K to 12
Daily
Lesson Log
School
Teacher
Date / Time:
Gueguesangen Integrated School
MARY JOY A. BAUTISTA
August 28-September 1, 2023
9:45-10:45
MONDAY
National Heroes Day
I OBJECTIVES
Grade:
Learning Area:
Quarter:
12-GAS
PHYSICAL SCIENCE
1st
TUESDAY
Classes Suspended due to Typhoon Goring
WEDNESDAY
Classes Suspended due to Typhoon Goring
THURSDAY
Student’s Orientation
Content Standard
Performance Standard
MELC/Learning Competency
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting Examples/instances of 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)
G. Finding Practical applications of concepts and skills
H. Making generalizations and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for application or remediation
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?
PREPARED BY:
CHECKED BY:
MARY JOY A. BAUTISTA
SHS Teacher II
NOTED:
JOHN PAUL B. MAMARADLO
SHS Focal Person
JIMMY U. LALANGAN
Principal II
FRIDAY
No Scheduled
Class
K to 12
Daily
Lesson Log
I OBJECTIVES
School
Teacher
Date / Time:
Gueguesangen Integrated School
MARY JOY A. BAUTISTA
September 4-8, 2023
9:45-10:45
MONDAY
At the end of the lesson the students should be able to
cite cosmological principles about the universe and
describe the big bang theory.
Grade:
Learning Area:
Quarter:
12-GAS
PHYSICAL SCIENCE
1st
TUESDAY
At the end of the lesson the students should be able to
write the nuclear fusion reactions that take place in stars,
which lead to the formation of new elements and describe
how elements heavier than iron are formed
The learners demonstrate an understanding of the
formation of the elements during the Big Bang and during
stellar evolution and the distribution of the chemical
elements and the isotopes in the universe.
WEDNESDAY
At the end of the lesson the students should be able to
explain how the concept of atomic number led to the
synthesis of new elements in the laboratory.
THURSDAY
At the end of the lesson the students should be able to
write the nuclear reactions involved in the synthesis of
new elements.
The learners demonstrate an understanding of how the
concept of the atom evolved from Ancient Greek to the
present.
The learners demonstrate an understanding of how the
concept of the atom evolved from Ancient Greek to the
present.
Content Standard
The learners demonstrate an understanding of the
formation of the elements during the Big Bang and
during stellar evolution.
Performance Standard
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline.
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline.
The learners make a creative representation of the historical
development of the atom or the chemical element in a
timeline
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline
MELC/Learning Competency
Give evidence for and describe the formation of
heavier elements during star formation and evolution.
S11/12PS-IIIb-11
How the elements found in the universe were formed?
Origin of the universe.
Give evidence for and describe the formation of heavier
elements during star formation and evolution.
S11/12PS-IIIb-11
How the elements found in the universe were formed?
Origin of the universe.
Explain how the concept of atomic number led to the
synthesis of new elements in the laboratory
S11/12PS-IIIb-11
How the idea of the atom, along with the idea of the
elements evolved
Explain how the concept of atomic number led to the
synthesis of new elements in the laboratory
S11/12PS-IIIb-11
How the idea of the atom, along with the idea of the
elements evolved
The Physical Sciences, Physical Science
The Physical Sciences, Physical Science
The Physical Sciences
The Physical Sciences
Pages 2-3 and pages 1-8.
Pages 1-16 and 5-7.
26-30
30-33
The teacher asks the students on what they know
about the cosmos/ universe.
The teacher asks on how heavier elements were formed.
The teacher reviews the students regarding the atomic
theories.
B. Establishing a purpose for the
lesson
The students recognize and cite the cosmological
principles about the universe.
The students describe the nuclear model of the atom and the
location of its major components.
C. Presenting Examples/instances of
new lesson
The teacher presents the concepts on cosmological
principles about the universe.
The teacher presents the nuclear model of the atom and its
major components.
The teacher presents the nuclear reactions involved in
the synthesis of the new elements.
D. Discussing new concepts and
practicing new skills #1
The teacher discusses the cosmological principles
about the universe.
The students write the nuclear fusion reactions that take
place in stars, which lead to the formation of new
elements and describe how elements heavier than iron are
formed
The teacher presents nuclear fusion reactions that take
place in stars, which lead to the formation of new
elements and describe how elements heavier than iron are
formed
The teacher discusses nuclear fusion reactions that take
place in stars, which lead to the formation of new
elements and describe how elements heavier than iron are
formed
The teacher reviews the students regarding the concept
of atomic number which led to the synthesis of other
elements.
The students write the nuclear reactions involved in the
synthesis of new elements.
The teacher discusses the nuclear model of the atom and its
major components, and the concept of atomic number
which led to the synthesis of other elements.
The teacher discusses the nuclear reactions involved in
the synthesis of the new elements.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment)
The teacher discusses how light elements were formed
in the Big Bang Theory.
The students give reaction to the cosmological
principles about the universe.
The students explain the cosmological principles by
observing the stars in the night sky.
The students explain the cosmological principles
about the universe.
The students explain the evidences of the big bang
theory and hoe light elements were formed.
The students explain the nuclear model of the atom and its
major components, and the concept of atomic number
which led to the synthesis of other elements.
The students relate to their daily living their learning about
the atom.
The students locate the major components of the atom.
The students write the nuclear reactions involved in the
synthesis of the new elements.
G. Finding Practical applications of
concepts and skills
H. Making generalizations and
abstractions about the lesson
The students write the nuclear fusion reactions that take
place in stars, which lead to the formation of new
elements.
The students give examples of elements formed from
nuclear fusion and elements heavier than iron.
The students describe how elements heavier than iron are
formed
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
The students relate to their daily living their learning
about the synthesis of the new elements.
The students describe the nuclear reactions involved in
the synthesis of new elements.
