Grade 9 Science Chemistry 1 DLP

CONTENT:
Describe how Bohr developed Rutherford’s Atomic model.
CONTENT STANDARD:
Students demonstrate understanding of the development of atomic models that led to the
description of the behaviour of electrons within atoms
PERFORMANCE STANDARD: -- (Refer to Performance Task)
LEARNING COMPETENCY CODE: S9MT-IIa-21
Day 1 _____________
I. Learning Objective/s:
At the end of the lesson, the learners should be able to:
a. Recall and describe atomic particles according to Atomic Model theories.
b. Create a storyline of the discoveries of subatomic particles**.
c. Identify subatomic particles and the scientist who discovered it.
II. Subject Matter:

A. Topic: Electronic Structure of Matter
B. Concept : As early as 7th century atomic particles are described thru the discovery of
atomic theories. Bohr refined Rutherford’s model of an atom. Based on his
experiments, electrons are moving in definite orbits around the nucleus.
C. Materials Needed: photos/picture of atomic particles and scientist
D. Reference:
1. Printed – S9 LM page 115,
2. Web/Online Source –
E. Process/Skills: Recall, Describe, Create, Identify
F. Values Integration: Recognize inventors and their contribution in science.
III. Learning Task:

A. Engagement:
a. Daily Routine: greetings, checking of attendance
b. Check students prior knowledge thru pre-assessment/metacards/vocabulary
test of: Matter, Atom, Atomic Particle
B. Exploration:
a. Activity/Task–“Who Contributed in the Discovery of Atom?”
1. Students will re-arrange series of photos to show transition or
development of theory on atomic particles.
2. Reading comprehension:
b. Strategy: Collaboration
C. Explanation:
Guide Questions/Discussion/Analysis:
1. Describe how atomic models differ from another.
2. Describe the given atomic models.
3. Discuss how Bohr and Chadwick developed their model/theory.
D. Elaboration:
Atomic models are created to visually present and explain properties of an atom
and its subatomic particles.
E. Evaluation:
A. Identify who proposed the following atomic model/theory:
1. Plum pudding model 2. Planetary model 3, Indivisible atom,
4. Alpha-scattering experiment 5. Neutral particle
IV. Agreement/Assignment:
Bring the following materials next meeting: paper, pencil, clay, marker and manila paper
Prepared by: Ms. Marilyn A. Ongkiko, SST -1

Paliparan II National High School
Day 2 _____________
a. Differentiate Bohr and Rutherford’s atomic model**.
b. Illustrate Bohr’s atomic model**.
c. Identify subatomic particles and the scientist who discovered it.
II. Subject Matter:

A. Topic: Electronic Structure of Matter : Bohr’s Atomic model
B. Concept/s: Bohr refined Rutherford’s model by describing the presence of electrons
that are moving in definite orbit around the nucleus of an atom compared to
Rutherford who described atom as an empty space with concentrated nucleus
containing the proton and neutron.
C. Materials Needed: clay or paper and pencil or manila paper and marker
D. Reference:
3. Printed – S9 LM page 115, 120-121
E. Process/Skills: recall, differentiate, illustrate
F. Values Integration: Recognize inventors and their contribution in science.
III. Learning Task:

A. Engagement:
b. Pre-Activity (Game/Motivation/Priming/Review):
1. Recall previous lesson.
2. “Where are atoms located in the atom?”
B. Exploration:
a. Activity/Task – “What is the BIG difference?”
1. Using a Venn-diagram, students will differentiate Bohr and
Rutherford’s model of atom.
2. Illustrate Bohr model of atom (draw or clay model).
b. Strategy: Collaboration
C. Explanation:
Guide Questions/Discussion/Analysis:
1. Describe how Bohr and Rutherford’s atomic models differ from another.
2. Create a clay model/ Draw a model of Bohr’s atom.
D. Elaboration:
Bohr stated that electrons are found outside the nucleus of the atom. Electrons
are equal to the number of protons and they are rotating around the nucleus in specific
orbits.
E. Evaluation:
Rubric for Model Making:
Design/Creativity/ Neatness of work – 25%
Accuracy of model - 30%
Presentation (includes timeliness) – 25%
Cooperation and orderliness of work area – 20%
Bring the following materials next meeting: periodic table, crayon or clay or single-head
fastener and puncher, piece of cardboard

Day 3 _____________
a. Illustrate the Bohr model of atom for the first 20 elements found in the periodic table.
b. Identify subatomic particles and the scientist who discovered it.
II. Subject Matter:

A. Topic: Electronic Structure of Matter : Bohr’s atomic model
B. Concept : Bohr describe atom having a central mass called nucleus (containing
proton) and surrounding it are electrons moving in specific orbit or space.
C. Materials Needed: periodic table, cardboard paper , *clay/crayon/single-head
fastener and paper puncher
D. Reference:
1. Printed – S9 LM page 115, 120-121
2. Web/Online Source – (url)
E. Process/Skills: Illustrate, create, explain, demosntrate
F. Values Integration: Show cooperation in doing group work. Enhance creativity and
skills in doing the task.
III. Learning Task:

A. Engagement:
b. Game/Motivation/Priming/Review: Recall Bohr’s atomic model design.
B. Exploration:
a. Activity/Task : “Bohr’ Electron Model”
Students will be grouped into 10. Each group will create two Bohr models
given to them emphasizing the nucleus surrounded by electrons
(elements are limited to the first 20 elements found in the Periodic table).
b. Strategy: Collaboration, constructivist, integrative approach
C. Explanation:
a. Guide Questions:
1. Describe the Bohr model for each 20 elements.
2. Illustrate the key parts of the constructed model.
D. Elaboration:
Bohr model presented that atom consists of central mass called nucleus
(containing the proton) and surrounded by electrons moving in specific orbits.
E. Evaluation:
Rubric for Model Making:
Design/Creativity/ Neatness of work – 25%
Accuracy of model - 30%
Presentation (includes timeliness) – 25%
Cooperation and orderliness of work area – 20%
Bring the following materials next meeting: pen or marker, 5 pieces short bond paper

LESSON EXEMPLAR IN GRADE 9 SCIENCE
SECOND QUARTER
COUNTLESS AND ACTIVE PARTICLES OF MATTER
MODULE 1
ELECTRONIC STRUCTURE OF MATTER
CONTENT:
Explain how the Quantum Mechanical Model of the atom describes the energies and positions
of electrons.
CONTENT STANDARD: Students demonstrate understanding of the development of atomic

models that led to the description of the behaviour of electrons within atoms.
Day 1 _____________
a. Predict the probable location of an atom**.
b. Describe how likely is to find an electron in atom through probability.
II. Subject Matter:

A. Topic: Electronic Structure of Matter: Bohr model
B. Concept: Bohr’s atomic model showed some inaccuracy in predicting the location of
an atom containing more than one electron.
C. Materials Needed: Learner’s Manual, paper and pencil/marker
D. Reference:
1. Printed – S9 LM page 121-122,
E. Process/Skills: Predict, Describe
F. Values Integration: Recognize importance of research development.
III. Learning Task:

A. Engagement:
Recall previous lesson y showing sample outputs.
B. Exploration:
a. Activity/Task–“Where are electrons located in the atom?”
Refer to S9 LM for instruction.
b. Strategy: Collaboration, Integrative approach
C. Explanation:
Guide Questions:
1. What happens to the number of dots per unit area as the distance of the dots
go farther from the center?
D. Elaboration:
Bohr’s atomic model describes the atom like a solar system, where the electron
is found only in specific circular paths, or orbits, around the nucleus. But further
analysis concluded that it is not possible to know the exact position/location of an
electron. This led to the development of Schrödinger’s atomic theory.
E. Evaluation:
Short Essay: Explain why the electrons’ position is hard to predict?
Teacher may give varied instruction.

Day 2 _____________
a. Explain the phenomena of quantum jump in terms of electrons’ position and
energy**.
b. Describe the characteristic flame color of specific metal salts.
c. Recognize importance of research development.
II. Subject Matter:

A. Topic: Electronic Structure of Matter – FLAME TEST
B. Concept: Specific substance emit specific colored flame, this lead scientist to predict
that atoms consist of different amount of electrons and specific energy level as well
as different ways of energy absorption and release (energy level).
C. Materials Needed: Video of flame test or flame test materials (may vary)
D. Reference:
E. Process/Skills: Explain Describe
III. Learning Task:

A. Engagement:
Recall previous lesson highlighting the concept of improbable electron
position.
B. Exploration:
a. Activity/Task–“Flame Test”
Refer to S9 LM for instruction.
b. Strategy: Collaboration, Constructivist, Integrative approach
C. Explanation:
Guide Questions:
1. Why do metal salts differ in their emitted flame color?
2. What particles in the heated substance is responsible in the production of
colored light (emphasize roles of particles)?
D. Elaboration:
Colored flame is considered as the fingerprint of an element. Each element/atom
consist of electrons found on specific region or energy level. When these
electrons absorbs energy (like heat), these electrons jump to a higher energy
level. At this point it is called excited electron/state. Once excited, the electron is
unstable. When energy is released, characteric flame is produced, and the
electron eventually returns to its normal state/lower energy level.
E. Evaluation:
I. Identify the element based on the flame color: (may vary)
1. Blue 2. Green 3. Yellow 4. Violet 5. Orange 6. Red
II. An electron is originally found in second energy level but now is found in the sixth
energy level, what is the most probable cause for this phenomena?
III. If two metal salts is heated and each produced the same colored flame, what do you
think is the most probable cause for this phenomena?

