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SCHOOL : Iligan City National High School GRADE LEVEL :8

TEACHER : Gwendolyn Shelby Calatrava LEARNING AREA : Science
DATE : April 12-14, 2023 QUARTER : 3rd
Day 1
I – LEARNING OBJECTIVES
The learners demonstrate an understanding of: how electrons of an atom is
A. Content Standard distributed in various energy levels.

Report on how to find the electron configuration of an element

B. Performance Standard

The learners should be able to use the periodic table to predict the chemical
behavior of an element.
C. Learning Competencies

II – LEARNING CONTENT
A. Subject Matter Electron Configuration
III – LEARNING RESOURCES
A. References Science Learner’s Module pp. 217

1. Teacher’s Guide Pages

2. Learner’s Guide Pages

Science Learner’s Module pp. 217

3. Textbook Pages

4. Additional Materials for

Science Quarter 3 – Module 4: Periodic Table of Elements
Learning Portals

PowerPoint Presentation
B. Other Learning
Video Presentation
Resources

IV – LEARNING STRATEGIES
Facilitator’s Activity Learner’s Activity
A. ACTIVATING PRIOR KNOWLEDGE
1. Prayer DepEd Interfaith prayer
2. Checking of Attendance “Good morning/afternoon, class!” “Good morning/afternoon ma’am,
it’s nice to see you this
morning/afternoon.”

Learners do what is told.

“At the count of 5, I want you to keep
all your things, arrange your chairs,
and pick up pieces of papers and
plastics under your armchairs. 1, 2, 3,
 4, 5”

The teacher will tell the students to go

back to their proper seats. The Class
Learners will sit to their respective
Secretary will check the attendance.
or assigned seats for the checking of
attendance.

• Be Responsible Learners will listen

• Be Safe attentively to the
• Be Caring reminders and respond
• Be Respectful accordingly.
3. Reading of the House
Rules

“Learners, before we proceed to our “Last meeting, we talked about the

next topic, recall what we discussed reactive and nonreactive metals
last meeting.” ma’am.”

4. Reviewing of the Past “Okay what else?” “Last meeting, our discussion was
Lesson all about the reactivity of metals in
water and acid ma’am.”

“Very good.”

“Okay class, get your assignments and Students will pass their assignments.
pass it in front.”

5. Checking of the
Assignment The teacher shall discuss the answers
of the assignment for the learners to
reflect on their answers.

6. Reading of the At the end of the lesson, the students

Objectives will be able to:
 Define what are cations and
anions
 Write the electronic
 configuration of elements

7. Motivation Oh Sweet!

The class will be divided into 6 groups

and each group will be provided with
materials.

“Now class, as you are all divided into

6 groups, each group will receive a few
different colored candies in a cup. Each
candy represents an electron in an
atom. What you are going to do is to
count the candies inside the cup and
identify the element they represent by
looking up the atomic number on your
periodic table. Choose a representative
and share your answer to the class.
Those who finish their task may eat
their candies.”

Cup 1- 14 candies
Cup 2- 12 candies
Cup 3- 15 candies
Cup 4- 13 candies
Cup 5- 17 candies
Cup 6- 16 candies

“Okay class, name the elements you’ve

identified.”

“Group 1 found Silicon Ma’am.”

“Group 2 found Magnesium

Ma’am.”

“Group 3 found Phosphorus

Ma’am.”

“Excellent job everyone! And because

 everyone did a very good job, you may
now share the candies with your
groupmates”
“Group 4 found Aluminum Ma’am.”

“Group 5 found Chlorine Ma’am.”

“Group 6 found Sulfur Ma’am.”

B. PRESENTATION AND MODELLING

“So, class, what have you observed in “The candies represented the
our activity?” electrons Ma’am.”

“That’s right, and how were you able “The number of electrons are equal
to identify the element it represented?” to the number of protons which is
also equal to the atomic number of
an element ma’am. The atomic
1. Introduction of the
number then represents the
Lesson
element.”

