DAILY
LESSON
PLAN/ DLL
Duration: 1 Hour & 30
minutes/Day
Total No.
No. of Student per
of Students class: 34
Modality
SCHOOL
MNCHS
GRADE
LEVEL/
SECTION
TEACHER
CEDIÑO, OLGA
VICTORIA B.
SUBJECT
PHYSICAL SCIENCE
QUARTER
THIRD QUARTER
SEM
SECOND
TEACHING
DATE
TIME
APRIL 3, 2023
2:00-3:30PM
FACE-TO-FACE
TEACHING DAY
I. OBJECTIVES:
A. Content Standards
GRADE 12 - COOPERATION
MONDAY
At the end of the session 85% of the learners will be able to:
1. Demonstrate an understanding of:
a.) How the uses of different materials are related to their properties and structures.
The learners shall be able to explain:
B.
Performance
Standards
C. LEARNING
COMPETENCIES
OBJECTIVE/S
SPECIFIC
OBJECTIVE/S
1. how the uses of different materials are related to their properties and structures.
1. Determine if a molecule is polar or non-polar given its structure. (S11/12PS-IIIc-15)
2. Relate the polarity of a molecule to its polarity. (S11/12PS-IIIC-16)
Specific Objectives:
At the end of the session learners are expected to:
a.)
b.)
c.)
d.)
e.)
f.)
Define electronegativity. (cognitive)
Find the electronegativity of elements in the periodic table. (cognitive)
Explain the VESPR Theory. (cognitive)
Draw the geometry of molecules using the VESPR Theory. (psychomotor)
Distinguish between polar and non-polar molecules. (cognitive)
Relate the properties of molecules to its polarity and provide an overview of the proof for the Big
Bang model. (affective)
INTEGRATION
A. Subject: Grade 9 Science – 2nd Quarter (within)
1. Learning Competencies: Explain the formation of ionic and covalent bonds.
LC Code: S9MT-IIa-13
2. Learning Competencies: Recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal conductivity.
LC Code: S9MT-IIb-14
3. Learning Competencies: Explain how ions are formed.
LC Code: S9MT-IIe-f-16
B. Subject: TVL Home Economics – Bread and Pastry (NCII) and Food Processing (NCII) (across)
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Learning Competencies: Prepare variety of pastry products according to standard mixing
procedures/formulation/ recipes and desired product characteristics
LC Code: TLE_HEBP9- 12PP-IIa-g-4
Learning Competencies: Monitor accurate of measuring/dispensing equipment to identify variation in
operating conditions according to production requirements
LC Code: TLE_AFFP9- 12NB -IIIf-j-2
II.
PHYSICAL SCIENCE
How the properties of matter relate to their chemical structure
III.
CONTENT
LEARNING
RESOURCES
A. Reference
1. Curriculum
Guide Page
2. Textbook/
Reference
3. Other learning
resources.
K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT K to 12 Senior
High School Core Curriculum –Physical Science August 2016 Page 3 of 17 Code Book Legend Sample:
S11/12PS-IIIa-1
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the
new lesson.
Physical Science – Grade 11/12 (ADM Version)
Quarter 1 – Module 2: Exploring Polarity of Molecules and Its Properties
(1) Whitten, K.W., Davis, R.E., Peck, M.L., & Stanley, G.G., (2005). General Chemistry 7th ed.
Singapore: Thomson/Brooks/Cole.
(2) (2) Atkins, P. W. Chemical Bonding. (2016). In Encyclopedia Britannica. Retrieved February 20,
2016 from http:// www.britannica.com/science/chemical-bonding/Intermolecularforces
(3) Berstein, R., Carpi, A., (2015). Properties of Liquids In Visionlearning. Retrieved February 20, 2016
from http:// www.visionlearning.com/en/library/Chemistry/1//222/reading
A.
LESSON PRELIMINARIES
1. Prayer
2. Checking of Attendance
3. Health protocols
4. Presentation of objectives and unlocking of difficult terms
ELICIT (5 mins)
Note:
(Managed
learner
behavior

constructively by applying positive
and
non-violent
ensure
discipline
to
learning-focused
environments)
Note: From the beginning of
the discussion teacher will
remind the learners that during
recitation their thoughts in
mind, personal point of views
and
ideas
are
wellappreciated.