FRIDAY
No Scheduled Class
I. Evaluating Learning
The students tell the evidences that prove that big
bang theory occurred.
The students show how light elements were formed in
the big bang theory.
The students write the nuclear fusion reactions that take
place in stars, which lead to the formation of new
elements and describe how elements heavier than iron are
formed
The students explain the concept of atomic number which
led to the synthesis of new/ other elements.
The students explain on how Dalton’s theory
contributed to the discovery of other elements.
J. Additional activities for
application or remediation
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?
PREPARED BY:
CHECKED BY:
MARY JOY A. BAUTISTA
SHS Teacher II
NOTED:
JOHN PAUL B. MAMARADLO
SHS Focal Person
JIMMY U. LALANGAN
Principal II
K to 12
Daily
Lesson Log
I OBJECTIVES
School
Teacher
Date / Time:
Gueguesangen Integrated School
MARY JOY A. BAUTISTA
September 11-15, 2023
9:45-10:45
MONDAY
At the end of the lesson the students should be able to
cite cosmological principles about the universe and
describe the big bang theory.
Grade:
Learning Area:
Quarter:
12-GAS
PHYSICAL SCIENCE
1st
TUESDAY
At the end of the lesson the students should be able to
write the nuclear fusion reactions that take place in stars,
which lead to the formation of new elements and describe
how elements heavier than iron are formed
The learners demonstrate an understanding of the
formation of the elements during the Big Bang and during
stellar evolution and the distribution of the chemical
elements and the isotopes in the universe.
WEDNESDAY
At the end of the lesson the students should be able to
explain how the concept of atomic number led to the
synthesis of new elements in the laboratory.
THURSDAY
At the end of the lesson the students should be able to
write the nuclear reactions involved in the synthesis of
new elements.
The learners demonstrate an understanding of how the
concept of the atom evolved from Ancient Greek to the
present.
The learners demonstrate an understanding of how the
concept of the atom evolved from Ancient Greek to the
present.
Content Standard
The learners demonstrate an understanding of the
formation of the elements during the Big Bang and
during stellar evolution.
Performance Standard
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline.
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline.
The learners make a creative representation of the historical
development of the atom or the chemical element in a
timeline
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline
MELC/Learning Competency
Give evidence for and describe the formation of
heavier elements during star formation and evolution.
S11/12PS-IIIb-11
How the elements found in the universe were formed?
Origin of the universe.
Give evidence for and describe the formation of heavier
elements during star formation and evolution.
S11/12PS-IIIb-11
How the elements found in the universe were formed?
Origin of the universe.
The learners determine if a molecule is polar or non- polar
given its structure S11/12PS-IIIc-15
The learners relate the polarity of a molecule to its
properties S11/12PS-IIIc-16.
How the properties of matter relate to their chemical
structure
How the properties of matter relate to their chemical
structure
The Physical Sciences, Physical Science
The Physical Sciences, Physical Science
The Physical Sciences
The Physical Sciences
Pages 14-17
Pages 19-21
34-36
37-38
The teacher reviews the students on the nuclear
reactions and half-life.
The students balance nuclear reactions and determine
the half-life of the radioactive particles.
The teacher reviews the students regarding the kinetics of
radioactivity.
The students describe the ideas and contributions of the
ancient Greeks on the atom.
The teacher reviews the students on the nuclear reactions
involved in the synthesis of new elements.
The determine if a molecule is polar or non- polar given its
structure.
The teacher reviews the students on the chemical
bonding.
The students relate the polarity of a molecule to its
properties.
The teacher presents nuclear reactions and the types of
the nuclear reaction.
The teacher discusses nuclear reactions and the types
of nuclear reactions.
The teacher presents the emergence of science.
The teacher gives example on how people bond with each
other.
The teacher discusses the chemical bonding and its types.
The teacher presents the polarity of the molecule.
The students balance nuclear reactions.
The students describe the ideas and contributions of the
ancient Greeks on the atom.
The students relate to their daily living their learning
about the atom.
The students cite the contribution of the ancient Greeks
on the atom.
The students make a diagram on the contributions of the
ancient Greeks to the atom.
The students write and identify the bond formed when two
elements combine.
The students relate to their daily living their learning about
the chemical bonding.
The determine if a molecule is polar or non- polar given its
structure.
The students predict the bond formed if it is ionic, covalent
( polar and non-polar) using electronegativity difference.
The students write the polarity of the molecules.
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances of
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)
G. Finding Practical applications of
concepts and skills
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
The students give examples of things that need to
balanced or have the homeostasis.
The students give their definition about nuclear
reactions and differentiate the two types of reaction.
The students balance nuclear reaction and determine
the half-life of the radioactive particles.
The teacher discusses the ideas and contributions of the
ancient Greeks on the atom.
The teacher discusses the polarity of the molecules.
The students relate to their daily living their learning
about the polarity of the molecule.
The students relate the polarity of the molecule to its
properties.
The students make an illustration of the polarity of the
molecules and relate it to its properties.
FRIDAY
No Scheduled Class
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?
Problem-solving, this allows the students to think
critically and analyze the problem before answering
the question.
Student-centered learning, this allows the students to
think critically and to be creative.
Student-centered learning, this allows the students to think
critically and to be creative.
Student-centered learning, this allows the students to
think critically and to be creative.
Using pictures or diagrams in teaching.
Using instructional materials like cut-pictures and
symbols.
Using instructional materials like cut-pictures and symbols.
Using instructional materials like cut-pictures and
symbols.
PREPARED BY:
CHECKED BY:
MARY JOY A. BAUTISTA
SHS Teacher II
NOTED:
JOHN PAUL B. MAMARADLO
SHS Focal Person
JIMMY U. LALANGAN
Principal II
School
Teacher
Date / Time:
K to 12
Daily
Lesson Log
I OBJECTIVES
Gueguesangen Integrated School
MARY JOY A. BAUTISTA
September 18-22, 2023
9:45-10:45
MONDAY
At the end of the lesson the students should be able to
determine if a molecule is polar or non- polar given its
structure.
