Republic of the Philippines

Department of Education
Region I – Ilocos Region
Schools Division Office - City of San Fernando (LU)
Bacnotan National High School
Poblacion, Bacnotan, La Union

School BACNOTAN NATIONAL HIGH Grade Level 8

SCHOOL
Teacher MARWIL V. COLOMA Learning Area Science
rd
Time and 7:30am -8:15am, January 20, Quarter 3 Quarter
Date 2025

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the particle
nature of matter as a basis for explaining properties,
physical changes, and structure of substances and
mixtures.
B. Performance Describe the historical development of atomic structure
Standards (Rutherford and Bohr models of the atom)
C. Learning At the end of the lesson, the learners should be able to:
Competencies/Objective  Explain Rutherford and Bohr's models of the atom.
s  Recognize the different scientists who contributed to
the development of the atomic models.
 Relate the significance of the atomic models in their
lives by sharing their contemplations.
 Create a timeline about the development of the
atomic model to enhance their organizational skills,
critical thinking, and creativity.

II. CONTENT Atomic Models

III. LEARNING RESOURCES

A. References
Roberth, R. (2018). Atomic models. Socratic Q&A.
https://
socratic.org/questions/what-are-the-6-models-of-
the-atom.

WikiLEctures. (2023). Atomic models.

https://www.wikilec
.lectures.eu/w/Atomic_Models?
fbclid=IwAR2kqFKzrWtk8l_lYirYbqRVa3ms3nE0Ezp
B. Other Learning Laptop, PowerPoint Presentation, Chalk, Television, Index
Resources/ Materials cards, Prints, Activity sheets

IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY

 Prayer
 Greetings
 Checking
Preliminaries attendance
 Classroom rules

A. Reviewing the ELLICIT

previous Are you ready to embark Yes, teacher!
lesson/Presenting the on another thrilling
New Lesson adventure into the world of
chemistry?

Before we fill our minds

with other facts and
information, let’s first take
a quick look back at what
we discussed last
Thursday. Teacher, we calculated the
number of protons, electrons,
Who among you can still neutrons, atomic number, and
recall our topic? mass number.

That’s right! To test if you

listened and understood
our lesson yesterday, let
us have a short activity
entitled “ Count me in”

The mechanics for this

game is easy, count/find
the number of protons,
neutrons, and electrons,
together with atomic mass,
atomic number, and
electric charge. Yes, Teacher.

Is that clear?

Student’s response
PROTON (p+1) 5
ELECTRON (e-1) 6
PROTON (p+1) NEUTRON (n0) 7
ELECTRON (e-1) Atomic Number 5
NEUTRON (n0) (Z)
Atomic Number Mass Number (A) 12
(Z) Electric negative
Mass Number (A) charge/net
Electric charge
charge/net
charge

PROTON (p+1) 4
ELECTRON (e-1) 6
PROTON (p+1) NEUTRON (n0) 6
ELECTRON (e-1) Atomic Number 6
(Z)
NEUTRON (n0)
Mass Number (A) 10
Atomic Number
Electric negative
(Z)
charge/net
Mass Number (A)
charge
Electric
charge/net
charge

Very Good I am glad that

 you learned something at
our last meeting!

B. Establishing the ENGAGE and EXPLORE

Purpose for the Lesson Let’s start our adventure
with an exercise game.
C. Presenting
examples/instances of Who wants to play a Students raise their hands.
the New Lesson game?
Some students will raise their
Who among you knows hands.
how to draw?

So, these are our artists in

class.

Distribute those students

in each column.

What we are going to do

here is we will play a game
called “Pictionary!”
No, teacher!
Are you familiar with this
game?

So, this is a group activity,

and your classmates in
your column will be your
groupmates. Each group
will have one
representative who knows
how to draw.

Representatives, please
come in front.

I have here several words

or phrases related to our
topic for today.

The representative from

the first team will be given
a word or phrase, and this
representative is not
allowed to show the given
word to his/her
groupmates.

The representative has to

draw an image that
represents/corresponds to
the given word/phrase. The
guessing team can shout
out their guesses while the
drawing is in progress. If
you correctly guessed the
word/phrase within the
time limit, your team will
earn 1 point.

After the word/phrase is

guessed or revealed, the
group has to analyze the
following pictures and try
to choose which picture
represents their assigned
word/phrase.