“Very good. Today, we are going to

learn about electrons in general. The
candies in the cup, believe or not, some
elements actually like to give away
some of their candies and some are
more likely to be on the receiving end.”

2. Presentation of the
Lesson
“Now what do we mean by some “Nonmetals tend to gain electrons in
elements like to give and others like to order to achieve a full outer shell, so
lose electrons?” they are said to have high
electronegativities Ma’am.”

“Elements can gain or lose electrons

“That right. Now, we’ve talked about
in order to attain their nearest noble
the reactivity of elements during our
gas configuration. Formation of ions
past lesson, so why do metals tend to
for completion of octet helps them
lose electrons while nonmetals tend to
gain stability.”
gain?”

“Excellent. In a reaction between

metals and nonmetals, metals generally
lose electrons to complete their octet
and non-metals gain electrons to
complete their octet.”

“Keeping this in mind, what are cations

class?”

“Cations are positively charged ions

Ma’am”
“That’s right. When an atom loses
electrons, it forms a cation.”

“We can remember this as Cats have

paws=cations are pawsitive”

“Above the cation is a cat with an Fe

3+ nametag. The cat has lost all three
of his valence electron yarn balls. So, “Anions are negatively charged ions
the cat is a cation.” Ma’am.”

“How about the anions class? What are

anions?”

“Very good. When an atom gains

electrons it forms an anion.”

“We can remember this by, an anion is

a negative ion.
(A negative ion anion)”
“Above, the anion is crying negative
signs because P 3- has gained three
electrons.”

“So basically, this what we call

Ionization. It is the process by which
ions are formed by gain or loss of an
electron from an atom or molecule. If
an atom or molecule gains an electron,
it becomes negatively charged (an
anion), and if it loses an electron, it
becomes positively charged (a cation).”

“Let’s take a step back and remember

Bohr’s planetary model, what was
Bohr’s planetary model again class?”

“Yes, there was a mention of shells that

orbits the nucleus that holds a certain
number of electrons, and how do these
electrons relate to their specific shell
that holds them?”

“The Bohr model shows the atom as

a central nucleus containing protons
and neutrons, with the electrons in
circular electron shells at specific
distances from the nucleus, similar
to planets orbiting around the sun.”

“Each electron shell has a different

“Correct. The lowest energy is the one energy level, with those shells
nearest to the nucleus. This is the closest to the nucleus being lower in
energy that electrons occupy first. And energy than those farther from the
this energy level of shell can nucleus.”
accommodate how many electrons?”
“Very good, it can accommodate two
electrons. But what about the valence
electrons class? Granted that we’ve
already ran over what are valence
electrons during our past discussions,
what are valence electrons again?”

“The first energy level or shell can

accommodate two electrons
Ma’am.”

“Excellent. So going back to how

metals and nonmetals tend to gain or
lose electrons, Alkaline metals, for “Valence electrons are the electrons
example, would find it much easier to on the outermost shell or outmost
lose electrons than gain electrons, so energy level Ma’am.”
they are not very electronegative.

On the other hand, halogens such as “Valence is the number of electrons

chlorine only need to gain one electron an atom must lose or gain to attain
to form a full outer shell. This is much the nearest noble gas or inert gas
easier than losing seven electrons electronic configuration.”
instead. This would also mean that the
electrons they are losing or gaining are
the_______?” “Valence electrons Ma’am.”

“The electrons on the outermost

shell Ma’am.”

“That is right. Whether an atom loses

or gains an electron, it would always be
a valence electron and the number of
electrons in the outermost shell of a
particular atom determines its
reactivity, or tendency to form
chemical bonds with other atoms.”

“Now that we already know what are

valence electrons, let’s talk about the
shells and subshells. If shells are what
we know as the energy levels, what are
subshells?”
“That’s right. Surrounding an atomic
nucleus are electron orbital sets. These
are differently-shaped regions where
electrons are frequently found.”

“Within the shells, electrons are further

grouped into subshells of four different
types, identified as s, p, d, and f in
order of increasing energy. The first
shell has only an s subshell; the second
shell has an s and a p subshell; the third
shell has s, p, and d subshells, and the
fourth has s, p, d and f subshells.”