SECOND QUARTER
COUNTLESS AND ACTIVE PARTICLES OF MATTER
MODULE 2
CHEMICAL BONDING
CONTENT:
Explain how ions are formed.
CONTENT STANDARD: Students demonstrate understanding of the development of atomic

models that led to the description of the behaviour of electrons within atoms.
LEARNING COMPETENCY CODE: S9MT-IIe-f-16
Day 1 _____________
a. Identify different orbitals and energy levels.**
b. Draw a model/representation of atomic orbitals and energy level for elements 1-20
c. Recognize importance of research development
II. Subject Matter:

A. Topic: How do ions form?
B. Concept: Electrons reside in a specific region of space (around the nucleus) called
electron atomic orbital. Electrons may absorb or release energy thus it can move to
another energy level (just like stepping on a ladder). Atomic orbital’s consists’ of
shells or energy level and in each shell consist sublevels assigned with letters: s, p,
d, f (varies in number of electron carrying capacity)
C. Materials Needed: Learner’s Manual, paper and pencil/marker
D. Reference:
1. Printed – S9 LM page 120-121, 123 -126
E. Process/Skills: Identify, Draw/Create
III. Learning Task:

A. Engagement:
“Jumping electrons” game – decide which will jump or not based on given
description.
B. Exploration:
a. Activity/Task– “Electron City”
Study and analyze Table 2 on S9 LM page 125..
C. Explanation:
Guide Questions:
1. How many orbitals are found on (a) 1st energy level, (b) 2nd energy level…?
2. What orbitals are found on (a) 1st energy level, (b) 2nd energy level…?
3. How many electrons are found in (a) s-orbital, (b) p-orbital…?
4. How many electrons are found on (a) 1st energy level, (b) 2nd energy level…?
D. Elaboration:
Bohr’s atomic model describes the atom like a solar system, where the electron
is found only in specific circular paths, or orbits, around the nucleus. But further
analysis concluded that it is not possible to know the exact position/location of an
electron. This led to the development of Schrödinger’s atomic theory.
E. Evaluation:
List down possible factors/causes that contributes to:
a. increase of energy level as it moves away from the nucleus
b. number of electrons found in an energy level
*emphasize that energy level is dependent on number of electrons found in it

Day 2 _____________
a. Write the electron configuration of different elements. / Describe how electrons are
arranged with the aid of E-configuration.
b. Write the electron configuration of different elements.**
c. Develop skills that ensure accuracy of work.
II. Subject Matter:

A. Topic: How do ions form?
B. Concept: Electron configuration shows how electrons are probably arranged inside
the atom.
C. Materials Needed: Learner’s Manual, periodic table, paper and pencil
D. Reference:
1. Printed – S9 LM page 124-127
E. Process/Skills: Draw, Describe, Analyze
F. Values Integration: Develop skills that ensure accuracy of work.
III. Learning Task:

A. Engagement:
“Jumping electrons” game – decide which will jump or not based on given
description.
B. Exploration:
a. Activity/Task– “Electron Reside Here”
Refer to S9 LM page 126-127 for instruction. (Teacher may lead
the practice on writing down the e-configuration of random
elements before moving to the assigned task).
b. Strategy: Collaboration, Integrative, Reflective (drill and practice) approach
C. Explanation:
Guide Questions:
1. Compare the electron configurations of the second period and the third
period elements.
2. What are some rules that can be applied in the electron configuration?
D. Elaboration:
The way in which electrons are distributed in the different orbitals around the
nucleus of an atom is called electron configuration. Filling of the electrons start
from lower energy level to highest energy level.
E. Evaluation:
1. Why is it important to know the arrangement of electrons in an element?.
2. What will happen when an electron moves from high energy level to low
energy level?
*Bring materials for the activity Mapping of the Periodic Table (LM page 134-
135).

