Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
SAN GUILLERMO NATIONAL HIGH SCHOOL
San Guillermo, Palompon, Leyte
DAILY LESSON LOG
Teacher JESSA A. LORETO Grade Level 9
Teaching Date January 21, 2025 Learning Area Science
(Tuesday)
Teaching Time 7:45 – 8:35 Quarter 3
(Abalone & Cowry)
I. OBJECTIVES
A. Content Standards The development of atomic models that led to the
description of the behavior of electrons within atoms.
B. Performance Standards The learner should be able to Describe how the Bohr’s
model of the atom improved Rutherford’s atomic model
and explain how the Quantum Mechanical Model of the
atom describe the energies and positions of the atom
electrons
C. Learning Competencies/Objectives (Write the Explain how the Quantum Mechanical Model of the atom
LC code for each) describes the energies and positions of the electrons.
S9MT-IIIa- 22
The learners should be able to:
1. Define electron configuration.
2. Introduce the concepts of energy levels,
sublevels, and orbitals.
3. Write electron configurations of elements by
applying the Aufbau Principle, Pauli Exclusion
Principle, and Hund’s Rule.
II. CONTENT Electron Configuration
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 20-22
2. Learner’s Material pages Pages 12-15
3. Textbook pages None
4. Additional Materials from Learning None
Resources (LR) Portal
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Conducts a brief review on the history of atomic
new lesson. models by presenting a matching activity.
1. Instructions:
Students are grouped into two teams.
Each team selects 6 volunteers who
will participate in the activity.
The teacher provides cutouts or
flashcards containing the names of the
proponents (e.g., Dalton, Thomson,
Rutherford, Bohr, Schrödinger,
Democritus) and their corresponding
atomic models (e.g., Solid Sphere
Model, Plum Pudding Model, Nuclear
Model, Planetary Model, Quantum
Mechanical Model).
2. Activity:
Each volunteer is given either a
proponent or a model.
The goal is to correctly match the
proponents to their corresponding
models within 3 minutes.
Teams take turns arranging their members in the
correct order at the front of the class.
A. Establishing a purpose for the lesson Show an illustration of Bohr’s planetary model of the
atom, where electrons orbit the nucleus like planets
around the sun.
Ask:
“What do you observe in this model?”
“Why do you think electrons are arranged in
specific orbits?”
Explain that while Bohr’s model introduced the idea of
electrons in specific energy levels, it was later refined
to include sublevels and orbitals, which are part of
electron configuration.
Transition with the question:
“How can we determine the specific
arrangement of electrons in an atom?”
B. Presenting examples/instances of the new Introduction to the Quantum Mechanical Model
lesson. Key Concept: Unlike earlier models, electrons
are not in fixed orbits but in regions called
orbitals.
Electron Cloud: This represents areas where
there is a high probability of finding an
electron. The density of the cloud indicates the
likelihood of electron presence.
C. Discussing new concepts and practicing new Discussion:
skills. Define electron configuration as the
distribution of electrons among the atom’s
energy levels and orbitals.
Introduce the rules for electron configuration:
1. Aufbau Principle: Electrons fill the
lowest-energy orbitals first.
2. Pauli Exclusion Principle: Each orbital
can hold a maximum of two electrons
with opposite spins.
3. Hund’s Rule: Electrons fill orbitals of
equal energy singly before pairing.
Examples on the Board:
Write the electron configurations for
Hydrogen, Helium, and Lithium.
Show the orbital diagram for elements like
Oxygen and Neon.
D. Developing Mastery Board work.
Ask students to write the electron
configurations for elements up to Argon (Z=18).
Highlight how energy levels and sublevels
relate to the element's position in the periodic
table.
E. Finding practical application of concepts How can understanding electron configuration help us
and skills in daily living solve everyday problems and make smarter choices?
F. Making generalizations and abstractions Questions:
about the lesson. 1. What is electron configuration?
2. What are energy levels, sublevels, and orbitals?
3. What does the Aufbau Principle tell us about
filling orbitals?
V. EVALUATING LEARNING
1. Additional Activities for application or
remediation.
VI. REMARK
VII. REFLECTION
A. No. of students who earned 80% in the
formative assessment.
B. No. of students who require additional activities
for remedial.
C. Did the remedial lessons work? No. of learners
who had caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies work 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?
Prepared by:
JESSA A. LORETO
Teacher I
Checked by:
RONALD E. MACEDA
School Head
Date: ___________
Inspected by:
EVA A. ALBAÑO
District In-Charge
