Lesson Plan in Earth and Life Science SHS Grade 12 – Second Semester S.Y. 2019-­‐2020 PGBNHS – Tongonan, Ormoc City Sections: Date: Loyalty 7: 55 – 8: 55 AM MTWTh Dignity 8:55 – 90: 55 AM TTh 10: 10 – 11: 10 WF I. OBJECTIVE At the end of the lesson, students will be able to determine if a molecule is polar or non polar given its structure. (S11/12PS-­‐IIIc-­‐15) II. SUBJECT MATTER A. Topic: Properties of Matter and Chemical Structure B. Learning References: Earth and Life Science Textbook, k+12 Compliant, Curriculum Guide p. 3 (S11/12LT-­‐IIej-­‐15) C. Learning Materials: Printed materials, Laptop, Television, Chalk/ Chalkboard III. PROCEDURES 1. ELICIT Drill/ Review – The teacher will questions regarding the previous lesson on the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom using a game of “WHO WANTS TO BE A MILLIONAIRE”, wherein learners will choose a number and each number will have a corresponding question for them to answer. 2. ENGAGE – -­‐
Have you experienced mixing water and oil? -­‐
If yes what did happened? -­‐
The two substances did not mixed together because they are both non-­‐polar molecules, they both repel each other, there is no attraction occurred. How to identify if the -­‐
molecules are non-­‐polar or polar? −
-­‐
Today, let us find out more how to determine if a molecule -­‐
is polar or non polar, to also know if it can be group together or not. -­‐
(The teacher will communicate learning objectives and important terms) -­‐
Our objective today is to determine if a molecule is polar or non polar given its structure. -­‐
(Unlocking of Terms) 3. EXPLORE/ ACTIVITY -­‐
The teacher will group the students into three. -­‐
Each group of learner will be given activity sheets, Manila paper and pens for their outputs. -­‐
Each group will choose a representative to present their outputs. The presentation of outputs will be graded through the rubrics. Category Mastery and correctness of information 3 The group demonstrate knowledge of some content of their assigned topic. 4 The group demonstrate knowledge of important contents of their assigned 5 The group demonstrate total knowledge of contents of their assigned Delivery and presentation of topic Cooperation and other preparation The group delivers their ideas orally and with visual materials Three or four members of the group are inactive in the preparation and presentation of the topic topic. The group delivers a creative presentation of the topic. One or two members of the group are inactive in the preparation and presentation of the topic topic. The group delivers a very creative presentation of the topic. All the members of the group are active in the preparation and presentation of the topic ACTIVITY I: POLARITY EXPERIMENT Materials • Water • Vinegar • Vegetable oil • Test tubes or graduated cylinder • Stirring rod 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. Oil + vinegar (The teacher will also present videos to help the students grasp the idea/ concept given with guide questions.) 4. EXPLAIN/ ANALYSIS What did you feel while doing the activity? What did you learn about the activity? The teacher will let the learners hypothesize why certain combinations mix better than others. The teacher will let the learners group the samples together according to how well they mix. They should recall simple chores they do at home such as washing out oil from pans. These substances can be classified as polar and non-­‐polar substances. The difference in polarity explains why certain combinations mix and not others. 5. ELABORATE/ DISCUSS 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. POLAR VS. NON-­‐POLAR MOLECULES • Polarity in molecules determines whether or not electrons in that molecule are shared equally. • The molecule is non-­‐polar if each bond in the molecule is non-­‐polar and there are no unbonded electron pairs. Nad each bond in the molecule has the same polarity and there are no unbonded electron pairs on the central atom. • There is no net dipole moment (all moments cancel out) Using the electronegativity chart determine the difference in electronegativity for each bond. • 0—0.4 = Non-­‐polar • 0.5—1.7 = Polar (The teacher will let learners explain the importance of the polarity of molecules by citing how many biological processes rely on polarity like proteins and phospholipids as examples. The teacher will ask the learners to come up with other applications of polarity in their daily living.) 6. EVALUATION Answer the following briefly. (1 whole sheet of paper) Determine the following: A. Molecular geometry B. Bond polarity between atoms C. Polarity of the molecules BOND POLARITY MOLECULAR GEOMETRY POLARITY OF MOLECULE a. H2O b. CCl4 c. BF3 d. SF6 e. SiF4 7. ASSIGNMENT The teacher will let the learners’ research and study about the VSEPR models of different compounds using recyclable materials. IV. REMARKS Tick the appropriate box: □ Carried out □ Not Carried out If not carried out state the reason: _________________________________________________________________________ Prepared by: AUBREY S. CAPOLINAS Teacher Checked by: LEILA A. CORMANES Head Teacher I Noted by: MARIA GIDJET P. JACER, Ed. D School Head