Day 3 _____________
a. Define valence electron, electron negativity and ionization energy
b. Locate elements on the periodic table based on its valence electron, electron
negativity and ionization energy.
II. Subject Matter:

A. Topic: Valence electron, electron negativity and ionization energy.
B. Concept: Electron Valence electron, electronegativity and ionization energy are
properties of an atom/element that help scientists identify a certain substance
among others.
C. Materials Needed: Learner’s Manual, periodic table, paper and pencil, crayon
D. Reference:
E. Process/Skills: Define, categorize, locate, , identify, explain
III. Learning Task:

A. Engagement:
Drill: On which orbital does the…
a. 7th electron of Magnesium found?
b. 14th electron of Calcium found?
c. 5th electron of Oxygen found?
Priming: How do valence electrons, electronegativity and ionization
energy different from one another?
B. Exploration:
a. Activity/Task– “Mapping of the Periodic Table”
Refer to S9 LM page 134-135
C. Explanation:
Guide Questions:
1. What do you notice with the number of valence electrons, electronegativity
values and ionization energies of the metallic and no-metallic elements?
2. What kind of element has the greatest tendency to attract electrons? Why?
D. Elaboration:
Metals have low electronegativity and ionization energy, thus they tend to
transfer or loose electrons.
Non-metals have high electronegativity and ionization energy. They have a
greater tendency to attract electrons towards themselves. Thus, non-metals tend
to gain electrons.
E. Evaluation:
Arrange the following elements according to the given rules below:
Ca, Rd, Zn, H, Nb, Pb, Ag, Li, O, Ne,
1. Increasing valence electron
2. Decreasing valence electron
3. Increasing ionization energy
4. Decreasing electronegativity value
5. Group the elements to metals, non-metals or metalloids

Day 4 ________________
a. Relate the valence electron of an element to its group/family number.
b. Draw Lewis Dot symbol for representative elements.
II. Subject Matter:

A. Topic: Valency/ Determining Valence electrons on an element.
B. Concept: Valence electrons are found on the atom’s highest energy level and helps
scientist to predict the capability of an atom to react with another atom.
D. Reference:
E. Process/Skills: Relate, Draw, Describe, Analyze, Explain
III. Learning Task:

A. Engagement:
Recall: Where can you find valence electron?
B. Exploration:
a. Activity/Task– “Lewis Symbol”
C. Explanation:
Guide Questions:
1. What have you noticed with the value of the valence electron and the
elements group number?
2. What have you noticed in the Lewis structure of an element to compared to its
Valence
electron?
D. Elaboration:
An element’s valence electron is represented by a dot per electron surrounding
the chemical symbol of the element. The group number of an element can be
used to predict the value of an element’s valence electron.
E. Evaluation:
Write the Lewis Symbol of the ff. Elements:
1. Be
2. Sn
3. In
4. Rb
5. Ar

Day 5 ________________
a. Describe periodic trends present in the periodic table.
b. Develop ability and appreciation of the use of periodic table.
II. Subject Matter:

A. Topic: Periodic Trends
B. Concept: Periodic Trends are properties of an element that help us determine the
characteristic as well as reactivity of one element to another. It includes period
(energy level), family (valence electron), position/arrangement (metal, non-metals,
metalloids), atomic number (# of protons), atomic mass (number of neutron) and
etc…
B. Materials Needed: Learner’s Manual, periodic table, paper and pencil
C. Reference:
D. Process/Skills: Relate, Draw, Describe, Analyze, Explain
E. Values Integration: Develop skills that ensure accuracy of work.
III. Learning Task:

A. Engagement:
Recall: List down properties of elements that can be found in the periodic
table.
B. Exploration:
a. Activity/Task– “Amazing Arrangement”
Students will be tasked to observe the following trends in the
periodic table:
1. Atomic number 4. Family number
2. Period number 5. Electronegativity
3. Ionization energy
b. Strategy: Collaboration, Integrative, Inquiry-based approach
C. Explanation:
Guide Questions:
Describe the trend or pattern observed in terms of:
a. Atomic number as you look from left to right, top to bottom.
b. Family number as you look from left to right, top to bottom.
c. Period number as you look from left to right, top to bottom.
d. Electronegativity as you look from left to right, top to bottom.
e. Ionization energy value as you look from left to right, top to bottom.
D. Elaboration:
The following general Trends are expected to be observed:
Atomic number increases left to right, top to bottom.
Family number increases left to right. No change within the series/column.
Electronegativity increases from left to right, top to bottom.
Period number increase from top to bottom, no change within the series/row.
Ionization energy decreases from top to bottom and left to right.
E. Evaluation:
Which is more electronegative, Iron or Silver and why?
Why is Gold placed before Platinum?
Which will lose electron easier, Palladium or Cadmium? Why?