If the group manages to

select the picture that best
represents their assigned
word, they will receive
again another 1 point.

So, if the group managed

to guess the drawn image
by their representative,
and also managed to
select the picture that best
represents the given word,
they will earn a total of 2
points.

Remember, each drawing

turn has a limit of 1 Yes, teacher!
minute.
None, teacher.
Is our instruction clear?

Do you have any

questions?

If none, let’s proceed to

the game. Let’s start with Students actively
group 1! participating

Facilitating the game

LIST OF WORDS
 Billiard Ball
 Pudding or Cut Yes, teacher!
watermelon
 Planets
 Nucleus
 Clouds

Did you enjoy the game?

Yes, teacher!
One representative from
each group will write down
your groupmates’ names
as well as the points you
earned.

Based on the words in our Our topic for today is all about
Pictionary and these Atomic Models.
pictures, I assume you
 already have an idea about
our topic for today.

So, based on the codes

here, what do you think is
the main topic that we will
be exploring for today?

1-20-15-13-9-3 13-15-4-
5-12-19

Very good! Today, we will

be dealing with the
development of the atomic Yes, teacher!
models that hugely helped
us in understanding our
atoms.

Are you ready to go back

in time and appreciate the At the end of the lesson, the
people who gave us the learners should be able to:
knowledge about the  Explain the five basic
atoms? atomic models.
 Relate the significance
of the atomic models
But before that, what are by in their lives by
we expected to accomplish sharing their
for today? contemplations.
 Relate the significance
of the atomic models in
their lives by sharing
their contemplations.
 Create a timeline about
the development of the
atomic model to
enhance their
organizational skills,
critical thinking, and
creativity.

Thank you!

D. Discussing new EXPLAIN

concepts and practicing Alright, class, let's embark
new skills #1 on a thrilling adventure
E. Discussing new through time! Close your
concepts and practicing eyes and picture yourself
new skills #2 stepping into a magnificent
F. Developing Mastery time machine. Picture what
it would be like to see and
experience life in the past.
The theory of atomic Teacher, hypothesis is an idea
models starts from a or explanation that you then
hypothesis, class, what is test through study and
hypothesis? experimentation.

Very good! It is a proposed

explanation made on the
basis of limited evidence
as a starting point for
further investigation, also
known as educated guess.

Democritus proposed that

all things are composed of
the atomos or the
fundamental, indivisible
particles, atoms; atoms
cannot be destroyed;
atoms are separated by
the void or empty space,
atoms are in constant
motion, and undergo
constant change through
the void.

The first atomic model

throughout the history of
atomic physics can be
dated back to 1803 when
John Dalton introduced his
“Dalton’s Billiard Ball
Model of an Atom.”

This is what an atom looks

like, according to John
Dalton. Teacher, because the model
he presented looks exactly
Why do you think he called like a billiard ball. The billiard
this model as “Dalton’s ball is- also sturdy and
Billiard Ball Model of an seemingly indestructible,
Atom?” which can be compared to
what we discussed that atoms
are indivisible.

Very good observation.

The main idea of this

model is that atoms are
indivisible and
indestructible.

When we say indivisible The atoms are uncuttable.

and indestructible, what do
we mean by this?

That is right! The key

points of this theory is that
all elements or matter is
made up of tiny, indivisible
particles called “Atoms.”
He also noted that atoms
of the same elements are
identical, and atoms of
different elements are
different.
Just like what you said last
What do we mean by this? time, for example, the atoms
of oxygen are the same for all
oxygen. While the atoms of
oxygen are not the same as
the atoms of a carbon.

That’s right!
Did you get it? Yes, teacher!
Now, let’s proceed to the
second model. In 1897, JJ
Thomson proposed the
Plum Pudding Model.

Who among you have Some students raise their

already tried to bake? hands
In your TLE class, have you
already tried making a No, teacher!
bread pudding?
Bread pudding is like this.

If you haven’t tried baking

a bread pudding, then I often see bread pudding in
where can we usually see the bakery nearby.
this bread?

The pudding that he used

looks like this. This is what
he called a Plum Pudding.
It is a pudding with plums
or raisins scattered within
it.

Thomson compared atoms

to a plum pudding.

In the plum pudding, there

are plums
scattered/embedded in the
What can you observe in
pudding. Whereas in the
the illustration?
model, there are electrons
scattered in the positive,
circular space.

