DAILY LESSON LOG

SY 2022 - 2023

IVISAN NATIONAL HIGH

School Grade Level GRADE 11
SCHOOL
GRADE 11
Learning
General STUDENT INTERN Ms. JAMBI G. EBALLONADO General Chemistry 1
Area
Chemistry 1
Teaching Dates and
February 12, 2024 Quarter 1st Quarter
Time

At the end of the lesson, the learners shall be able to:

1. Identify the composition of atoms in terms of protons, neutrons, and electrons
I. OBJECTIVES
2. Use atomic symbols to represent different atoms and isotopes
3. Determine the atomic mass number of particular elements
The learners demonstrate the understanding the composition of atoms:
A. Content Standards
a. the properties of matter and its various forms.
Design using multimedia, demonstrations, or models, a representation or simulation of any of the following:
A. Atomic structure
B. Performance Standards
B. Gas behavior
C. Mass relationships
C. Most Essential Learning
The learners should be able to:
Competencies (MELCs)/
1. Recognize common isotopes and their uses. (STEM_GC11AMIc-e-19)
Objectives
General Chemistry 1
II.CONTENT Recognize common isotopes and their uses
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
III. LEARNING
lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
RESOURCES
based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages Teacher’s Guide pp 1-13
2. Learner’s Materials Pages Learner’s Guide/ Material pp 1-13
3. Textbook Pages
4. Additional Materials from
General Chemistry 1
Learning Resource (LR)
Learning Activity Sheets
Portal
B. Other Learning
PowerPoint presentation, Laptop, TV
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES
things, practice their learning, question their learning processes, and draw conclusions about what they learned
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Teacher’s Activity Students’ Activity Remarks/ Annotations
Possible Answers:
A. Reviewing previous lesson Ask the students about the following: 1. Chromatography involves solvent
or presenting the new 1.Various simple separation techniques separation on a solid medium. Show a ppt. slide for this
lesson Distillation takes advantage of review
(Review/ Drill) differences in boiling points.

B. Establishing a purpose for A. Find the following words inside the Show a ppt. slide for this
the lesson (Motivation) word puzzle. Possible Answers: motivation
ELICIT 1. Atom
Direction: Fill up the blanks with letters 2. Ion Indicator 1 (across
to complete each word that corresponds 3. Electron curriculum teaching areas)
to its definition. Hunt the words in the 4. Proton Uses knowledge of text
table below by simply crossing it out, it 5. Neutron structure to glean the
may be arranged in vertical, horizontal 6. Mass Number information he/she needs
and diagonal manner. 7. Isotopes (CS_EN11/12A-EAPP-Iac-
8. Molecule 4)
9. Atomic Number
B. Adjectives
A. Identify the number of the pictures Possible Answers: Indicator 1 (within
presented showing the following curriculum teaching
areas)
1. The properties of liquids
and solids to the nature of
C. Presenting examples/ forces between particles
instances of the new STEM_GC11IMFIIIa-c-99
lesson 2. Phase changes in terms
(Presentation) of the accompanying
ENGAGE changes in energy and
forces between particles
STEM_GC11IMFIIIa-c-100

Present the Topic and

Learning Objectives.
D. Discussing new concepts Present and discuss the following
and practicing new skills properties of matter. Present pictures on the
#1 slideshow for students’
(Activity) The keywords to be placed are: reference.
EXPLORE composition of atoms in terms of
protons, neutrons, and electrons, Present examples for each
properties of matter.

After discussion, ask

Properties of Matter students to give examples
for each properties of
a. In physical properties, no change in matter.
composition takes place during the
determination or measurement of these Students are expected to Connect the properties of
properties. On the other hand, in participate in class discussion matter to identify
chemical properties, a change in substances and to separate
composition occurs during the and should answer HOTS them.
determination or measurement of these questions related to the topic.
properties. Present the substance
b. Extensive properties change their together with its chemical
value when the amount of matter or formulas.
substance is changed. Meanwhile,
intensive properties do not change their
value when the amount of matter is Indicator 2 (Use a range of
changed. teaching strategies that
enhance learner
Present and discuss the following achievement in literacy and
classification of matter. numeracy skills)

