical model
Down
1. Proposed the uncertainty principle
2. Proposed the Matter-Wave Duality
3. Proposed that atom’s electron is in a
specific orbit corresponding to a fixed
amount of energy of the electron.
G. EVALUATE
Key to correction
4. Schroedinger
1. Heisenberg
2. Broglie
3. NeilsBohr

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
Did the remedial lessons work? No. of
C.
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 worked?
F. What difficulties did I encounter which
my principal or supervisor can help me
 solve?
What innovation or localized materials
G. did I use or discover which I wish to
share with other teachers?

Prepared By: Checked By: Noted:

JEREME F. FALCATAN LEONISA A. MAGSINO MANUEL B. SARMIENTO

Teacher III Head, Science Department Principal IV