Grade:
Learning Area:
Quarter:
12-GAS
PHYSICAL SCIENCE
1st
TUESDAY
At the end of the lesson the learners should be able to:
1.
determine the polarity of molecules based on
molecular geometry,
2.
predict the VSEPR (Valence Shell Electron
Pair Repulsion) shape of the molecules based
on their Lewis Electron Dot Structure
(LEDS),
3.
draw the molecular geometry of the given
molecules; and
share one’s ideas during group work.
How the uses of different materials are related to their
properties and structures
WEDNESDAY
At the end of the lesson the students should be able to relate
the polarity of a molecule to its properties.
THURSDAY
At the end of the lesson the students should be able to
describe the general types of intermolecular forces;
give the type of intermolecular forces in the properties
of substances.
The learners demonstrate an understanding of how the uses
of different materials are related to their properties and
structures.
The learners demonstrate an understanding of how the
uses of different materials are related to their properties
and structures.
Content Standard
The learners demonstrate an understanding of how the
uses of different materials are related to their
properties and structures.
Performance Standard
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline
The learners make a creative representation of the historical
development of the atom or the chemical element in a
timeline
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline
MELC/Learning Competency
The learners determine if a molecule is polar or nonpolar given its structure S11/12PS-IIIc-15
How the properties of matter relate to their chemical
structure
Determine if a molecule is polar or non-polar given its
structure.
Polarity of Molecules (Molecular Geometry and VSEPR
Theory)
The learners relate the polarity of a molecule to its
properties S11/12PS-IIIc-16.
How the properties of matter relate to their chemical
structure
Describe the general types of intermolecular forces
The Physical Sciences
Dennis G. Caballes, Marissa A. Rodriguez and Andy
Nestor Ryan Pazon. Physical Science. (2016). JFS
Publishing Services.
Zenaida T. Nucum, Ed. D. The Physical Sciences. (2016)
Books Atbp. Publishing Corp.
The Physical Sciences
The Physical Sciences
37-38
Pages 38-40
The teacher reviews the students on the chemical bonding.
The teacher reviews the students on the bond polarity
of the molecule.
The students relate the polarity of a molecule to its
properties.
The teacher presents the polarity of the molecule.
The students describe the general types of
intermolecular forces; give the type of intermolecular
forces in the properties of substances.
The teacher presents the intermolecular forces.
The teacher discusses the polarity of the molecules.
The teacher discusses the intermolecular forces.
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
34-36
Internet
The teacher reviews the students on the nuclear
reactions involved in the synthesis of new elements.
B. Establishing a purpose for the
lesson
The determine if a molecule is polar or non- polar
given its structure.
C. Presenting Examples/instances of
new lesson
The teacher gives example on how people bond with
each other.
D. Discussing new concepts and
practicing new skills #1
The teacher discusses the chemical bonding and its
types.
E. Discussing new concepts and
practicing new skills #2
How the properties of matter relate to their chemical
structure
Polar Vs. Non-Polar
Recall the past lesson: Determining polar and non-polar
molecules using electronegativity difference.
Show me the LEDS
The learners will show the Lewis Electron Dot Structure
of the given atom.
ChemBond
The learners will tell the lone pairs of electron and
bonding electrons given the molecules.
Group Activity
The learners will be grouped into five groups.
Assign a leader, a secretary, and presenters before starting
the activity. The material manager will get the materials
and perform the activity for five minutes.
Each group will present their output based on their
activity wherein they predict the VSEPR (Valence Shell
Electron Pair Repulsion) shape of the molecules based on
their Lewis Electron Dot Structure (LEDS)
FRIDAY
No Scheduled Class
F. Developing mastery
(Leads to Formative Assessment)
The students write and identify the bond formed when
two elements combine.
G. Finding Practical applications of
concepts and skills
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
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?
The students write the polarity of the molecules.
The students describe the general types of the
intermolecular forces.
The students relate to their daily living their learning
about the chemical bonding.
The determine if a molecule is polar or non- polar
given its structure.
The students predict the bond formed if it is ionic,
covalent ( polar and non-polar) using electronegativity
difference.
Polar Vs Non-Polar
The learners will tell if the molecules are polar or nonpolar using the molecular geometry.
Research on how polarity affects the physical and
chemical properties of molecules.
Predict the polarity of molecule using molecular
geometry.
The learners will give the LEDS of the molecules, predict
the VSEPR Shape and the draw the molecular geometry
using the information on the table given.
The students relate to their daily living their learning about
the polarity of the molecule.
The students relate the polarity of the molecule to its
properties.
The students make an illustration of the polarity of the
molecules and relate it to its properties.
The students relate to their daily living their learning
about the intermolecular forces.
The students give the type of the intermolecular forces
in the properties of substances.
The students explain the intermolecular forces and its
difference to the intramolecular forces.,
Student-centered learning, this allows the students to
think critically and to be creative.
Student-centered learning, this allows the students to
think critically and to be creative.
Student-centered learning, this allows the students to think
critically and to be creative.
Student-centered learning, this allows the students to
think critically and to be creative.
Using pictures or diagrams in teaching.
Using instructional materials like cut-pictures and
symbols.
Using instructional materials like cut-pictures and symbols.
Using instructional materials like cut-pictures and
symbols.