(Planned
implemented
managed
and
developmentally
sequence teaching and learning
processes to meet curriculum
requirements and varied teaching
contexts.)


During the conduct of classroom orientation. Students were already assigned to their respective groups and
the class was divided into four groups.
Every session leader was tasked to report the attendance of his/her members.
Prior to the start of formal classes, teacher identified learners who are suffering from visual problems
(myopia) and were assigned to seat in front of the class.
B. REVIEW OF THE PREVIOUS LESSON (applied knowledge content within the curriculum areas)
-To be conducted Individually (Call students who will answer the given questions)
Process question:
1. Based on your Grade 9 lesson, what is covalent bonding?
2. What is ionic bonding?
3. Explain how ions are formed?
UNLOCKING DIFFICULT TERMS:
a. Electronegativity
d. Covalent bond
b. Valence electron
e. Miscible
c. Dipole
f. Immiscible
Note:
 To meet the content of WITHIN the curriculum areas teacher will recall their previous lesson in Grade 9,
second quarter particularly lesson 1 about ionic and covalent bonding and how ions are formed.
 Learners will explain their knowledge regarding the previous lesson, whereas the teacher may give her
clarification about the notions given by the learners.
 Difficult terms will be unlocked by students posting the different definitions written on strips of paper placed
below random chairs.
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Note:
DLP
execution
following
its
content,
processes, and strategies.
C. PRESENTING THE NEW LESSON (applied knowledge content across the curriculum areas)
-To be conducted Individually (Call students who will answer the given question)
Process question:
1. How do you think does the food processing industry make use of the properties of different
compounds found in different ingredients to create// cook sumptuous meals in five-star restaurants?
Note:
 To meet the content of ACROSS the curriculum areas teacher will relate the chemical properties of different
chemical compounds found specifically in the ingredients for making bread and pastry and those of different
condiments and spices for cooking meals in restaurants. TLE_HEBP9- 12PP-IIa-g-4, TLE_AFFP9- 12NB IIIf-j-2
 Clarify to the students that the current lesson relates to their previous subject in Grade 9 Science by
explaining its connection during the discussion. S9MT-IIa-13, S9MT-IIb-14, S9MT-IIe-f-16
B. Establishing a
purpose for the
lesson
Activity #1: POLARITY EXPERIMENT (managed classroom structure to engage learners, individually or groups in meaningful
exploration, discovery, and hands-on activities within a range of physical learning environments)
- Experiment to be conducted by group.
ENGAGE
(10mins)
Materials: water, vinegar, vegetable oil, gasoline, food coloring (optional for coloring water and vinegar),
test tubes or graduated cylinder, stirring rod.
(Managed classroom structure to
engage learners, individually or
groups in meaningful exploration,
discovery, and hands-on activities
within a range of physical learning
environments)
Procedure:
Mix the following samples well with a spoon and observe their reactions. Stir the mixture. Remember to
wash and dry the stirring rod after each use.
a. Water + vinegar
b. Water + oil
c. Water + gasoline
d. Oil + vinegar
e. Oil + gasoline
Note: Teacher will give Disposal:
activity that allow learners to
Samples with oil and gasoline should first be mixed with dishwashing liquid before disposing down the sink.
work collaboratively by sharing
their own ideas with their
groupmates.
Have the learners hypothesize why certain combinations mix better than others. Ask them to group the
samples together according to how well they mix.
Learners should be able to predict the results of the experiment as they mix oil and water. They should recall
simple chores they do at home such as washing out oil from pans.
Suggest that water and vinegar can be grouped together while oil and gasoline belong to another group.
These substances can be classified as polar and non-polar substances. The difference in polarity explains
why certain combinations mix and not others.
(Applied
knowledge
content
across the curriculum areas)
Note:
 To meet the content of ACROSS the curriculum areas teacher give examples of instances in food prcessing
and bread and pastry making where the polarity of molecules apply and explain what will happen to food
cooked if the ingredients used were not mixed properly due to factors of polarity.
