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DLL chemNOV15

1. The document outlines a lesson plan on electron configuration, which describes how electrons are arranged around the nucleus of an atom. 2. The lesson plan includes learning standards, content on electron orbitals and configurations, example problems for students to work through, and an assessment with multiple choice questions. 3. The teacher will review atomic structure concepts, present how to write electron configurations using symbols and rules, have students practice example problems, and evaluate learning with a short quiz.

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Rosallie Caaya-Nuez
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88 views

DLL chemNOV15

1. The document outlines a lesson plan on electron configuration, which describes how electrons are arranged around the nucleus of an atom. 2. The lesson plan includes learning standards, content on electron orbitals and configurations, example problems for students to work through, and an assessment with multiple choice questions. 3. The teacher will review atomic structure concepts, present how to write electron configurations using symbols and rules, have students practice example problems, and evaluate learning with a short quiz.

Uploaded by

Rosallie Caaya-Nuez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

School Judge Feliciano Belmonte Sr.

High School Grade Level 9

Teacher Rosallie C. Nuez Learning Area Matter


GRADE 9 Date Section Time
DAILY Day 3 Prudence 60 minutes
LES LESSON LOG Teaching Chastity
Dates Nov. 15, Loyalty Quarter 2nd
and Time 2023 Modesty
Generosity

I. LEARNING
STANDARDS
A. Content Standard The learners demonstrate understanding of:

1. The development of atomic models that led to the description of the


behavior of electrons within atoms.
2. How atoms combine with other atoms by transferring or by sharing
electrons.
3. Forces that hold metals together

B. Performance The learners shall be able to:


Standard
No performance standard indicated in the Curriculum Guide.

C. Learning The learners should be able to:


Competency
(with the LC code) Explain how the Quantum Mechanical Model of the atom describes the
energies and positions of the electrons.

D. Learning Objectives At the end of the period, the learners are expected to:
1.

II. CONTENT
A. Subject Matter/ Electron Configuration
Topic:

B. Concepts: ֍ Electron configurations are the summary of where the electrons are
around a nucleus. As we learned earlier, each neutral atom has a
number of electrons equal to its number of protons. What we will do
now is place those electrons into an arrangement around the nucleus
that indicates their energy and the shape of the orbital in which they are
located. Here is a summary of the types of orbitals and how many
electrons each can contain:

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Conceptual and Functional Chemistry
pages Pp. 54-61
2. Learner’s Material
pages
3. Textbook pages

4. Additional Any Chemistry book


Material from
Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
ELICIT
B. Reviewing ֍ Review the students about the relationship among energy levels, sublevels,
previous lesson and orbitals.
or presenting
the new lesson?

֍ Emphasize the idea of an orbital as the most probable place to locate


B. Establishing the an electron.
purpose of the
֍ Stress that the key to the arrangement of the electron is energy.
lesson
Electrons are arranged in such as a way that the total energy of the
atom kept a minimum energy.
ENGAGE
C. Presenting ֍ Present the part of electron configuration.
examples/ instances
of the new lesson

EXPLORE
A. Discussing ֍ Present the Mnemonic Device of Electron Configuration.
new concepts
and practicing
new skills #1

֍ Discuss the rules in writing Electron Configuration through an analogy.


B. Discussing
new concepts
and practicing
new skills #2

EXPLAIN
F. Developing mastery ֍ Perform an activity about Electron Configuration.
(activity sheets will be provided for each student)

֍ Answer the ff: questions:


1. What is the difference between an orbit (such as in the Bohr Model) and an
electron orbital?
2. Explain what is meant by Pauli’s Exclusion Principle.
3. Look at the Electron Configuration of the Noble Gases that you have done.
What do they have in common? Why do you think that makes them more
stable than the others?

ELABORATE

G. Finding practical
application of
concepts and skills in
daily living

֍ The electronic configuration of an element is a symbolic notation of the


H. Making
manner in which the electrons of its atoms are distributed over different atomic
generalizations and
abstractions about orbitals. While writing electron configurations, a standardized notation is
the lesson followed in which the energy level and the type of orbital are written first,
followed by the number of electrons present in the orbital written in
superscript. For example, the electronic configuration of carbon (atomic
number: 6) is 1s22s22p2.

EVALUATE
֍ Multiple Choice.
I. Evaluating learning 1. Who proposed the probability that electrons will be found in certain regions
around the nucleus of an atom?
A. Niels Bohr
B. Ernest Rutherford
C. Erwin Schrodinger
D. Joseph John Thomson
2. Who states that “it is impossible to determine both the momentum and
the position of an electron at the same time accurately’?
A. Hund’s Rule
B. Aufbau Principle
C. Uncertainty Principle
D. Pauli’s Exclusion Principle
3. How many orbitals are present in the third principal energy level?
A. 2
B. 3
C. 6
D. 9
4. What is the group and period of an element with an electronic configuration
1s2, 2s2, 2p6?
A. Group II period 3
B. Group 4 period 2
C. Group 8 period 2
D. Group 8 period 4
5. The order of filling orbitals is ….
A. 1s, 2s, 2p, 3s, 3p, 3d, 4s, 4p
B. 1s, 2s, 2p, 3s, 3p, 3d, 4p, 3d
C. 1s, 2s, 2p, 3s, 3p, 4s, 3d, 4p
D. 4p, 4s, 3d, 3p, 3s, 2p, 2s, 1s

EXTEND
J. Additional
activities for
application or
remediation
V. REMARKS

VI. REFLECTION PRUDENCE CHASTITY LOYALTY MODESTY GENEROSITY


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 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 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?

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