PREPARED BY:
MARY JOY A. BAUTISTA
SHS Teacher II
CHECKED BY:
NOTED:
JOHN PAUL B. MAMARADLO
SHS Focal Person
ROWENA D. DAUZ, EdD
HT I/OIC-SHS Assistant Principal II
APPROVED:
JIMMY U. LALANGAN
Principal II
K to 12
Daily
Lesson Log
I OBJECTIVES
Content Standard
School
Teacher
Date / Time:
Gueguesangen Integrated School
MARY JOY A. BAUTISTA
September 25-29, 2023
9:45-10:45
MONDAY
At the end of the lesson the students should be able to
explain the effect of intermolecular forces on the
properties of substances; explain how the uses of the
following materials depend on their properties: a.
medical implants, prosthesis b. sports equipment c.
electronic devices d. construction supplies for
buildings and furniture e. household gadgets.
The learners demonstrate an understanding of how the
uses of different materials are related to their
properties and structures.
Grade:
Learning Area:
Quarter:
12-GAS
PHYSICAL SCIENCE
1st
TUESDAY
At the end of the lesson the students should be able to
explain how the structures of biological macromolecules
such as carbohydrates, lipids, nucleic acid, and proteins
determine their properties and functions.
WEDNESDAY
At the end of the lesson the students should be able to use
simple collision theory to explain the effects of
concentration, temperature, and particle size on the rate of
reaction.
THURSDAY
At the end of the lesson, the students should be able to
define catalyst and describe how it affects reaction rate.
The learners demonstrate an understanding of how the
uses of different materials are related to their properties
and structures.
The learners demonstrate an understanding of the following
aspects of chemical changes:
The learners demonstrate an understanding of the
following aspects of chemical changes:
a. how fast a reaction takes place
b. how much reactants are needed and how much products
are formed in a reaction
c. how much energy is involved in a reaction
The learners make either a poster, a flyer, or a brochure on a
product(such as fuels, household, or personal care products)
indicating its uses, properties, mode of action, and
precautions
a. how fast a reaction takes place
b. how much reactants are needed and how much
products are formed in a reaction
c. how much energy is involved in a reaction
The learners make either a poster, a flyer, or a brochure
on a product(such as fuels, household, or personal care
products) indicating its uses, properties, mode of
action, and precautions
The learners define catalyst and describe how it affects
reaction rate
S11/12PS-IIIf-24
Performance Standard
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline
MELC/Learning Competency
The learners explain the effect of intermolecular
forces on the properties of substances S11/12PS-IIIde19; explain how the uses of the following materials
depend on their properties: a. medical implants,
prosthesis b. sports equipment c. electronic devices d.
construction supplies for buildings and furniture e.
household gadgets S11/12PS-IIId-e20
How the properties of matter relate to their chemical
structure
The learners explain how the structures of biological
macromolecules such as carbohydrates, lipids, nucleic
acid, and proteins determine their properties and functions
S11/12PS-IIIe-22
The learners use simple collision theory to explain the
effects of concentration, temperature, and particle size on
the rate of reaction
S11/12PS-IIIf-23
How the properties of matter relate to their chemical
structure
How chemical changes take place
The Physical Sciences
The Physical Sciences
The Physical Sciences
The Physical Sciences
Pages 38-40
Pages 65-69
59-61
59-61
The teacher reviews the students on the intermolecular
forces.
The students explain the effect of intermolecular
forces on the properties of substances.
The teacher reviews the students on the properties of
materials are determine by their structure.
The students explain how the structures of biological
macromolecules such as carbohydrates, lipids, nucleic
acid, and proteins determine their properties and functions
The teacher asks the students on what they know about the
simple collision theory and rate of reactions.
The learners use simple collision theory to explain the
effects of concentration, temperature, and particle size on
the rate of reaction
The teacher reviews the students on the simple
collision theory and rate of reactions.
The learners define catalyst and describe how it affects
reaction rate
The teacher presents the effect of intermolecular
forces on the properties of substances.
The teacher discusses the effect and uses of the
intermolecular forces on the properties of substances.
The teacher presents the biomolecules: carbohydrates,
proteins, lipids and nucleic acids.
The teacher discusses the biomolecules:
carbohydrates, proteins, lipids and nucleic acids.
The teacher presents the factors that affect rate of chemical
reaction.
The teacher discusses the factors that affect chemical
reaction.
The teacher presents the catalyst as a factor that affects
the rate of reaction.
The teacher discusses the positive and negative
catalyst.
The students point out the effect of intermolecular
forces on the properties of substances.
The students relate to their daily living their learning
about the intermolecular forces.
The students determine the effect and uses of the
intermolecular forces on the properties of substances.
The students enumerate the biomolecules and state their
functions.
The students relate to their daily living their learning
about the biomolecules.
The students explain how the structures of biological
macromolecules such as carbohydrates, lipids, nucleic
acid, and proteins determine their properties and functions
The students enumerate the factors that affect the rate of
chemical reaction.
The students relate to their daily living their learning on the
factors that affect the rate of chemical reaction.
The students explain the effects of concentration,
temperature, and particle size on the rate of reaction.
The students form their concept about positive and
negative catalyst.
The students relate to their daily living their learning
on the factors that affect the rate of chemical reaction.
The students explain the effect of the presence of a
catalyst in a chemical reaction.
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances of
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)
G. Finding Practical applications of
concepts and skills
H. Making generalizations and
abstractions about the lesson
FRIDAY
No Scheduled Class
I. Evaluating Learning
J. Additional activities for
application or remediation
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?
The students explain how the uses of the following
materials depend on their properties: a. medical
implants, prosthesis b. sports equipment c. electronic
devices d. construction supplies for buildings and
furniture e. household gadgets.
The students prepare drawings/ models of the
biomolecule showing its function.
The students use simple collision theory to explain the
effects of concentration, temperature, and particle size on
the rate of reaction.
The students describe the effect of catalyst in a
chemical reaction.
Discovery learning, this allows the students to
discover learning by doing such activities.
Art of questioning, this allows the students to think
critically.
Art of questioning, this allows the students to think
critically.
Art of questioning, this allows the students to think
critically.
