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Lesson Plan - Electron Configuration

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AnalynAsuncionAtayde
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23 views

Lesson Plan - Electron Configuration

Uploaded by

AnalynAsuncionAtayde
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Department of Education

Benigno ‘Ninoy” S. Aquino High School


Integrated Senior High School
Aguho St. , Comembo

School: Benigno “Ninoy” S. Aquino


LESSON PLAN IN Teacher: Analyn A. Vinoya
Teaching Date & Time: January 5, 2024, 4-5PM
GENERAL
Grade Level: Grade 11
CHEMISTRY 1 Semester: 1st Semester

OBJECTIVES:
Content Standards:
The learners demonstrate
understanding of the use of
chemical formulas to
represent
chemical reaction
The learners demonstrate
understanding of the use of
chemical formulas to
represent
chemical reaction
The learners demonstrate an understanding of the electronic distribution in an atom.
Performance Standards: The learners can illustrate the distribution of the electrons in an atom.
Learning Learning Competency
Competencies/Objectives: 1.Write the electronic configuration of atoms (STEM_GC11CB-IIa-b-56)
2.Determine the magnetic property of the atom based on its electronic structure
(STEM_GC11CB-IIa-b-57)

Specific Learning Objectives


At the end of the lesson, the learners will be able to:
1. Explain the unique electron distribution of the atom;
2. Compare and contrast the orbital energies in a hydrogen atom with that of the many-
electron atom;
3. Write the electron configuration of an atom using the conventional method as well as
the core noble gas configurations;

II. CONTENT Electron Configuration


III. LEARNING RESOURCES
1. Teacher’s Guide
Pages
2. Other Learning
Resources Ppt, laptop, cellphone

IV. PROCEDURE LEARNING ACTIVITY REMARKS


ELICIT Ask a few learners to give their home addresses.
Reviewing Previous Lesson What are zip codes? What is the zip code of the
or school? What is the use of zip codes? Look for the
zip. code of a school outside your city or province
and compare with yours.

Presenting New Lesson Ask students what they know about the arrangement
of electrons in an atom. Elicit their prior knowledge
through a brief discussion or a concept mapping
activity on the whiteboard. Encourage them to share
any terms or ideas related to electron distribution .

ENGAGE Show a brief video or conduct a demo to visually Within and Across Curriculum
Establishing a Purpose for represent electron distribution in different atoms.
the Lesson Use a simple model or animation to demonstrate the
concept of electron orbitals.
Ask probing questions to spark curiosity, such as
"Why do electrons occupy specific energy levels?
How are these energy levels organized?

Introduce students to indigenous symbols related to Address the needs of learners from
indigenous groups
nature, elements, or celestial objects. Collaborate
with local indigenous communities or bring in a guest
speaker to share their knowledge. Discuss how these
symbols might be integrated into the representation
of electron orbitals.
ENGAGE VIDEO ANALYSIS ICT Integration
Presenting Examples/ https://www.youtube.com/watch?v=JCyjLPYXl1I
Instances of the Lesson
Guide Questions:
1. What rules / principles are involved in the
arrangement of electrons in an atom.
EXPLORE Break the class into small groups and provide each Differentiated Instruction
Discussing New Concepts group with a set of model kits or diagrams The activities vary depending on the
and Practicing New Skills representing atomic orbitals. capacity of the learners.
Instruct students to explore the differences in orbital
energies in a hydrogen atom compared to a multi-
electron atom. Ask them to identify patterns or
trends.
Have students use online simulations or interactive
software to visualize electron distribution in different
atoms.
Storyboard Creation
In small groups, students will create a large
storyboard or poster representing the electron
configuration of a chosen element. Encourage them
to use indigenous symbols to represent electrons,
orbitals, and energy levels. Each group will research
and incorporate symbols that hold cultural
significance.

EXPLAIN Guide a class discussion on the observations made


Developing Mastery during the exploration phase. Discuss the concept of
(Leads to Formative sublevels, orbitals, and their respective energies.
Assessment 2) Introduce the conventional method of writing
electron configurations, emphasizing the rules for
filling orbitals.

ELABORATE
Finding Practical Provide practice problems for students to write
Applications of Concepts electron configurations for different atoms, both
and Skills in Daily Living using the conventional method and the core noble
gas configuration.
Use a virtual lab or simulation where students can
manipulate electrons in different orbitals to reinforce
their understanding.
Conduct a hands-on activity where students create
models or diagrams of electron configurations using
craft materials.

ELABORATE 3-2-1 EXIT TICKET Within and Across Curriculum


Making Generalization 3 Things I discovered about electron  Frames for
and Abstractions about configuration Metacognition
the Lesson. Statements- english
2 Things I found interesting while I was playing
the game
1 Question I have

EVALUATE Assess student understanding through a written quiz


that includes questions on electron distribution,
orbital energies, and electron configurations.
Observe student participation during class
discussions and activities to gauge comprehension.
Review student responses during the practice
problems to identify any areas of confusion.

EXTEND Challenge advanced learners with additional


Additional Activities for problems involving elements with higher atomic
Application / Remediation numbers.
Encourage students to research and present on the
historical development of the understanding of
electron configuration.
Provide additional resources, such as articles or
videos, for students interested in exploring advanced
topics related to electron configuration.

REMARK Objectives has attained: ___


Not attained Due to: _____
Lesson carried. Move to the next objective: ____
Lesson not carried: _____
REFLECTION

A. No of students ____ of learners who got 80% and above on the


who got 80% on evaluation.
the evaluation
Index of Mastery: ____
B. No. of learners No. of learners who require additional activities for
who require remedation ________
additional
activities for
remedation
C. Which of my
teaching
strategies work
well? Why did this
work?

Prepared by: Checked by:

Analyn A. Vinoya Randy O. Salentes, Ed.D


Teacher 2 Master Teacher 1

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