The keywords to be placed are: pure Indicator 3 (Apply a range of

substances and mixtures elements and teaching strategies to
compounds homogeneous mixtures and develop critical and creative
heterogeneous mixture thinking as well as other
higher-order thinking skills.)
Classification of Matter
Indicator 4 (Display
Matter can be broken down into two proficient use of Mother
categories: pure substances and Tongue, Filipino or English
mixtures. to Facilitate teaching and
a. Pure substances are composed of learning.)
only one component.
• Elements are pure substances that are Indicator 5 (Establish safe
made up of only one kind of atoms. and secure learning
• Compounds are pure substances environments to enhance
made up of two or more kinds of atoms. learning through the
b. Mixtures are combinations of two or consistent implementation of
more pure substances in variable policies, guidelines and
proportions in which the individual procedures.
substances retain their identity.
• A homogeneous mixture has a uniform Indicator 6 (Maintained
composition and exhibits the same learning environments that
properties in different parts of the promote fairness, respect
mixture. and care to encourage
• A heterogeneous mixture has a non- learning.)
uniform composition and its properties
vary in different parts of the mixture.

Activity Sheets will be distributed to the

students for their reference. Students will be grouped according
Provide the materials
to their Dominant Multiple
needed.
Allow the students to answer each. Intelligence,
E. Discussing new concepts
.
and practicing new skills Give enough time to perform
#2 Provide activities for students to answer. the activity.
Students will perform the activity for
(Activity)
Encourage learners to perform the 15 minutes.
EXPLAIN Students will perform the
activity as a group and do perform their activity.
After the activity, students will
individual tasks. present their work in class.
Facilitate the students while
performing the activity.
After doing the activity, students will
answer the following guide questions,
1. What is the first step in determining
F. Developing mastery
the way to separate substances?
(Leads to Formative
2. How would you differentiate mixture
Assessment 3)
from pure substances?
(Analysis)
3. Does pure substances undergo the
same separation techniques as
mixtures?
G. Finding practical
In our daily lives, identify activities/ Indicator 6 (Use
applications of concepts Students’ answer may vary
situations that uses separation differentiated,
and skills in daily living
techniques developmentally learning
(Application)
experiences to address
ELABORATE
learners’ gender, needs,
1. Why is it important to determine the
H. Making generalizations strengths, interests and
properties of matter? Students’ answer may vary
and abstractions about the experiences.)
2. Why knowing different separation
lesson
techniques or methods is
(Abstraction)
necessary?
1. Ask them to classify the following examples as physical or chemical properties:
a. Melting of ice
b. Evaporation of water
c. Rusting
I. . Evaluating learning
d. Digestion
(Assessment)
2. Ask them to classify the following examples as intensive or extensive properties:
EVALUATE
a. Boiling point
b. Weight
c. Volume
d. Density
J. Additional activities for Research and list down 3 For flipped classroom, students
application or remediation. separation methods with its may view the link below for better
(Assignment) application in the following fields: understanding of lesson.
EXTEND 1. Industrial Link 1:
2. Medical Properties of Matter |
3. Agricultural Chemistry
https://www.youtube.com/
watch?v=vc4gYBlA1iI
Link 2:
Types of Matter: Elements,
Compounds, and Mixtures
https://www.youtube.com/watc
h?v=dggHWvFJ8Xs

Link 3:
The Different Types of Separation
Techniques - Lesson 1
(Chemistry)
https://www.youtube.com/watch?
v=qpZhc2Zn_TI

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
What works? What else needs to be done to help the students learn?
VI. REFLECTION. Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.

A. No. of learners who

earned 80% on the
formative assessment

B. No. of learner 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

E. Which of my teaching
strategies worked well?
Why did these work

F. What difficulties did I

encounter which my
principal or superior can
help me solve?
G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

Prepared by:

JOEBANE U. CAPAPAS, JR.

SPS Teacher 1

Checked by:
MA. CRISTINA R. ABARRA MA. ELENA J. TUGNA
Subject Coordinator (Science) Master Teacher I (Science)