Very Good! The basic idea

of this model, the plum
pudding model, is that
atoms contain even
smaller negatively charged
particles. The key point of
this plum pudding model is
that atoms are made up of
positively charged material
with negatively charged
electrons scattered
throughout like plums in a
None, teacher!
pudding.

Do you have any

questions?

If none, let’s proceed to

the third one.

Fast forward to 1911,

Ernest Rutherford
suggested that the plum
pudding model was
incorrect. He introduced
his new model that looks
like this.

Teacher, in this model, the

 nucleus is now present.

Based on the illustration,

what is new in this model
that was not included in
the previous model?

That’s right! This is why

this model is called the
Nuclear Model. Ernest Teacher, the particles was
Rutherford is prominent in scattered as it passes through
the development of the the thin gold foil.
atomic model due to his
groundbreaking work,
which fundamentally
changed our
understanding of the atom.

This is the gold foil

experiment! Class, what
can you observe in the
flow of particles?

Nice observation. In this

experiment, they
bombarded a thin sheet of
gold foil with alpha
particles (positively
charged particles). Most
particles passed through
the foil, but some were
deflected at large angles,
and a few even bounced
back. This unexpected
result led to a
\\

breakthrough in atomic
theory. Through his gold
foil experiment, Rutherford
discovered that atoms
have a dense central
nucleus. He believed that
atoms have a small, Yes, teacher.
positively charged nucleus
surrounded by negatively
charged electrons orbiting Teacher, the model is lacking
around it. of neutrons.

Due to this observation, he

was titled as the father of The electrons of an is
nuclear Physics. randomly moving.
Is that clear?

What do you think is

missing from the model of
Ernest Rutherford?

How about its movement?

None, teachers

Correct. Do you have any

questions?

If none, let’s proceed.

Two years after the

discovery of the nucleus,
another revolutionary
discovery was made by
Niels Bohr.

In 1913, Niels Bohr

proposed the idea that the
subatomic particles of an
atom can be compared to
the planets. He called this
model The Planetary Model
of an Atom.
Niels Bohr compared the atom
to the planetary model
because just like the planets
that orbit around the sun, the
electrons of an atom orbits
around the nucleus of the
atom.

Based on these pictures,

can anyone explain why
Bohr compared the atom
as a planetary model?

That’s right!
The basic idea of this
model is that electrons
orbit the nucleus at
specific energy levels. He
suggested that electrons
move in fixed orbits None, teacher!
around the nucleus, similar
to planets orbiting the sun.
Each orbit corresponds to a
specific energy level, andTeacher, the nuclear model
electrons can jumpdescribes the atom as having
between these levels by a dense, positively charged
absorbing or emittingnucleus with electrons moving
energy. around it but does not explain
their arrangement or
Any questions? behavior. The planetary
model improves this by
showing that electrons orbit
If none, based on this the nucleus in fixed energy
levels and can move between
illustration kindly
them by gaining or losing
differentiate the nuclear energy.
model and the planetary
model.

Very Good! In addition, The

Bohr atomic model is
important because it
helped scientists
understand how atoms
work. It explained that
electrons move around the
nucleus in fixed paths
called energy levels, like
planets orbiting the sun.
This idea showed why
atoms give off or absorb
light in specific colors,
which helps us study them.
Even though it's not the
full picture, the Bohr model
was a big step in
developing the modern
understanding of atoms
and how they combine to
form different substances.

The last atomic model is

the Quantum Mechanical
Model of Atom (1920s-
present). This model is
considered as the most
"realistic" atomic model
that describes atomic
mechanisms as how
present science presumes
they work.

The basic idea of this

model is that it describes
electrons as existing in Teacher, you cannot notice
probability clouds around the blades.
the nucleus. It describes
electrons not as particles
orbiting the nucleus, but as
existing in regions of space
called orbitals, where there
is a high probability of
finding them. Just the
ceiling fan, if you turn on
the fan what can you
notice on the blades?
Exactly! In this atomic
model the electrons more
freely moved in the
orbitals that’s why it is
hard to identify the exact
location of the electrons. Based on the picture, we can
find our electrons in the
reddish places. Those places
are what we called the
orbitals.

None, teacher!

In our picture, where can Yes, teacher

we find our electrons?

Do you have any

questions?

Can you follow how our

atomic model developed
 over time?