“How many electrons are in each

Subshell class?”
“A grouping of electrons in a shell
according to the shape of the region
of space they occupy. Within each
subshell, electrons are grouped into
orbitals, regions of space within an
atom where the specific electrons
are most likely to be found.”

“The electronic configuration is

important for determining the valency
of an element.”

“The electron configuration for Na

(sodium) is 1s²2s²2 p63s¹. The numbers
at the front (1, 2, 2, 3) indicate the
electron level. The letters (s, s, p, s)
provide the type of orbital electrons are
found in. The superscript values (2, 2, “Each s subshell holds at most 2
6, 1) give the number of electrons electrons. Each p subshell holds at
found in that orbital on the electron most 6 electrons. Each d subshell
level. So, sodium has two electrons in holds at most 10 electrons. Each f
the s orbital on level one. It has two subshell holds at most 14 electrons.”
electrons in the s orbital on level two,
and six electrons in the p orbital on
level two.”

“Now, what is the electron

configuration of Oxygen?”

“How many valence electrons does

oxygen have in the outer level?”

“The periodic table is organized

according to the orbital shapes as
shown in the image below:

“Now that you have seen how the

periodic table is organized, look back
at the electron configurations for
sodium and oxygen. Notice how the
 level numbers line up with the orbital
letters used in the configurations.”

“The electron configuration for

oxygen is 1s²2s²2 p4 .”

“Add both sets of electrons located

in level two, so six. Oxygen has six
valence electrons.”

C. GUIDED PRACTICE
1. Activity “The class will be grouped according
the previous groupings.”

Instructions (to be flashed in the

screen)
1. Answer the following questions
given to you.
2. Once finished, choose a
representative in your group to
discuss your answers briefly to
the class (how you came up with
your answer and why).

Questions:
1. How many valence electrons are in
the first atom?
2. How many valence electrons are in
the second atom?
3. Which atom would lose an electron?
4. Which atom would gain an electron?
5. Why?
 The teacher will present the rubric on
the screen as it will be the guide for
checking the learners’ output.

Rubrics:
Correctness – 10 points
Presentation – 5 points
Neatness – 5 points
Total: 20 points

After finishing the group activity,

learners will report their output in
class. Reporting will start with Group1.

The teacher will check the students’

output. The teacher will ask further
questions and will also lead as a
2. Analysis facilitator rather than mere lecturing
and
sharing facts and ideas.

D. INDEPENDENT PRACTICE

“Why are electrons important in “The electrons are an everyday use

everyday life?” to use because of the fact of
electricity. The small particles flow
through wires and circuits that
1. Application
create currents of electricity.
Electrons flow from negative
charged parts to the positive
charged.”

E. CLOSURE
1. Generalization
“What do we mean some atoms like to “Nonmetals tend to gain electrons in
give and others like to lose electrons?” order to achieve a full outer shell, so

they are said to have high

 electronegativities Ma’am.”
“What are valence electrons?”

“Valence electrons are the electrons

on the outermost shell or outmost
energy level Ma’am.”

“Electrons in the outer shells that

are not filled are called the valence
electrons.”

“Valence is the number of electrons

an atom must lose or gain to attain
the nearest noble gas or inert gas
electronic configuration.”

“The outermost shell of any atom is

“What is valence shell?” called the valence shell and the
electrons that reside in the valence
shell are called valence electrons.”

F. ASSESSMENT
Identification.

______________1. The electrons that 1. Valence electrons

are in the highest energy level of an
2. Valence shells/ energy levels
atom and they are involved in chemical
bonding. 3. Electron Configuration
______________2. The outermost 4. 1s²2s²2 p63s¹.
shell of any atom.
5. 1s²2s²2 p5.
1. Performance-Based ______________3. The way the
electrons are distributed in the various
energy levels or electron shells.

4. Write the electronic configuration of

sodium.

5. Write the electronic configuration of

Fluorine.
V – ASSIGNMENT

1. Enrichment Activity Study Unit 3 for your upcoming exam.