Using tables or diagrams, these allow the students to
understand the sequence of events.
Using illustrations in teaching.
Using illustrations and video clips in teaching.
Using illustrations and video clips in teaching.
PREPARED BY:
MARY JOY A. BAUTISTA
SHS Teacher II
CHECKED BY:
NOTED:
JOHN PAUL B. MAMARADLO
SHS Focal Person
ROWENA D. DAUZ, EdD
HT I/OIC-SHS Assistant Principal II
APPROVED:
JIMMY U. LALANGAN
Principal II
K to 12
Daily
Lesson Log
I OBJECTIVES
Content Standard
School
Teacher
Date / Time:
Gueguesangen Integrated School
MARY JOY A. BAUTISTA
October 2-6, 2023
9:45-10:45
MONDAY
At the end of the lesson the students should be able to
explain the effect of intermolecular forces on the
properties of substances; explain how the uses of the
following materials depend on their properties: a.
medical implants, prosthesis b. sports equipment c.
electronic devices d. construction supplies for
buildings and furniture e. household gadgets.
The learners demonstrate an understanding of how the
uses of different materials are related to their
properties and structures.
Grade:
Learning Area:
Quarter:
12-GAS
PHYSICAL SCIENCE
1st
TUESDAY
At the end of the lesson the students should be able to
explain how the structures of biological macromolecules
such as carbohydrates, lipids, nucleic acid, and proteins
determine their properties and functions.
WEDNESDAY
At the end of the lesson the students should be able to use
simple collision theory to explain the effects of
concentration, temperature, and particle size on the rate of
reaction.
THURSDAY
At the end of the lesson, the students should be able to
define catalyst and describe how it affects reaction rate.
The learners demonstrate an understanding of how the
uses of different materials are related to their properties
and structures.
The learners demonstrate an understanding of the following
aspects of chemical changes:
The learners demonstrate an understanding of the
following aspects of chemical changes:
a. how fast a reaction takes place
b. how much reactants are needed and how much products
are formed in a reaction
c. how much energy is involved in a reaction
The learners make either a poster, a flyer, or a brochure on a
product(such as fuels, household, or personal care products)
indicating its uses, properties, mode of action, and
precautions
a. how fast a reaction takes place
b. how much reactants are needed and how much
products are formed in a reaction
c. how much energy is involved in a reaction
The learners make either a poster, a flyer, or a brochure
on a product(such as fuels, household, or personal care
products) indicating its uses, properties, mode of
action, and precautions
The learners define catalyst and describe how it affects
reaction rate
S11/12PS-IIIf-24
Performance Standard
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline
MELC/Learning Competency
The learners explain the effect of intermolecular
forces on the properties of substances S11/12PS-IIIde19; explain how the uses of the following materials
depend on their properties: a. medical implants,
prosthesis b. sports equipment c. electronic devices d.
construction supplies for buildings and furniture e.
household gadgets S11/12PS-IIId-e20
How the properties of matter relate to their chemical
structure
The learners explain how the structures of biological
macromolecules such as carbohydrates, lipids, nucleic
acid, and proteins determine their properties and functions
S11/12PS-IIIe-22
The learners use simple collision theory to explain the
effects of concentration, temperature, and particle size on
the rate of reaction
S11/12PS-IIIf-23
How the properties of matter relate to their chemical
structure
How chemical changes take place
The Physical Sciences
The Physical Sciences
The Physical Sciences
The Physical Sciences
Pages 38-40
Pages 65-69
59-61
59-61
The teacher reviews the students on the intermolecular
forces.
The students explain the effect of intermolecular
forces on the properties of substances.
The teacher reviews the students on the properties of
materials are determine by their structure.
The students explain how the structures of biological
macromolecules such as carbohydrates, lipids, nucleic
acid, and proteins determine their properties and functions
The teacher asks the students on what they know about the
simple collision theory and rate of reactions.
The learners use simple collision theory to explain the
effects of concentration, temperature, and particle size on
the rate of reaction
The teacher reviews the students on the simple
collision theory and rate of reactions.
The learners define catalyst and describe how it affects
reaction rate
The teacher presents the effect of intermolecular
forces on the properties of substances.
The teacher discusses the effect and uses of the
intermolecular forces on the properties of substances.
The teacher presents the biomolecules: carbohydrates,
proteins, lipids and nucleic acids.
The teacher discusses the biomolecules:
carbohydrates, proteins, lipids and nucleic acids.
The teacher presents the factors that affect rate of chemical
reaction.
The teacher discusses the factors that affect chemical
reaction.
The teacher presents the catalyst as a factor that affects
the rate of reaction.
The teacher discusses the positive and negative
catalyst.
The students point out the effect of intermolecular
forces on the properties of substances.
The students relate to their daily living their learning
about the intermolecular forces.
The students determine the effect and uses of the
intermolecular forces on the properties of substances.
The students enumerate the biomolecules and state their
functions.
The students relate to their daily living their learning
about the biomolecules.
The students explain how the structures of biological
macromolecules such as carbohydrates, lipids, nucleic
acid, and proteins determine their properties and functions
The students enumerate the factors that affect the rate of
chemical reaction.
The students relate to their daily living their learning on the
factors that affect the rate of chemical reaction.
The students explain the effects of concentration,
temperature, and particle size on the rate of reaction.
The students form their concept about positive and
negative catalyst.
The students relate to their daily living their learning
on the factors that affect the rate of chemical reaction.
The students explain the effect of the presence of a
catalyst in a chemical reaction.
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances of
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)
G. Finding Practical applications of
concepts and skills
H. Making generalizations and
abstractions about the lesson
FRIDAY
No Scheduled Class
I. Evaluating Learning
J. Additional activities for
application or remediation
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?