 The learners will explain their answers in front of their classmates thru recitation process. Hence, the teacher
will give the correct answer and help the learners understand better the lesson.
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
Presenting
example
instances of the
new lesson.
EXPLORE (20
mins)
CLASS DISCUSSION
The teacher will introduce the two factors that determine the polarity of molecules, these are:
1) The polarity of the bonds between atoms which can be studied based on electronegativity, and
2) The geometrical shape of the molecule which can be predicted via the valence shell electron pair
repulsion (VSEPR) theory.
- Bond Polarity (20 minutes).
(Used a range teaching strategy
that enhance learner achievement
in literacy and numeracy skills.)
Note: Allow learners to think
critically by answering process
questions that is not
answerable by yes or no only
based on the experiment done
Review Grade 9 chemistry discussions on properties of elements found in the periodic table such as
boiling points, melting points, oxidation number, etc. Point out that one of the properties found in
the periodic table is the electronegativity of elements.
Electronegativity (EN) - Measure of the relative tendency of an atom to attract electrons to itself
when chemically combined with another atom. The higher the value of electronegativity, the more
it tends to attract electrons toward itself.
Introduce polar covalent and non-polar covalent bonds.
Polar covalent bonds occur when electron pairs are unequally shared. The difference in
electronegativity between atoms is significant. Examples of compounds having polar covalent
bonds are:
HCl EN of H = 2.1
EN of Cl = 3.0
ΔEN = 0.9
HF EN of H = 2.1
EN of F = 4.0
ΔEN = 1.9
The separation of charges makes the bond polar. It creates an electric dipole. Dipole refers to “two
poles,” meaning there is a positive and a negative pole within a molecule. Elements with the higher
EN value become the partial negative pole while elements with the lower EN value become the
partial positive pole. This makes the molecule a polar molecule
Non-polar covalent bonds occur when electron pairs are shared equally or the difference in
electronegativity between atoms is less than 0.5. Examples of substances having non-polar covalent
bonds are:
H2 EN of H = 2.1
ΔEN = 0.0
NON-POLAR MOLECULE; not a dipole
Cl2 EN of Cl = 3.0
ΔEN = 0.0
NON-POLAR MOLECULE; not a dipole
F2 EN of F = 4.0
ΔEN = 0.0
NON-POLAR MOLECULE; not a dipole
HI EN of H = 2.1
EN of I = 2.5 ΔEN = 0.4 POLAR MOLECULE; a dipole
Provide several examples and have the learners determine if the bond between elements are polar
covalent or non-polar covalent.
Seatwork
CH4
CF4
O2
HBr
Answer key
CH4
EN of H = 2.1 EN of C = 2.5 ΔEN = 0.4
Non polar covalent bond
CF4
EN of C = 2.5 EN of F = 4.0 ΔEN = 1.5
Polar covalent bond
O2
EN of O = 3.4 ΔEN = 0.0
Non polar covalent bond
HBr
EN of H= 2.1 EN of Br = 2.8 ΔEN = 0.7
Polar covalent bond
Proceed to discuss molecular geometry, another important factor which determines if a molecule is polar or
not.
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
Discussing new
concepts and
practicing new
skills # 1.
EXPLAIN (30
mins)
(Applied a range of teaching
strategies
to
develop
critical
The teacher will discuss the next concept. (applied a range of teaching strategies to develop critical thinking and creative thinking as
well as higher order thinking skills)
- Molecular Geometry (30 minutes)
The valence shell electron pair repulsion theory or VSEPR theory helps predict the spatial arrangement of
atoms in a polyatomic molecule. The shapes are designed to minimize the repulsion within a molecule.
