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Indigenized Instructional Material for Science 8 & 9


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The Indigenized Instructional Material is designed for the
Kalanguya students of Nansiakan NHS for them to understand imaginary concepts on Atomic structure which is developed by Mrs. Myrna Castaneda, a Science Teacher.

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Indigenized Instructional Material for Science 8 & 9

  1. 1. INDIGENIZED INSTRUCTIONAL MATERIALS IN SCIENCE 8 & 9 ON K TO 12 CURRICULLUM IMPLEMENTATION Name of IM: “Puppokkit; Atomic Structure Model” Author/Developer: MYRNA O. CASTAÑEDA Organization/Institution: DepEd/Nansiakan National High School Address of Institution: Nansiakan, Kayapa, Nueva Vizcaya Mobile Phone Number: 09974007651 Rank/Position: Teacher III Level: (b) Junior High School Domain: Science: Kalanguya IP Students’ way of understanding the electronic structure of matter, Ionic and Covalent Bonding Nature of IM: Manipulative Applicability: Heterogeneous group of learners; mostly slow learners Brief Description: Bringing out imaginary concepts into tangible ones’ help students understand concepts that are foreign to them. Puppokkit is a kalanguya term meaning to fill in the holes, an indigenized Instructional Material designed using leftover piece of wood intended to meet the following standards specified in the Science K to 12 Curriculum guide with the specific uses: Content Learning Competencies Specific Uses of the IM 1. The elec tron ic stru ctur e of mat ter 1.Describe how the Bohr Model of the atom improved Rutherford’s atomic model 2. Explain how the quantum Mechanical model of the atom describes the energies and positions of the 1.The center part represent the nucleus where Proton and Neutron are located magnified by the paint shaded at the center 2. the holes represent the possible location of electrons or orbitals 3. the visible lines that connects the holes represent the energy levels where electrons orbit arround the nucleus 4. the small circular piece of wood painted with blue represent the electrons whose size exactly fitted in the holes 5. The subatomic particles of atom are indicated in their respective locations. 6. The distribution of the wooden electrons in each orbital explains the illustration of orbitals in each energy levels in electronic configuration 7. a.The first energy level has two holes representing s orbital . b. the second energy level has 8 holes representing
  2. 2. electrons s and p orbital, etc. 2.Chem ical Bondin g 2.1. Ionic and Covale nt Bondin g 3.explain the formation of ionic and covalent bonds 1. the two atomic structure cater the explanation of elements with 18 electrons and below and for compounds composing one atom. -this can serve as benchmark to explain complex chemical bonding of compounds 2. For elements having more than 18 electrons, the valence electron is illustrated using the last energy level in the model. Activity No. 1: Mapping the Periodic Table of Elements 1. The electron represented by the circular small piece of wood are inserted in the holes to demonstrate the s and p orbital with the number of electrons present in some of the metals excluding transition metals and nonmetals 2. Cation and anion are identified based from the illustrations of their respective valence electron. Family number of the elements is also determined. Activity No. 2: Lewis Symbol 3. The lewis electron dot structure is illustrated using the wooden electrons to identify the ionization energy and electronegativity of the elements in Family A or representative elements. Activity No. 3: Bonding by transfer of electrons (Ionic Bond) 4. The atomic structure model at the left side will represent metal elements while nonmetals on the right side. 5. The number of wooden electrons in the outermost shell of the metal is transferred to the outermost shell of the nonmetal. -octet rule is generated from the students observations -oxidation numbers can be discussed based from the electrons transferred and received. Activity No. 4: Bonding by sharing of electrons (Covalent Bond) 6.Sharingof electronsisillustratedbyplacingthe wooden electronsinthe holesdependingonthe numberof electronsof the nonmetals.The sharedelectronsare connectedtothe otherelementtocomplete the octetrule usingchalksand lone pairsof electrons(Unpaired) are shown. Note:thisisnot applicable toelementsfoundinperiod3 or higherdue to the presence of dorbital that are available forthe twoextraelectronstooccupy. 7. Polar andnonpolardistributionof electronscanbe illustratedbyplacingthe woodenelectronsinthe model depictingthe equal andunequal sharingof electrons.
  3. 3. Utilization: 1. Summary of Data: Pre Post Test Result Grade & Section No. Of ite ms Pre Test Post Test Percen t of achiev ement Method Descriptive Mean % of correct Respon se Mean % of correct Respon se 9 Aristotle 20 8.89 44.482 18.037 90.185 2 45.70 Puppokk it; IM Mastery level 9 Einstein 20 8.42 42.142 15.625 78.125 35.98 Module Mastery level 9 Newton 20 11.3 56.5 16.777 83.888 9 27.38 Module Mastery level Average 20 9.54 47.71 16.813 84.066 36.357 Mastery Level The data shows that the IM designed is very effective attaining the highest Percent of correct response and percent of achievement attained by the 9 Aristotle class ( the least performing group of students in grade 9). 2. Photos of Learners Using The IM Introducingthe IM Group Activities Group Presentation of Output Noted: ROGER S. SEBASTIAN, Ph.D. HT-V/School Head