EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)
A.
Content
Standards
1
Performance
Standards
2
Learning
Competencies/
Objectives
Write the LC
code for each
The learners demonstrate an understanding of the properties of matter and its various
forms.
The learners shall be able to design using multimedia, demonstrations, or models, a
representation or simulation of any of the following: a) atomic structure, b) gas behavior,
c) mass relationships in reactions.
The learners differentiate between pure substances and mixtures.
STEM_GC11MP-Ia-b-6
1. Identify a matter as a pure substance or a mixture
2. Analyze the difference of substances and mixtures
3. Categorize common materials as a pure substance or a mixture
Classifications of Mater: Pure Substances and Mixtures
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
Teaching Guide for Senior High School General Chemistry 1 pages 1 – 13
Chang, Raymond. General Chemistry: The Essential Concepts. 5th ed. New York, New
York: McGraw-Hill Companies, 2008. Electronic. pages 4 – 7
Quimbing, Noel, and Jireh Joy Sarmiento. General Chemistry 1. Quezon City: Vibal Group,
2016. pages 5 – 6
4. Additional
Materials from
Learning
Resource (LR)
portal
Chemistry 110 Team Project Pure Substances and Mixtures – Molecular Workbench
www.tacomacc.edu/home/phunter/mw.shtm
https://tacomacc.edu/home/phunter/110teamMWSubstancesandMixtures.pdf
B.
Other Learning
Resources
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Ele
ents/ElementsCompounds
Final.pdf
Pictures downloaded from:
http://www.compoundchem.com/2014/02/19/the-chemical-elements-of-a-smartphone/
A.
B.
C.
Reviewing
previous lesson
or presenting the
new lesson
Establishing a
purpose for the
lesson
Presenting
examples/instan
ces of the new
lesson
Each student will have a copy of an infographic
“Elements of a Smartphone”. The students will look at
the infographic and will create graphic organizer with
the following information: 3 things cell phones are
made of, 2 facts that surprise you about cell phones, 1
prediction about the part of the phone that would be
the most expensive to replace and why. In groups of 4,
each student takes a turn sharing their 1 prediction.
How do we classify matter?
EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)
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)
G.
Finding practical
applications of
concepts and
skills in daily
living
Making
generalizations
and abstractions
about the lesson
H.
Group Activity
Each group will receive a set of symbol card. The students will group it into two groups
based on the symbols shown. For five minutes, they should create a “rule” for their
groupings (possible student groups may include circles, no circles, types of shapes, etc.).
After the time allotted, each group will be given labels “Pure Substances” and “Mixtures”
and the students will place the correct label on their grouping of cards based on their
“rule”. The students will create their own definition for the vocabulary “Pure Substance”
and “Mixture”.
The actual definitions for vocabulary words: pure substance, element, compound, and
mixtures will be given to each group. The students will match the actual definition to the
definitions they created.
A discussion of correct labels and classification of chemical symbols will follow.
Scavenger Hunt – Pure Substances vs. Mixtures
The students will identify as many mixtures and substances as possible that can be found
in the classroom. The list of mixtures may include things like people (boys vs. girls),
crayons, food (lunch), teacher’s coffee, etc. They will classify it either a pure substance or
a mixture.
Following the scavenger hunt activity, each group will share their list of items with the
class and explain why certain items were classified as a pure substance or a mixture.
Which of the following is a pure substance and a mixture?
1. soil
2. water
3. table salt
4. diamonds
5. iron fillings
I.
Evaluating
learning
J.
Additional
activities for
application or
remediation
A.
B.
C.
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
Did the remedial lessons work? No. of learners who have
caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these
work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover which
I wish to share with other teachers?
D.
E.
F.
G.
Enumerate three common household items and classify whether they are pure substance
or mixture by identifying its composition.
EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)
TEACHER HANDOUT
EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)
EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)
EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)