GRADE 1 to 12 School PLARIDEL NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher JEDDAH NOA A. LORZANO Learning Area PHYSICAL SCIENCE
Teaching Dates and Time Week 1 (Nov. 4-8, 2019) Quarter 3rd

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
1. The formation of the elements during the Big Bang and during stellar evolution.
B. Performance Standard The learners shall be able to:
1. Make a creative representation of the historical development of the atom or the chemical element in a timeline.
C. Learning The learners:
Competency/Objectives  Give evidence for and explain the formation of the light elements in the Big Bang theory.
S11/12PS-IIIa-1
 Give evidence for and describe the formation of heavier elements during star formation and evolution.
S11/12PS-IIIa-2
 Write the nuclear fusion reactions that take place in stars, which lead to the formation of new elements.
S11/12PS-IIIa-3
 Describe how elements heavier than iron are formed.
S11/12PS-IIIa-4
 Describe the ideas of the Ancient Greeks on the atom.
S11/12PS-IIIa-5
 Describe the ideas of the Ancient Greeks on the elements.
S11/12PS-IIIa-6
 Describe the contributions of the alchemists to the science of chemistry.
S11/12PS-IIIa-7
 Point out the main ideas in the discovery of the structure of the atom and its subatomic particles.
S11/12PS-IIIa-8
 Determine if a molecule is polar or non-polar given its structure.
S11/12PS-IIIa-15
 Describe the general types of intermolecular forces.
S11/12PS-IIIa-17
II. CONTENT How the elements found in the universe were formed.

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages None
2. Learner’s Materials pages None
3. Textbook pages Physical Science for Senior High School. Santiago, KS, and Silverio, AA. Phoenix Publishing House. 2016.
4. Additional Materials from None
Learning Resource
(LR)portal

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B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
PowerPoint, +Projector, Images, Chalk, Blackboard
Microsoft, Encarta Dictionary 2009
Microsoft, Student 2009
Britannica Encyclopedia 14.0, 2014
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(Nuclear Reaction) (History of Atoms & Matter) (Atomic Mass and (Intramolecular Forces)
Number)
(5 mins) (5 mins) (5 mins) (5 mins)
 Greets the students  Greets the students and  Greets the students  Greets the students and ask them to  Remediation
and ask them to lead ask them to lead a and ask them to lead lead a prayer.  Review
a prayer. prayer. a prayer.  Briefly review the past lesson.  Lesson Planning
 Briefly review the past  Briefly review the past  Briefly review the past (Atomic Mass and Number)  Recording of quizzes
lesson. lesson. lesson.  Checking of students
(Earth and Life (Nuclear Reaction) (History of Atoms & outputs
Science) Matter)
(5 mins) (5 mins) (5 mins) (5 mins)
 Setting the mood and  Setting the mood and  Setting the mood and  Setting the mood and presentation of
presentation of presentation of learning presentation of learning objectives.
learning objectives. objectives. learning objectives.
(5 mins) (5 mins) (5 mins) (5 mins)
 Post the Atomic Chart Ask simulating questions:  Show a big periodic
on the board.  What composes Matter table in the class. Most atoms that exist only by themselves are
 Allow students to and Elements?  Allow the students to less stable compared to when they are
understand the chart  What is the relationship observe it and ask bonded with other atoms in a compound.
by themselves. between the two? them the numbers that
 Ask their conclusions  What are the models of are present in each  Present it to class and ask stimulating
and understanding atom? element. questions.
about the chart.  Who proposed these  Ask their ideas and Ex.
 Explain and elaborate models? insights about the use o What does it mean?
the Atomic Chart.  What is the relationship and functions of the o What does it say about atoms and
between Protons, numbers present. compound?
Electrons and o Is one atom more stable than two
Neutrons? or more atoms bonded together?
Why?
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D. Discussing new concepts and (5 mins)
practicing new skills # 1 Activity
YES IT S U!
 The students will form Procedure:
a circle.
 The teacher will start
the activity by giving
one (1) element’s
symbol and name in
the periodic table.
Afterwards, she will
point anyone in the
circle.
 The student that she’d
point will give another
but not the same
element’s symbol and
name and so on.
 The giving of element’s
symbol and name will
last only within 10
seconds.
(10 mins) . (10 mins) (10 mins)
Activity  Show and explain the Group Activity
MATCH OR MISMATCH? atomic mass and  The students will be grouped into three.
atomic number.  Each group will be given one type of
 Define isotopes. intramolecular forces and its definition.
1. Form four (4)  Illustrate how isotopes  Each group will present graphically the
groups. happen. type of intramolecular forces assigned to
 List down some them and explain it to the class.
2. Each group will be
examples of isotopes
given cards.
3. You have to match
the card and post it
in the board.
4. The first group who
will post the cards
first with correct
answers will garner
highest points.

