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.

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. 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. 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