You are on page 1of 6

GRADE 11 School Anuling National High School Grade Level 11

Daily Lesson Teacher MARICAR P. DIMAS Learning Areas Gen. Chemistry 1

Plan Teaching Date 12:30-2:30 (T/Th) Quarter First
and Time Week 4
A. Content Standards The learners demonstrate an understanding of the the mole concept
in relation to Avogadro’s number and mass.
B. Performance Standards 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
d. reactions
C. Learning Competencies The learners will :
and Objectives 2. Define a mole STEM_GC11S-Ie-26
3. Illustrate Avogadro’s number with examples
4. determine the molar mass of elements and compounds
5. calculate the mass of a given number of moles of an element or
compound or vice versa
6. calculate the mass of a given number of particles of an element or
compound or vice versa
Specific Learning Outcomes

At the end of the lesson, the learners shall be able to:
1. State the value of Avogadro’s number;
2. Perform calculations converting moles to number of entities and
vice versa;
II. CONTENT Atomic Mass, Avogardos Number, The Mole Concept
Teacher’s Guide Pages Earth and Life Science Senior High School pp. 9-15
Teaching Guide for Senior High School Earth and Life Science
Learner’s Materials Pages N.A

A. ELICIT Review previous lesson on Measurements and Atoms Molecules and

1. Show picture of a Milky way Galaxy and remind them that our
Solar System is located on the tail of it.
2. Learners will be asked for the composition of the solar system
and the correct sequence of the planets.
B. ENGAGE A Video Clip will be played entitled “The Formation of the Solar
System” and will play the “Vocabulary Tag” game the following
Video : The Formation of the Solar System

1. Vocabulary list with corresponding activities should be posted.

Meteor – jumping up and down
Chondrules– jumping jacks
Nucleosynthesis – lunging to the right
Protostar – lunging to the left
Sun – toe touches
2. Students will stand at their desk and march in place until the teacher
tags a
student or asks for a volunteer.
3. Once the student is tagged, he/she will define or explain the
vocabulary word or
concept from the overhead list.
4. All students will then perform the activity matched with the word for
10 seconds.
5. Time is called and the students begin to march in place as the teacher
selects the
next student.
6. That student repeats the process.
C. EXPLORE Activity 1: Accretion and Planetary Formation

D. EXPLAIN 1. What does the Scientist think on the formation of the Solar
2. Why is it that planets and asteroids vary in sizes?
3. Where did the Solar System originated?
E. ELABORATE Chondrules (spherical drops of once molten or partially molten
 considered the building blocks of the planets
 provide very good information on the earliest history of the solar
 solid objects traveling around the sun in a variety of orbits and at
various velocities,
ranging in size from small pebbles to large boulders
 some cluster in streams called meteor showers that are associated
with a parent comet
 have various compositions and densities, ranging from fragile
snowball‐like objects to
nickel‐iron dense rocks
 most burn up when they enter the Earth’s atmosphere
Small Asteroids:
 4.5 billion years old, as old as the solar system
some are made up of chondrules and other material that holds them
 have many variations, due partly to differences in the number,
size, shape, and varying mineral content of the chondrules, and
where they were formed in the solar system.
Theories/Hypothesis on the Origin of the Solar System.
1. Nebular Theory
2. Encounter Theory
3. Protoplanet

Collaborative Group Activity: Please see attached activity entitled

“Meteor Wrong Blues” for the procedure. Meteor Wrong Blues is an
activity where in sudents will be making a VENN Diagram after
hearing the Music Video “METEOR WRONG BLUES”.
F. EVALUATE 1. Which of the following is true about the Nebular Theory?
a. The nebula is formed from water particles.
b. The Earth was formed as a result of a comet colliding
with the Sun.
c. The planets are formed from particles of a near star.
d. The solar system originated from a gas cloud.
2. As proposed by the Encounter Theory, which of the
following events led to the formation of the solar system?
a. A near collision between the Sun and a passing star
b. Formation of protoplanets
c. An explosion of a singularity
d. Nucleosynthesis of hydrogen and helium particles
3. This reflects the idea of the Steady State Theory
a. The universe came from a singularity.
b. The universe will not change its density.
c. The universe is always present and will not change.
d. The universe resulted from a series of Big Bang and Big
4. As proposed by the Nebular Theory, which of the following
events led to the disruption of the nebula?
a. Supernova near the nebula
b. Production of solar energy
c. Formation of protoplanets
d. Explosion of an atomic bomb
5. According to the Nebular Theory, which of the following
comprises the nebula?
a. Nickel particles
b. Carbon particles
c. Iron particles
d. Hydrogen particles
G. EXTEND Answer the following:
1. What are the difference in the physical and chemical properties
between the Earth and its Neighboring Planets.


1. No. of learners who earned

80% in the evaluation
2. No. of learners who require
additional activities for
remediation who scored
below 80%
3. Did the remedial lessons
work? No. of learners who
have caught up with the
4. No. of learners who continue
to requireremediation
5. Which of my teaching
strategies worked well? Why
did these worked?
6. What difficulties did I
encounter which my principal
or supervisor can help me
7. What innovation or localized
materials did I
Use or discover which I wish
to share with otherteachers?

Prepared by: Checked and Noted by:

Maricar P. Dimas Mrs. Anita T. Escover

Teacher II – SHS Principal