Republic of the Philippines

Department of Education
Region III- Central Luzon
Schools Division of Tarlac Province
CRISTO REY HIGH SCHOOL
Capas, Tarlac

LESSON PLAN

DEMONSTRATION TEACHING
S.Y. 2018-2019

DETERMINING THE NUMBER OF SUB-ATOMIC PARTICLES ( ZAPEN )

Z – Mass Number A – Atomic Number P – Number of Proton E – Number of Electron N – Number of Neutron
SCIENCE Grade 8
THIRD Quarter

December 8, 2018

Prepared by:
LOBIE C. ALFONSO
T-I Science

Checked:
VICTOR M. SICAT, JR.
HT-I Science

Noted:
AMPARO M. MUÑOZ, Ed. D.
Principal III

School CRISTO REY HIGH SCHOOL Grade Level 8

GRADES 1 to 12 Teacher LOBIE C. ALFONSO, T- I Science Learning Area SCIENCE 8
DAILY LESSON LOG Teaching Date December 8, 2018 Quarter THIRD
DEMONSTRATION TEACHING

I. OBJECTIVES
A. Content Standard Demonstrates understanding of the idea that the identity of a substance is determined by its atomic structure.
B. Performance Standard Calculate the atomic mass and find the number of protons, neutrons, and electrons.
C. Learner’s Competencies Determine the number of protons, neutrons and electrons in a particular atom.(Code:S8MT-IIIe-f-10)
(Write the LC code)
*Specific Objectives (3 Skills a Day)
1. Cognitive* Identify the sub-atomic particles associated with mass number.
2. Psychomotor* Calculate the atomic mass and find the number of protons, neutrons, and electrons.
3. Affective Cite the importance of determining the number of protons, neutrons and electrons.
II. CONTENT Topic: Matter Sub Topic: Determining the Number of Sub-atomic Particles
 21st Century Theme: Global Awareness
21st Century Skill: Activity Method; Inquiry Approach; Collaboration and Cooperative Learning
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages: 2. Learner’s Material Pages 3. Textbook Pages 142-144
4. Additional Material from LR Portal
Grade 8 Science Books ( Conceptual Science and Beyond, Abecilla),
B. Other Learning Resources
Laptop, visual aids, mla.papers, activity sheets, writing pen, black board, gold watch, aluminum foil, copper twine
IV. PROCEDURES
(ELICIT)
1. Ask the learners what are the 3 types of subatomic particles and their location?
A. Reviewing previews lesson or presenting new lesson. 2. Basic operation is being reiterated (MATH) in solving the ZAPEN.
3. Give praises to those who answer the questions correctly and others who did not will be given a chance to answer later.

(ENGAGE)
1. The teacher will display two or more objects representing different elements (e.g., gold ring, copper twine or pipe or lead from
a pencil) for students to identify.
2. Ask the learners to identify the element represented by the object.
3. Explain that all matter is made up of elements, some of which we can see (e.g., metals) and others we cannot (e.g., colorless
B. Establishing a purpose to the lesson. gases). The smallest form of elements and all matter is atoms.
4. Let the students perform the activity

(ANALYSIS)
C. Presenting examples/ instances of the new lesson Ask students how the atoms of these elements are similar and how they differ. (All atoms are made up of the same particles: protons,
neutrons and electrons. The atoms of each element have a unique number of protons, neutrons and electrons.)
(EXPLORE)
1. Introduce the calculations for determining atomic number, atomic mass, protons, neutrons and electrons.
2. What do atomic number and mass number represent? (Atomic number is the number of protons; mass number is the number of
D. Discussing new concepts & practicing new skills # 1. protons and neutrons in the nucleus.)
3. Practice calculations that determine the atomic number, atomic mass, protons, neutrons and electrons.

House rules and Rubric used in the group activity

 Points Equivalent / Descriptive Rating
12-15 Excellent
8-11 Very Good
4-7 Fair
Criteria 4 Excellent 3 Very Good 2 Fair 1 Needs Improvement
1-3 Needs Improvement
Method of Presentation is easy to Presentation is unique but Presentation is not unique Presentation is not
presentation understand, unique, and not organized but organized unique and not organized
exemplary.
Accuracy Information contains Information contains Information contains errors Information contains
minor errors, none of essentially no errors which which somewhat many errors which limit
which interfere with interfere with clarity of interferes with clarity of the clarity of
clarity of communication communication communication communication

Members are cooperative Members are not so Members are not so Members did not
Cooperation in making output with cooperative in making cooperative in making cooperate in making
correct answer output with correct answer output with incorrect output or answer
answer

Group Activity: ZAPEN

1. Ask the learners to divide themselves into five (5) groups.
Discussing new concepts & practicing new skills # 2.
2. The teacher will distribute manila paper for each group.
3. Let the members cooperate in the activity by computing for the ZAPEN and answering the guide questions.
1. Let the learners will answer the questions.
2. If the number of protons as well as the Atomic Mass of an element is known, how can the number of neutrons be determined?
Discussing new concepts & practicing new skills # 3. (The number of neutrons can be determined by subtracting the number of protons from the Atomic Mass (rounded to the
nearest whole number).
3. Distinguish which particles can be used to identify an element.
(EVALUATE)
1. Post the manila paper/output on the board
2. Identify the sub-atomic particles associated with mass number.
E. Developing Mastery 3. Calculate the atomic mass and find the number of protons, neutrons, and electrons.
4. Learners will answer the guide questions.
5. Reporting of each group
6. Giving points and appreciation for each group.
(EXTEND)
F. Finding practical application of concepts & skills in
Cite the importance of determining the number of protons, neutrons and electrons. (Subatomic particles are important because it is a unit
daily living.
of matter or energy that's the fundamental makeup of all matter.)
1. The students will generalize how to determine the number of protons, neutrons and electrons.
G. Making generalization and Abstraction about the
2. Emphasize the importance of inculcating the value of little things that contributes to the welfare of the whole group (ESP). An
lesson
element as a basic unit of a compound is essential building blocks of matter.
H. A. Evaluate Learning Presentation and answering the key questions.
I. Additional Activities for Application or Remediation 1. Question: How did the Periodic Table develop? What information about elements can be obtained from this organizing tool?
V. REMARKS
VI. REFLECTION
A. No. of learner’s who earned 80% in the evaluation
B. No. of learner’s who require additional activities for
remediation who scored below 80%
C. Did the remedial work? No. of learner’s who have
caught up with the lesson
D. No. of learner’s who continue to require remediation
E. Which of my teaching strategies worked well? Why did this
worked?
F. What difficulties did I encounter which my principal or
superior can help me solve?
G. What innovations or localized materials did I used/discovered
which I wish to share with other teachers.
Prepared by: Checked by: Noted:
LOBIE C. ALFONSO VICTOR M. SICAT, JR. AMPARO M. MUÑOZ, Ed. D.
T – I Science
Basis 5 3 1 HT-I Science Principal III
Well presented Simple and short . Explanation
manner. Originality, presentation. Slightly is not clear,
Presentation
Loud and clear, & nervous and anxious. not well
modulated voice . presented.

Comprehensive, Not so clear and not Messy and not

Clear and detailed so detailed of notes. clear the
explanation/assessme The answer is process of
Assessment nt of notes to support irrelevant to the answering the
the answer in the question.. question is not
process of clear and
questioning. incorrect.

Members are Members are not so Members did

cooperative in cooperative in not cooperate
Cooperation
making output or making output or in making
answer answer output or
answer