Teacher will show a five-minute video showing the five different geometric shapes under the VSEPR theory,
namely, linear, trigonal planar, tetrahedral, trigonal bipyramidal, and octahedral. The video also explains the
basic principle behind the VSEPR theory.
thinking and creative thinking as
OldSite Vanden Bout. (2011). VSEPR Theory: Introduction. Retrieved from
Note: Allow learners to think https://www.youtube.com/watch?v=keHS-CASZfc
well as higher order thinking skills)
critically by answering process
questions
that
is
not
answerable by yes or no only
based on the experiment done
Present the images below summarizing the different shapes under the VSEPR theory
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Figure 1. Linear, Retrieved May 10, 2016 from
http://chemlab.truman.edu/CHEM131Labs/MolecularModeling1.asp
Figure 2. Bent, Retrieved May 10, 2016 from
https://quizlet.com/4023155/chemistry-molecular-bonding-structure-chs-8-9-flash-cards/
Figure 3. Trigonal planar, Retrieved May 10, 2016 from
http://chemlab.truman.edu/CHEM131Labs/MolecularModeling1.asp
Figure 4. Tetrahedral, Retrieved May 10, 2016 from
http://chemlab.truman.edu/CHEM131Labs/MolecularModeling1.asp
Figure 5. Trigonal bipyramidal, Retrieved May 10, 2016 from
https://www.studyblue.com/notes/note/n/molecular-geometry-/deck/13026512
Figure 6. Octahedral, Retrieved May 10, 2016 from Trigonal planar and Octahedral
http://chemlab.truman.edu/CHEM131Labs/MolecularModeling1.asp
Teacher will focus on the basic shapes such as linear, bent, tetrahedral, trigonal pyramidal, trigonal planar,
and octahedral.
Teacher will emphasize that symmetry plays an important role in determining the polarity of a molecule.
Give the following guidelines to determine the VSEPR shape of a molecule:
1.
2.
3.
4.
5.
6.
Determine the central atom of a molecule. The central atom is the least electronegative element.
Count how many valence electrons the central atom has.
Count how many valence electrons the side atoms have.
Create the appropriate Lewis structure of the molecule.
Using the Lewis structure as a guide, determine the appropriate VSEPR shape for the molecule.
Note how many electrons are shared and unshared. This will help determine the appropriate
VSEPR shape.
Learners will be asked to practice on how to determine and draw different molecular shapes using the
examples below. Emphasize that lone pairs have a big factor in making a molecule polar.
Polar molecule:
H2O Bent - polar due to two lone pairs
NH3 Trigonal pyramidal - polar due to one lone pair
NO Linear - polar due to unequal sharing of electrons
Due to the two lone pairs, the water molecule has a bent shape.
Figure 7. Lewis Structures and the Shapes of Molecules, Retrieved February 18, 2016 from
https://www.angelo.edu/faculty/kboudrea/general/shapes/00_lewis.htm#PolarNon-polar
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
Discussing new
concepts and
practicing new
skills #2.
Teacher will mention that one of the most practical manifestations of polarity is solubility and miscibility.
Solubility refers to the ability of a solute to dissolve in a certain amount of solvent. Miscibility is the ability of
two liquids to mix in all proportions.
Solubility, Miscibility, and Polarity
Note:
Teacher
will
emphasize different samples
when polarity is exhibited and
applied in our day to day
activities.

Developing
mastery (Leads
to Formative
Assessment 3)
Teacher will give the general rule that “like dissolves like” or “like mixes with like.” This refers to substances
being able to mix due to their same polarity.
In the experiment, water and vinegar mixed because they are both polar substances while gasoline and oil
are non-polar substances. Oil and water, oil and vinegar, gasoline and water, and vinegar and gasoline do
not mix because their polarities are different.
PRACTICE SEATWORK (20 MINS)
Electronegativity and molecular geometry
ELABORATE (5
mins)
Determine the polarity of the following compounds based on electronegativity differences and molecular
geometry.
(Designed selected organized and
Molecular geometry
used diagnostic formative and
Polarity
summative assessment strategies
1. HBr
2. PH3
requirements.)
3. SiS2
Note: Teacher will provide a
4. O2
practice seatwork to check the
learnings of the student from 5. BCl3
consistent
with
curriculum
linear
trigonal pyramidal
linear
linear
trigonal planar
polar
polar
non-polar
non-polar
non-polar
the lesson.

Finding practical
application of
concepts and
skills in daily
living.