The students explain how the uses of the following
materials depend on their properties: a. medical
implants, prosthesis b. sports equipment c. electronic
devices d. construction supplies for buildings and
furniture e. household gadgets.
The students prepare drawings/ models of the
biomolecule showing its function.
The students use simple collision theory to explain the
effects of concentration, temperature, and particle size on
the rate of reaction.
The students describe the effect of catalyst in a
chemical reaction.
Discovery learning, this allows the students to
discover learning by doing such activities.
Art of questioning, this allows the students to think
critically.
Art of questioning, this allows the students to think
critically.
Art of questioning, this allows the students to think
critically.
Using tables or diagrams, these allow the students to
understand the sequence of events.
Using illustrations in teaching.
Using illustrations and video clips in teaching.
Using illustrations and video clips in teaching.
PREPARED BY:
MARY JOY A. BAUTISTA
SHS Teacher II
CHECKED BY:
NOTED:
JOHN PAUL B. MAMARADLO
SHS Focal Person
ROWENA D. DAUZ, EdD
HT I/OIC-SHS Assistant Principal II
APPROVED:
JIMMY U. LALANGAN
Principal II
K to 12
Daily
Lesson Log
I OBJECTIVES
Content Standard
School
Teacher
Date / Time:
Gueguesangen Integrated School
MARY JOY A. BAUTISTA
October 9-13, 2023
9:45-10:45
MONDAY
At the end of the lesson the students should be able to
explain the effect of intermolecular forces on the
properties of substances; explain how the uses of the
following materials depend on their properties: a.
medical implants, prosthesis b. sports equipment c.
electronic devices d. construction supplies for
buildings and furniture e. household gadgets.
The learners demonstrate an understanding of how the
uses of different materials are related to their
properties and structures.
Grade:
Learning Area:
Quarter:
12-GAS
PHYSICAL SCIENCE
1st
TUESDAY
At the end of the lesson the students should be able to
explain how the structures of biological macromolecules
such as carbohydrates, lipids, nucleic acid, and proteins
determine their properties and functions.
WEDNESDAY
At the end of the lesson the students should be able to use
simple collision theory to explain the effects of
concentration, temperature, and particle size on the rate of
reaction.
THURSDAY
At the end of the lesson, the students should be able to
define catalyst and describe how it affects reaction rate.
The learners demonstrate an understanding of how the
uses of different materials are related to their properties
and structures.
The learners demonstrate an understanding of the following
aspects of chemical changes:
The learners demonstrate an understanding of the
following aspects of chemical changes:
a. how fast a reaction takes place
b. how much reactants are needed and how much products
are formed in a reaction
c. how much energy is involved in a reaction
The learners make either a poster, a flyer, or a brochure on a
product(such as fuels, household, or personal care products)
indicating its uses, properties, mode of action, and
precautions
a. how fast a reaction takes place
b. how much reactants are needed and how much
products are formed in a reaction
c. how much energy is involved in a reaction
The learners make either a poster, a flyer, or a brochure
on a product(such as fuels, household, or personal care
products) indicating its uses, properties, mode of
action, and precautions
The learners define catalyst and describe how it affects
reaction rate
S11/12PS-IIIf-24
Performance Standard
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline
The learners make a creative representation of the
historical development of the atom or the chemical
element in a timeline
MELC/Learning Competency
The learners explain the effect of intermolecular
forces on the properties of substances S11/12PS-IIIde19; explain how the uses of the following materials
depend on their properties: a. medical implants,
prosthesis b. sports equipment c. electronic devices d.
construction supplies for buildings and furniture e.
household gadgets S11/12PS-IIId-e20
How the properties of matter relate to their chemical
structure
The learners explain how the structures of biological
macromolecules such as carbohydrates, lipids, nucleic
acid, and proteins determine their properties and functions
S11/12PS-IIIe-22
The learners use simple collision theory to explain the
effects of concentration, temperature, and particle size on
the rate of reaction
S11/12PS-IIIf-23
How the properties of matter relate to their chemical
structure
How chemical changes take place
The Physical Sciences
The Physical Sciences
The Physical Sciences
The Physical Sciences
Pages 38-40
Pages 65-69
59-61
59-61
The teacher reviews the students on the intermolecular
forces.
The students explain the effect of intermolecular
forces on the properties of substances.
The teacher reviews the students on the properties of
materials are determine by their structure.
The students explain how the structures of biological
macromolecules such as carbohydrates, lipids, nucleic
acid, and proteins determine their properties and functions
The teacher asks the students on what they know about the
simple collision theory and rate of reactions.
The learners use simple collision theory to explain the
effects of concentration, temperature, and particle size on
the rate of reaction
The teacher reviews the students on the simple
collision theory and rate of reactions.
The learners define catalyst and describe how it affects
reaction rate
The teacher presents the effect of intermolecular
forces on the properties of substances.
The teacher discusses the effect and uses of the
intermolecular forces on the properties of substances.
The teacher presents the biomolecules: carbohydrates,
proteins, lipids and nucleic acids.
The teacher discusses the biomolecules:
carbohydrates, proteins, lipids and nucleic acids.
The teacher presents the factors that affect rate of chemical
reaction.
The teacher discusses the factors that affect chemical
reaction.
The teacher presents the catalyst as a factor that affects
the rate of reaction.
The teacher discusses the positive and negative
catalyst.
The students point out the effect of intermolecular
forces on the properties of substances.
The students relate to their daily living their learning
about the intermolecular forces.
The students determine the effect and uses of the
intermolecular forces on the properties of substances.
The students enumerate the biomolecules and state their
functions.
The students relate to their daily living their learning
about the biomolecules.
The students explain how the structures of biological
macromolecules such as carbohydrates, lipids, nucleic
acid, and proteins determine their properties and functions
The students enumerate the factors that affect the rate of
chemical reaction.