E. Discussing new concepts and (10 mins) (10 mins) (5 mins) (15 mins)
practicing new skills # 2 Nuclear Reactions and Class Discussion  Show the equation for Class Discussion
Origin of Elements  The teacher will give  The teacher will discuss the following:
 Discuss the concept of introduction of the Atomic mass: o Chemical bonding
atom, elements and lesson by checking the Atomic mass = o Ionic bond
matter. answers on their number of protons + o Nonpolar covalent bond
 Discuss the Nuclear activity. number of neutrons. o Polar covalent bond
reactions – Processes  The teacher will o Electronegativity
in which a nucleus present the timeline of  Let them make their o Electronegativity difference
either combines with the history of matter own equation for the
another nucleus and atom. number of protons
(nuclear fusion) or  Students will be and number of
splits into smaller encouraged to neutrons.
nuclei (nuclear fission). understand the
 Radioactivity – timeline.
Emission of energy  Students will explain
particles of an atom. the timeline according
Radioactive particles to their own
may be elements, understanding.
electrons, protons,
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 neutrons and others.
F. Developing mastery (15 mins) (10 mins) (10 mins) (5 mins)
(leads to Formative Cosmic Origin of Group discussion  Show the table for  The teacher will discuss the topic
Assessment 3) Elements  Discuss the timeline of computations: further.
 The Big Bang history of atoms. Elements, Symbol,  Deepening the topic: question and
The birth of the  Enumerate the Atomic Mass, Atomic answer.
universe. There was a contribution to the Number, Number of
big explosion which development of atoms Protons, Neutrons,
produces subatomic of different scientists Electrons, and
particles. As they and chemists. Charge.
formed, protons and  Discuss the following  Allow the students to
neutrons started to topics: Atomic Model, observe the table and
fuse to form heavier Chemical reactions, formulate the
nuclei of deuterium Isotopes, Ions, etc. equation to be used
(isotope of hydrogen). in each column.
After few minutes, the  Encourage them to
universe was share it to the class.
composed of 75%
hydrogen, 25% helium
and trace amounts of
lithium.
 Stellar Formation and
Evolution
The universe
continuously expanded
for several years and
the cloud of hydrogen
and helium gases
condensed to form
stars.
 Stellar Explosion
Explosion of star.
G. Finding practical application (5 mins) (5 mins) (5 mins) (10 mins)
of concepts and skills in daily  Why do you think it is Problem Analysis  Show the same table  Students will find their pair.
living necessary to  What could represent earlier but with  Each pair will try to fill the table of
understand the the atom and its blanks on some electronegativity difference.
structure of the atom? proton, neutron, and columns.
 What is the importance electron?  Let the students Electronegativity:
of knowing the origin  Students should be compute for the Cl = 3.0 I = 2.5 Na = 0.9
of the elements? given 3 minutes to answers and write it H = 2.1
 What is the think of the answer. in the board.
significance of knowing  This aims to visualize  Corrections and
the concepts of atom, and distinguish the suggestions will be
elements and matter? difference between given by the teacher
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 atom and its afterwards. Compound More
EN
EN Chemical
bond
composition. atom

NaCl

ICl

H2

H. Making generalizations and (5 mins) (5 mins) (5 mins) (5 mins)

abstractions about the lesson
I. Evaluating learning
Will ask questions to the Will ask questions to the Will ask volunteers to Will ask volunteers to summarize the lesson.
students which leads to students which leads to summarize the lesson.
summarization of the summarization of the
lesson. lesson.
(5 mins) (5 mins) (10 mins) (10 mins)
Direction: Write CORRECT 1. Atoms came from the Compute for your answers
if the statement is correct Greek word ____________. and fill in the blanks.
and WRONG if it is not. 2. Empedocles asserted
1. The positive charge of that all things are (Table in Powerpoint
an atom is called composed of four primal presentation)
proton. elements: earth, air, fire,
2. Electrons are the and _______.
neutral charged of an 3. ______________
atom. proposed the law of definite
3. Atoms are the building proportions.
blocks of matter. 4. _____________
4. Nuclear fission includes arranged the known
the merging of the elements in periodic table
nuclei. based on their atomic
5. The emission of mass.
energetic particles of 5.____________ discovered
an atom is called electrons.
radioactivity. 6-10. Choose one atomic
6. One of the origin of theory and explain it.
elements is the Big
Bang theory.
7. The formation of each
new element
happened in regions or
layers of stars are
called stellar
formation.
8. The violent explosion
of star is called
supernovice.

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J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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: Noted: Approved by:

JEDDAH NOA A. LORZANO ELIZABETH E. MALLARI TONELYN M. DIAZ
Science Teacher I Asst. Principal II Principal IV

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