G. Finding Practical ELABORATE

Applications of concepts
and skills in daily living The path to shaping our
H. Making current atomic model has
generalizations and been a long and
abstractions about the fascinating journey.
lesson
From 1803 up to the
present, from John Dalton
to the recent scientists, the
evolution of our present
atomic model has indeed
traversed a fascinating
journey through time.

As students, it is high time

for you to reflect on the
huge importance of these
models.

Why do you think that From historical perspective,

these models have made each model shaped our
significant contributions? understanding of the current
model. From Dalton's billiard
ball model to Thomson’s plum
pudding to Rutherford’s
nuclear model to Bohr's
planetary model and to the
current quantum model, each
model represents a step
forward in our understanding
of the atom. Without one of
them, we won’t be able to
have the knowledge about the
atom that we have right now.

That’s good.
Teacher, the atomic models
Another reflection? offer a visual representation
of abstract concepts about
the atom. Without these
models, we will not be able to
know about the electrons,
nucleus, and how they act
and their locations within the
atom.

Very good!

Now, let’s proceed to

another “ponder with me!”
session.

We should realize that

these models were put
forward by the different
scientists that we
discussed. Even though
these scientists were long
gone, their name and
contributions were
remained in and with us. In
fact, their significant
 contributions leave a
strong legacy that can’t be
erased even though
thousands of years may
pass. As a student, I always do my
best to excel in class and help
In connection to you as a my classmates in our lesson.
student, a daughter, a son, In these simple ways, I am
a friend, and a sibling, in making a positive impact on
what way have you made a the people around me.
contribution that you think
has a significant impact on
people around you? As a daughter, I always obey
my parents and I always try to
That’s good. Who has make them happy. I help
another contemplation? them with chores and do most
of what I can to make them
proud. With these simple
gestures, I am making a
significant impact in our
family.

That is so nice! As a friend, I always do my

For the last one, who best to be there for my friend
wants to share their and help them to get through
reflection? their hardships and struggles.
By doing this, I am making a
positive and significant
influence/impact in their lives.

Very good, class! Your

contemplations are all
great! I hope that this
discussion not only fed
your minds, but also touch
your hearts, and uplift your None, teacher!
souls.

Do you have any

questions?

I. Evaluating learning EVALUATE

If none, please bring out a

ballpen, and answer this
simple activity.

INSTRUCTION: Fill in the

blanks. Write the correct
word/s from the WORD
BANK to complete the
statements.

The understanding of  DALTON

the atom has evolved  INDIVISIBLE
significantly over time,  IDENTICAL
with notable contributions  PLUM PUDDING
from scientists such as  POSITIVELY
Dalton, Thomson,  GOLD FOIL
Rutherford, Bohr, and the  NUCLEAR
development of the  NUCLEUS
 quantum model. ________  BOHR
proposed the first modern  CLOUDS
atomic theory, suggesting
that atoms were
______________ and that all
atoms of a given element
were
______________________.
Thomson's discovery of the
electron in 1897
challenged Dalton's model,
leading to the
__________________ model
where electrons were
embedded in a
___________________
charged sphere.
Rutherford's famous
_______________ experiment
in 1911 shattered the plum
pudding model and led to
the proposal of the
______________ model,
where most of the atom's
mass is concentrated in a
dense ___________
surrounded by orbiting
electrons. _____________
expanded on Rutherford's
model by suggesting that
electrons orbit the nucleus
in discrete energy levels,
explaining the stability of
atoms. However, the
quantum model, developed
in the early 20th century,
revolutionized our
understanding of the atom
introducing the concept of
probability _____________ to
describe electron behavior.
Together, these atomic
models represent a journey
of discovery and
refinement, each
contributing to our current
understanding of the atom
and its properties.

WORD BANK
 INDIVISIBLE
 GOLD FOIL
 NUCLEAR
 NUCLEUS
 IDENTICAL
 PLUM PUDDING
 DALTON
 BOHR
 CLOUDS
 POSITIVELY
J. Additional Activities EXTEND
for Application or
Remediation On a bond paper (A4),
(Assignment/ create a timeline to
 illustrate the historical
development of the atomic
Agreement)
models. Be creative!

V. REMARKS

VI. REFLECTION

Prepared by:

MARWIL V. COLOMA

Checked & Reviewed by:

CLAUDEN JOY PAJIMOLA

Teacher III