DAILY LESSON LOG School Guiljungan National High School Grade Level 11

Teacher Filamae T. Junio Learning Area PHYSICAL SCIENCES

Teaching Dates and Time (Monday to Friday) Quarter 3RD Quarter

1 hour per day February 27-28, - March 1-3, 2023

I. OBJECTIVES Day 1 Day 2

A. Content The learners demonstrate an understanding of the how the The learners demonstrate an understanding of the how the concept
Standards concept of the atom and element evolved from Ancient Greek of the atom and element evolved from Ancient Greek to the present
to the present
B. Performance Illustrate how atoms and elements look like. Write the nuclear reactions involve in the synthesis of new elements.
Standards
C. Learning Describe the ideas of the Ancient Greeks on the atom (S11/12PS- Cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley,
Competencies/Objectives IIIa-b-5) and Niels Bohr to the understanding of the structure of the atom
Describe the ideas of the Ancient Greeks on the elements. ( S11/12PS-IIIa- (S11/12PSIIIb-9) Explain how the concept of atomic number led to the
Write the LC code
6) synthesis of new elements in the laboratory (S11/12PS-IIIb-11)
for each Specific Objectives: Write the nuclear reactions involved in the synthesis of new elements
1. Describe and discuss the different ideas of Greeks on atoms and (S11/12PS-IIIb-12)
elements. Speci4ic&Learning&Outcomes& At the end of the lesson, the learners will
2. Construct an edible/non-edible model of atom based on atomic be able to:
theories. 1. Explain how Moseley discovered the correlation between the atomic
3. Relate the importance of these knowledge in our day to day number of an element and the wavelengths of x-rays emitted by the
activity. element
2. Discuss how new elements are synthesized
II. CONTENT Ideas about atom & Element Atomic number the synthesis of elements

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide SHS Physical Sciences Curriculum Guide SHS Physical Sciences Curriculum Guide
pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning http://www.big-bang-theory.com/
Resources http://courseweb.hopkinsschools.org/pluginfile.php/121690/
mod_resource/content/0/radiation2010/isotopes_worksheet.pdf
IV. PROCEDURES
A. Reviewing 1-2-3 Entrance Cards Ask students what their ideas about the contributions of the
previous lesson 1- One word you want to study more. following scientist:
or presenting the 2- two words you find it hard to remember. Robert Boyle
new lesson 3- three words that you wont forget. Antoine Lavoisier
Joseph Gay-Lussac
Amedeo Avogadro
John Dalton
Dmitri Mendeleev
B. Establishing a Discuss the objectives of the day.
purpose for the Present different information about atom and element.
lesson
C. Presenting Present the following names: Make your own periodic table using the hypothetical elements that
examples/instanc John Dalton are given in the clues. Explain the word/s that will be formed if you
es of the new Aristotle arrange the symbols of the elements correctly. a) P and Pr both
lesson Democritus have one electron each. Pr has a bigger atomic size. b) Od, Ri, and
Thompson E are in the same series as P, C, and I. In terms of atomic size, P is
Ernest Rutherford the biggest while C is the smallest. E is a metal while I is a non-
Niels Bohr metal. Od is smaller than Ri in atomic size. c) O has a bigger
James Chadwick atomic size than E in the same group. Y is also a bigger atom than
Empedocles C in the same group. R is more nonmetallic than Pe but more
Plato metallic than Ti.
Anaxagoras Answer: PERIODIC PROPERTY
D. Discussing new Let the students discuss what they know about the features of
concepts and atom and element according to the above mention scientist.
practicing new
skills #1

E. Discussing new Present their output and discussion. Let them discuss they come up with the answer. Connect their ideas
concepts and Give short lecture for additional information. about atomic model.
practicing new
skills #2
 F. Developing Let the student answer the activity about the features of atoms 96
Mo + 21H —> 9743Tc + 10n
42

mastery according to Greeks. 238

U + 10n —> 23993Np + 0-1ß
92
(Leads to Write the nuclear reactions involved in the synthesis of each of the
Formative following new elements.
Assessment 3) a) Curium (Z = 96) was formed by reacting Pu – 239 with alpha
particles 42He. It has a half-life of 162 days.
b) Mendelevium (Z = 101) was formed by reacting En – 253 with
alpha particles.
c) Meitnerium (Z = 109) was formed by cold fusion which involves
the combination of Bi and Fe nuclides at ordinary temperature.
G. Finding practical Being aware of these theories, how this help you understand Which aspect do this advances in science really matter?
applications of the things around you?
concepts and skills
in daily living
H. Making Describe the illustration below. Synthesis of Elements
generalizations The invention of the device called cyclotron paved the way for
and abstractions transmuting one element into another artificially. The high-energy
about the lesson particles that are produced from the cyclotron upon hitting heavy
target nuclei produce heavier nuclei.
The bombarding of Mo with deuteron formed technicium which is
the first artificially made element. Its name is derived from the
Greek word technetos which means artificial.
I. Evaluating learning Short quiz. Short quiz
J. Additional Using creative ideas, make an illustration how the idea of atom 1. Dmitri Mendeleev is often regarded as the Father of the Periodic
activities for evolve to the most accepted model of atom today. Table. Would you say that Henry Moseley deserves the recognition
application or more than him?
remediation 2) Explain why the atomic number is called the “fingerprint” of
elements.
V. REMARKS 
SECTIONS 
A. No. of learners who 
earned 80% on the
formative
assessment
B. No of learners who 
require additional
activities for
remediation
C. Did the remedial lessons 
work? No. of learners
who 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 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?