The students relate to their daily living their learning on the
factors that affect the rate of chemical reaction.
The students explain the effects of concentration,
temperature, and particle size on the rate of reaction.
The students form their concept about positive and
negative catalyst.
The students relate to their daily living their learning
on the factors that affect the rate of chemical reaction.
The students explain the effect of the presence of a
catalyst in a chemical reaction.
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances of
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)
G. Finding Practical applications of
concepts and skills
H. Making generalizations and
abstractions about the lesson
FRIDAY
No Scheduled Class
I. Evaluating Learning
J. Additional activities for
application or remediation
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?
The students explain how the uses of the following
materials depend on their properties: a. medical
implants, prosthesis b. sports equipment c. electronic
devices d. construction supplies for buildings and
furniture e. household gadgets.
The students prepare drawings/ models of the
biomolecule showing its function.
The students use simple collision theory to explain the
effects of concentration, temperature, and particle size on
the rate of reaction.
The students describe the effect of catalyst in a
chemical reaction.
Discovery learning, this allows the students to
discover learning by doing such activities.
Art of questioning, this allows the students to think
critically.
Art of questioning, this allows the students to think
critically.
Art of questioning, this allows the students to think
critically.
Using tables or diagrams, these allow the students to
understand the sequence of events.
Using illustrations in teaching.
Using illustrations and video clips in teaching.
Using illustrations and video clips in teaching.
PREPARED BY:
MARY JOY A. BAUTISTA
SHS Teacher II
CHECKED BY:
NOTED:
JOHN PAUL B. MAMARADLO
SHS Focal Person
ROWENA D. DAUZ, EdD
HT I/OIC-SHS Assistant Principal II
APPROVED:
JIMMY U. LALANGAN
Principal II
School
Teacher
Date / Time:
K to 12
Daily
Lesson Log
Gueguesangen Integrated School
MARY JOY A. BAUTISTA
October 16-20, 2023
9:45-10:45
Grade:
Learning Area:
Quarter:
12-GAS
PHYSICAL SCIENCE
1st
MONDAY
At the end of the lesson the students should be able to
determine the limiting reactants in a chemical
reaction.
The learners demonstrate an understanding of the
following aspects of chemical changes:
TUESDAY
At the end of the lesson the students should be able to
determine the limiting reactants in a chemical reaction.
WEDNESDAY
At the end of the lesson the students should be able to
calculate the percent yield.
THURSDAY
At the end of the lesson the students should be able
discuss on how the energy is harnessed.
The learners demonstrate an understanding of the
following aspects of chemical changes:
The learners demonstrate an understanding of the following
aspects of chemical changes:
The learners demonstrate an understanding of how
energy is harnessed.
a. how fast a reaction takes place
b. how much reactants are needed and how much
products are formed in a reaction
c. how much energy is involved in a reaction
The learners make either a poster, a flyer, or a
brochure on a product(such as fuels, household, or
personal care products) indicating its uses, properties,
mode of action, and precautions
a. how fast a reaction takes place
b. how much reactants are needed and how much
products are formed in a reaction
c. how much energy is involved in a reaction
The learners make either a poster, a flyer, or a brochure
on a product(such as fuels, household, or personal care
products) indicating its uses, properties, mode of action,
and precautions
a. how fast a reaction takes place
b. how much reactants are needed and how much products
are formed in a reaction
c. how much energy is involved in a reaction
The learners make either a poster, a flyer, or a brochure on a
product(such as fuels, household, or personal care products)
indicating its uses, properties, mode of action, and
precautions
The learners make either a poster, a flyer, or a brochure
on a product(such as fuels, household, or personal care
products) indicating its uses, properties, mode of
action, and precautions.
MELC/Learning Competency
The learners determine the limiting reactant in a
reaction and calculate the amount of product formed
S11/12PS-IIIh-27
The learners determine the limiting reactant in a reaction
and calculate the amount of product formed
S11/12PS-IIIh-27
The learners calculate percent yield of a reaction
S11/12PS-IIIh-26
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
How chemical changes take place
How chemical changes take place
How chemical changes take place
The learners describe how energy is harnessed from
different sources: a. fossil fuels b. biogas c. geothermal
d. hydrothermal e. batteries f. solar cells g. biomass (2
hours)
S11/12PS-IIIi-29
How chemical changes take place
The Physical Sciences
The Physical Sciences
The Physical Sciences
The Physical Sciences
49
49
50
75-84
The teacher reviews the students on stoichiometric
calculations.
The students determine the limiting reactant in a
reaction and calculate the amount of product formed.
The teacher reviews the students on stoichiometric
calculations.
The students determine the limiting reactant in a reaction
and calculate the amount of product formed.
The teacher reviews the students on limiting reactants.
The teacher reviews the students on renewable and
nonrenewable resources.
The students explain on how the energy is harnessed.
C. Presenting Examples/instances of
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)
G. Finding Practical applications of
concepts and skills
H. Making generalizations and
abstractions about the lesson
The teacher presents limiting reactants.
The teacher presents limiting reactants.
The teacher presents percent yield.
The teacher discusses the limiting reactants.
The teacher discusses the limiting reactants.
The teacher discusses the percent yield.
The students tell the limiting reactant in such chemical
reactions.
The students recognize the significance of limiting
reactants in a reaction.
The students determine the limiting reactant in a
reaction and calculate the amount of product formed.
The students tell the limiting reactant in such chemical
reactions.
The students recognize the significance of limiting
reactants in a reaction.
The students determine the limiting reactant in a reaction
and calculate the amount of product formed.
The students differentiate theoretical yield from actual
yield.
The students appreciate the importance of percent yield of a
reaction.
The students compare the theoretical yield from actual
yield.
The students give examples of renewable and
nonrenewable resources.
The students recognize the significance of renewable
and nonrenewable resources.
The students differentiate renewable and nonrenewable
resources.