Day 6 ________________
a. Describe and explain how ions are formed. **
b. Draw or demonstrate how ions are formed.**
II. Subject Matter:

A. Topic: Ions
B. Concept: Ion is an atom or group of atoms that has a positive or negative electric
charge from losing or gaining one or more electrons.
D. Reference:
1. Printed – S9 LM page 138-139, Webster
III. Learning Task:

G. Engagement:
Recall: Describe how ions are formed.
H. Exploration:
a. Activity/Task
Using the Lewis Dot structure of an element, predict which will lose or gain
electron.
Sodium and Chlorine, Oxygen and Hydrogen, Fluorine and Fluorine
*may provide more example
I. Explanation:
Guide Questions:
a. Why do atoms lose or gain electron?
b. What kind of atom/element loses electron easily?
c. What kind of atom/element gains electron easily?
d. What happens to the total electric charge of an atom that loses an electron?
e. What happens to the total electric charge of an atom that gains an electron?
f. What do we call an atom with a negative or positive charge?
J. Elaboration:
An atom that has low electronegativity loses electron/s easier compared to atoms
with higher electronegativity.
An atom that loses an electron has a positive electric charge.
An atom that gains an electron has a negative electric charge.
K. Evaluation:
Decide whether an element loses or gains an electron:
i. Chromium 6. Boron
ii. Bromine 7. Lithium
iii. Carbon 8. Magnesium
iv. Barium 9. Silver
v. Phosphorus 10. Iodine

Day 7 ________________
a. Explain the mechanism of ionic bonding related to formation of ions. **
b. Draw or demonstrate how ionic bonds are formed.**
II. Subject Matter:

A. Topic: Ionic Bond
B. Concept: Ionic bond is formed between a low-electronegativity charged atom and a
highly electronegative atom and/or positively and negatively-charged ions resulting
to transfer of electrons.
D. Reference:
III. Learning Task:

A. Engagement:
Recall: Metal and Non-metals, electronegativity, ions formation
B. Exploration:
a. Activity/Task: “Bonding by Transfer of Electron”
C. Explanation:
Guide Questions:
1. What kind of element forms cation after ionic bonding?
2. What kind of element forms anion after ionic bonding?
3. Why do ions form after ionic bonding?
D. Elaboration:
E. Evaluation:

DAY 8 ______________
I. Learning Objectives:
a. Illustrate the formation of ions and ionic bond.
b. Create a model of atleast two pairs of element capable of forming ionic
bond.(Performance Task)
II. Subject Matter:

A. Topic: Ionic Bonding
B. Concepts: Ionic bond is formed between a low-electronegativity charged atom and a
highly electronegative atom and/or positively and negatively-charged ions resulting to
transfer of electrons.
C. Materials Needed: cardboard paper, paper puncher,
D. Reference:
E. Process/Skills: Relate, Draw, Describe, Explain
III. Learning Task:

A. Engagement:
Recall: How do ions form? , What do you call a positive/negative ion?
B. Exploration:
a. Activity/Task: “Bonding by Transfer of Electron”

C. Explanation:
Guide Questions:
1. What kind of elements form cation after ionic bonding?
2. What kind of elements form anion after ionic bonding?
3. Why do forms after ionic onding?
4. What property of an atom leads to formation of ions?
D. Elaboration:
E. Evaluation:


Grade 9 Science Chemistry 1 DLP

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Grade 9 Science Chemistry 1 DLP

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CONTENT:

Describe how Bohr developed Rutherford’s Atomic model.

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

LEARNING COMPETENCY CODE: S9MT-IIa-21

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

CONTENT STANDARD: Students demonstrate understanding of the development of atomic

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

LEARNING COMPETENCY CODE: S9MT-IIa-22

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

CONTENT STANDARD: Students demonstrate understanding of the development of atomic

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

LEARNING COMPETENCY CODE: S9MT-IIe-f-16

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

LEARNING COMPETENCY CODE: S9MT-IIe-f-16

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

LEARNING COMPETENCY CODE: S9MT-IIe-f-16

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

LEARNING COMPETENCY CODE: S9MT-IIe-f-16

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

LEARNING COMPETENCY CODE: S9MT-IIe-f-16

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

LEARNING COMPETENCY CODE: S9MT-IIe-f-16

II. Subject Matter:

III. Learning Task:

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

LEARNING COMPETENCY CODE: S9MT-IIe-f-16

II. Subject Matter:

III. Learning Task:

b. Strategy: Collaboration, Integrative, Inquiry-based approach

Prepared by: Ms. Marilyn A. Ongkiko, SST -1

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