Department of Education
Region X – Northern Mindanao
Division of Tangub City
SIMASAY NATIONAL HIGH SCHOOL
Simasay, Tangub City
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
School
Teacher
Simasay National High School
MICHAEL ANGELO G.
MAYORDO
Time & Dates
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
Grade Level
12
Learning Area Physical Science
Quarter
1
The learners will be able to:
1. determine the relationship of the uses of different materials to
their properties and structures
2. illustrate the relationship between the function and structure of
biological macromolecules
The learners demonstrate an understanding of:
1. how the uses of different materials are related to their properties
and structures
2. the relationship between the function and structure of biological
macromolecules
The learners make a creative representation of the historical
development of the atom or the chemical element in a timeline
The learners explain the effect of intermolecular forces on the
properties of substances
S11/12PS-IIId-e-19
How the properties of matter relate to their chemical structure
An Introduction to Physical Science 14th Edition by
James T. Shipman
K To 12 Basic Education Curriculum Guide For Senior High School/
Curriculum Guide (Page 2)
Chemistry the Central Science. New Jersey: Prentice Hall pp. 439-446
PowerPoint Presentation/Cartolina, Manila Paper/Marker
/ Prayer
/ Checking of Attendance
/ Giving some reminders
Review past lesson about intermolecular forces and its type.
Recall the kinetic theory of matter (e.g. phase of a substance is
1
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
determined by how strong the forces are between its particles).
Elicit common physical properties of matter from the students.
Group Activity: Viscosity Race [Refer to attached Worksheet(s)]
Name:
Score:
Grade & Section:
Date:
Activity No. _____
VISCOSITY RACE
Objective:
•Explain the effect of intermolecular forces on the properties of
substances (viscosity).
Materials:
• Sheet of glass (10cm x 15cm)
•Water-proof markers
•Water
•Oil
•Alcohol
•Syrup
•Pencil
Procedure:
1. Take the glass sheet. Use the water-proof marker to draw a
straight line across the width of the glass about 2cm from each end.
2.Place the glass flat on top of two pencils, then carefully put a drop
of water on one end of the line. Leave it at least 2cm space next to
water drop and carefully place a drop of alcohol. Repeat this with a
drop of oil and a drop of syrup.
3. Slowly and carefully remove the pencil from the end opposite the
drops (make sure you don’t tilt the glass to either side in the
process).
Guide Questions:
1. Which drop moves fastest and reaches the end line first?
2
2.Which drop moves slowest?
3.How will you relate the activity to intermolecular forces of
attraction?
4.Explain the activity using the kinetic theory of matter.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
 Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
 Reinforcing / strengthening
the day’s lesson
 Enriching / inspiring the
day’s lesson
 Enhancing / improving the
day’s lesson
Preparing for the new lesson
Teacher elicits responses from students about the activity in relation
to the topic. Commend right responses and correct misconception
before it gets worse.
3-2-1
3 – Significant learnings today
2 – Concepts not clear
1 – Question in mind
Reflection:
The learners will write on
their reflection notebook
about:
1. The part(s) of the lesson
they find easiest and most
difficult
2. The process on how they
deal/solve the most difficult
part(s)
3. Significant insights gained
related to the day’s topic
4. Things to be clarified
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked 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?
Remarks:
3
Prepared by:
Checked by:
MICHAEL ANGELO G. MAYORDO
Teacher I
WARREN J. CANOLO, Ed.D.
OIC-School Head
4