I. Evaluating Learning
The students tell the limiting reactants and the
reactants n excess in such chemical reaction.
The students tell the limiting reactants and the reactants n
excess in such chemical reaction.
The students calculate the percent yield of a reaction.
The students discuss on how the renewable resources
work.
I OBJECTIVES
Content Standard
Performance Standard
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
The learners calculate percent yield of a reaction.
The teacher presents renewable and nonrenewable
resources.
The teacher discusses renewable and nonrenewable
resources.
FRIDAY
No Scheduled Class
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?
Discovery learning, this allows the students to
discover learning by doing such activities
Discovery learning, this allows the students to discover
learning by doing such activities
Discovery learning, this allows the students to discover
learning by doing such activities
Using illustrations and equations in discussing the
lesson.
Using illustrations and equations in discussing the lesson.
Using illustrations and equations in discussing the lesson.
PREPARED BY:
MARY JOY A. BAUTISTA
SHS Teacher II
CHECKED BY:
NOTED:
JOHN PAUL B. MAMARADLO
SHS Focal Person
ROWENA D. DAUZ, EdD
HT I/OIC-SHS Assistant Principal II
APPROVED:
JIMMY U. LALANGAN
Principal II
School
Teacher
Date / Time:
K to 12
Daily
Lesson Log
I OBJECTIVES
Content Standard
Gueguesangen Integrated School
MARY JOY A. BAUTISTA
October 23-27, 2023
9:45-10:45
MONDAY
At the end of the lesson the students should be able to
determine the limiting reactants in a chemical
reaction.
The learners demonstrate an understanding of the
following aspects of chemical changes:
a. how fast a reaction takes place
b. how much reactants are needed and how much
products are formed in a reaction
c. how much energy is involved in a reaction
Performance Standard
The learners make either a poster, a flyer, or a
brochure on a product(such as fuels, household, or
personal care products) indicating its uses, properties,
mode of action, and precautions
MELC/Learning Competency
The learners determine the limiting reactant in a
reaction and calculate the amount of product formed
S11/12PS-IIIh-27
II CONTENT
How chemical changes take place
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
The Physical Sciences
2. Learner’s Materials pages
3. Text book pages
TUESDAY
At the end of the lesson, the
learners shall be able to: 1. Identify
active and major ingredients in
cleaning and personal care products
2. Explain the mode of action and
precautionary measures indicated in
various cleaning products and
cosmetics 3. Create a set of
guidelines in selecting healthy and
environmentally safe products 4.
Explore and create alternative
homemade cleaning and personal
care products
The learners demonstrate an
understanding of the properties and
mode of action of the following
consumer products: 1. Cleaning
materials 2. Cosmetics.
The learners shall be able to make
either a poster, a flyer, or a brochure
of a product indicating its uses,
properties, mode of action and
precautions.
From product labels, identify the
active ingredient(s) of cleaning
products used at home (S11/12PSIIIi-j-31)
Give the use of other ingredients in
cleaning agents (S11/12PS-IIIi-j-32)
HOUSEHOLD CHEMICALS AND
PERSONAL CARE PRODUCTS
pp. 199-213
49
Grade:
Learning Area:
Quarter:
12-GAS
PHYSICAL SCIENCE
1st
WEDNESDAY
THURSDAY
FRIDAY
No Scheduled Class
4. Additional Materials from
Learning Resources
B. Other Learning Resources
(1) Surfactant. (2016). In
Encyclopedia Britannica online.
Retrieved March 27, 2016, from
http://www.britannica.com/science/
surfactant;
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
The teacher reviews the students on stoichiometric
calculations.
B. Establishing a purpose for the
lesson
The students determine the limiting reactant in a
reaction and calculate the amount of product formed.
C. Presenting Examples/instances of
new lesson
The teacher presents limiting reactants.
D. Discussing new concepts and
practicing new skills #1
The teacher discusses the limiting reactants.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment)
The students tell the limiting reactant in such
chemical reactions.
G. Finding Practical applications of
concepts and skills
The students recognize the significance of limiting
reactants in a reaction.
Students will recall chemical change
and the two kinds of reactions:
endothermic and exothermic.
Ask the learners about daily
household chemicals and personal
care products that they use from the
time that they wake up until they go
to bed.
Introduce the following list of
important terms that learners will
encounter: a. Biodegradable e.
Emulsifier b. Non-biodegradable f.
Buffer c. Oxo-biodegradable g.
Emollient d. Surfactants h. Oxidizer
The class will be divided into five
groups. Each group will be given a
sample label or drug fact. Then, they
will answer the guide questions in
their activity sheets (see attached)
Each group will present their
answers through an
advertisement/commercial. They
should be able to mention the active
ingredient and its purpose.
Discuss the different active
ingredients and ask the students if
they think these are helpful or
harmful to the environment.
Ask students to suggest alternatives
for the products with harmful
chemicals.
H. Making generalizations and
abstractions about the lesson
The students determine the limiting reactant in a
reaction and calculate the amount of product formed.
I. Evaluating Learning
The students tell the limiting reactants and the
reactants n excess in such chemical reaction.
J. Additional activities for
application or remediation
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?
Differentiate the active ingredients
in each of the products.
See attached rubrics for the
advertisement.
Choose one product at home that
you want to study about. Describe
the active ingredient in your chosen
product. Is it harmful or not?
Discovery learning, this allows the students to
discover learning by doing such activities
Using illustrations and equations in discussing the
lesson.
PREPARED BY:
MARY JOY A. BAUTISTA
SHS Teacher II
CHECKED BY:
NOTED:
JOHN PAUL B. MAMARADLO
SHS Focal Person
ROWENA D. DAUZ, EdD
HT I/OIC-SHS Assistant Principal II
APPROVED:
JIMMY U. LALANGAN
Principal II