(Use
differentiated,
developmentally
appropriate
learning experiences to address
learners’ gender, needs, strengths,
interests, and experiences.)


Making
generalization
and abstraction
about the
lessons. (5
mins)
Evaluating
learning
REFLECTION (5 minutes)
Guide questions:
Ask the students to briefly answer the following questions regarding the structure and properties of polar
molecules based on their understanding of the topics discussed.
1. Which substances available in your home are miscible in water? Explain.
2. Classify ten substances/compounds present in your surrounding as to their polarity? Group these
as to whether it’s used by men/women in the house. How will you explain to your parents if they
have been using materials/chemicals the wrong way in relation to its polarity?
3. Relate the polarity of the listed substances and compounds to their properties?
4. How did your understanding of polarity and its property change your perception of different
substances and compounds available around you?
Note:
 The learner may give their own ideas about the questions given by the teacher. Whereas the teacher
will add some important matters for better understanding.
Ask at-least three Students to generalize the proceedings of the lesson.
Note:
1.
The teacher may also add important information from the lesson based from the answers of the
students.
EVALUATION (25 MINS)
The teacher will give the learners a formative assessment.
Determine the following:
A. Molecular geometry
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(Designed selected organized and
used diagnostic formative and
B. Bond polarity between atoms
C. Polarity of the molecule
summative assessment strategies
consistent
with
curriculum
Students should have their periodic tables with them for the exam.
requirements.)
Bond Polarity
Molecular Geometry
Polarity of Molecule
a. H2O
polar
bent
polar
activity 2, evaluation and
b. CCl4
non-polar
tetrahedral
non-polar
additional activities. to check
the learnings of the student
c. BF3
non-polar
trigonal planar
non-polar
from the lesson.
d. SF6
non-polar
octahedral
non-polar
EVALUATE
e. SiF4
polar
tetrahedral
non- polar
(25mins)
Key to correction are highlighted with cerulean color.
Check Your Knowledge
 Additional
activities for
DIRECTIONS: Read each question carefully. Choose the letter of the best answer.
application or
Write your answer on a separate sheet of paper.
remediation.
(Designed selected organized and ____1. Which of the following statement is TRUE about water?
used diagnostic formative and a. It is a polar molecule
summative assessment strategies b. It is a non-polar molecule
consistent
with
curriculum c. It is both polar & non-polar
d. It has no polarity
requirements.)
____2. Which of the following will be the solvent if a non-polar substance dissolves in
Note: Teacher will provide
an unknown liquid?
activity 2, evaluation and
additional activities. to check a. Non-polar
the learnings of the students b. Polar
from the lesson.
c. Water
d. All of the above
____3. Which of the following shapes is most likely form of a non-polar molecule?
a. Asymmetric linear
b. Bent
c. Square planar
d. Pyramidal
____4. Which of the following is an example of a non-polar molecule?
(Selected developed, organized,
a. CO2
and use appropriate teaching and
b. H2O
learning resources, including ICT. c. NH3
to address the learning goals.)
d. SO2
Note: For take home activity ____5. Which of the following is an example of a polar molecule?
learners will research five other a. HCl
samples of the following arts b. BF3
given by the teacher to utilize
c. CCl4
the use of ICT they will attach
picture from different websites d. XeF4
Note: Teacher will provide
and print the hardcopy of the
activity. It enables them also to
explore their knowledge on the
use of Microsoft word.

EXTEND
KEY TO CORRECTION
1. B
2. B
3. D
4. A
5. B
Assignment
Directions: Complete the table below, based on your understanding of the polarity
of molecules, their structure, and their properties.
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Key to Correction:
V.
REMARKS
VI.
A.
REFLECTION
No. of learner who
earned 75% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 75%
C. Did the remedial lesson
work? No. of learners
who caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
use/discover which I
wish to share with other
teachers?
Prepared and demonstrated by:
OLGA VICTORIA B. CEDIÑO, LPT, JD.
Teacher- II
Checked and observed by:
JENNIFER V. GARCIA
STEM Coordinator / MT-II
Noted:
EDWIN G. RETURAN
Assistant Principal II - SHS
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