GAD-based iC CEBU

Lesson Exemplar

Grade Level: 11 Learning Area: PHYSICAL SCIENCE Quarter: 3 Duration: 60 minutes

Learning Area/s Integrated: Mathematics
Integration Approach Used: (Please tick.)
Multidisciplinary √ Interdisciplinary Transdisciplinary
* Theme-based
I. 21st Century Skills to be developed (Please tick.)
√ Communication Learning and Innovation √ Problem Solving
√ Critical Thinking √ Information Media and Technology √ Life and Career
I. Focused Learning Competency
S11/12PS – IIIc– 15 determine if a molecule is polar or non-polar given its structure.
III. Focused GAD-based Principle to be Integrated
use gender-responsive language to reflect inclusion
IV. Intended Learning Outcomes
Knowledge determine if a molecule is polar or nonpolar

Skills distinguish between polar and nonpolar using its molecular geometry
and electronegativity
Attitude demonstrate open-mindedness in sharing of ideas

Values relate the concept of polarity to justice and equality

V. Learning Content/s Polarity of Molecules

*Polar and Nonpolar Bonds
*VSEPR Theory

Concept 1. A molecule can be either polar or nonpolar.

2. The polarity of a molecule is determined by the
following factors:
a. Electronegativity of the atoms making up
the molecule
b. Molecular geometry or shape
Themes
 Learning Materials • Projector, laptop
• Periodic table, electronegativity charts, VSEPR charts
• Other experiment materials

identify necessary basic actions, such as protecting

oneself, to cope with common natural hazards like
DRRE Concepts
earthquake.

-CHED Physical Science TG pp.66-77

References

VI. Learning Experiences (5 Es)

1. Engage  Presentation of objectives and terms.
(10 minutes)  Communicate learning objectives and important terms.
1. Introduce the learning objectives using any of the suggested
protocols (Verbatim, Own Words, Read-aloud)

2. Review of terminologies
a. Electronegativity
b. Valence electron
c. Dipole
d. Covalent bond

2. Explore Polarity Experiment

(10 minutes)
ACTIVITY – POLARITY EXPERIMENT:

Materials:
• Water
• Vinegar
• Vegetable oil
• Gasoline
• Food coloring (optional for coloring water and vinegar)
• Candle dye (optional for coloring the 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. Water + gasoline
d. Oil + vinegar
e. Oil + gasoline

 Disposal samples with oil and gasoline should first be mixed with
dishwashing liquid before disposing down the sink.
 Have the learners hypothesize why certain combinations mix
better than others. Ask them to group the samples together
according to how well they mix.
 Learners should be able to predict the results of the experiment
as they mix oil and water. They should recall simple chores they
do at home such as washing out oil from pans.
 Suggest that water and vinegar can be grouped together while
oil and gasoline belong to another group. These substances can
be classified as polar and non-polar substances. The difference in
polarity explains why certain combinations mix and not others.
3. Explain They will answer these guide questions after the activity.
(8 minutes)
1. When will a molecule become polar? Nonpolar?
2. What are the properties of polar molecules? Nonpolar molecules?
3. How will the shape of the molecule affect its polarity?

4. Elaborate  Class discussion

(5 minutes) Introduce the factor that determine the polarity of molecules.
 The polarity of the bonds between atoms which can be
studied based on electronegativity and molecular
geometry

ACTIVITY – CLASS DISCUSSION

Bond Polarity
Review Grade 9 chemistry discussions on properties of elements found
in the periodic table such as boiling points, melting points, oxidation
number, etc. Point out that one of the properties found in the periodic
table is the electronegativity of elements.

Electronegativity (EN) - Measure of the relative tendency of an atom to

attract electrons to itself when chemically combined with another atom.
The higher the value of electronegativity, the more it tends to attract
electrons toward itself.

Introduce polar covalent and non-polar covalent bonds

 .
Polar covalent bonds occur when electron pairs are unequally shared.
The difference in electronegativity between atoms is significant.
Examples of compounds having polar-covalent bonds are:

HCl EN of H = 2.1 EN of Cl = 3.0 ΔEN = 0.9 HF EN of H = 2.1 EN

of F = 4.0 ΔEN = 1.9

The separation of charges makes the bond polar. It creates an electric

dipole. Dipole refers to “two poles,” meaning there is a positive and a
negative pole within a molecule. Elements with the higher EN value
become the partial negative pole while elements with the lower EN
value become the partial positive pole. This makes the molecule a polar
molecule

Non-polar covalent bonds occur when electron pairs are shared equally
or the difference in electronegativity between atoms is less than 0.5.
Examples of substances having non-polar covalent bonds are:
H2 EN of H = 2.1 ΔEN = 0.0 NON-POLAR MOLECULE;
not a dipole
Cl2 EN of Cl = 3.0 ΔEN = 0.0 NON-POLAR MOLECULE;
not a dipole
F2 EN of F = 4.0 ΔEN = 0.0 NON-POLAR MOLECULE;
not a dipole
HI EN of H = 2.1 EN of I = 2.5 ΔEN = 0.4 POLAR MOLECULE; a
dipole

5. Evaluate Determine the bond polarity, molecular geometry and polarity of

(15 minutes) the ff. molecules:
Molecule Bond Polarity Molecular Polarity of
Geometry Molecule
1. H2O
2. CCl4
3. BF3
4. SF6
5. SiF4

Possible Answer
Determine the bond polarity, molecular geometry and polarity of the ff.
 molecules:

Molecule Bond Polarity Molecular Polarity of

Geometry Molecule
1. H2O polar bent polar
2. CCl4 nonpolar tetrahedral nonpolar
3. BF3 nonpolar Trigonal planar nonpolar
4. SF6 nonpolar octahedral nonpolar
5. SiF4 polar tetrahedral nonpolar

VII. Learning Enablement Create a graphic organizer that will compare and contrast polar and
(2 minutes) non-polar molecules

Reflection (DepED Order No. 42, s. 2016)

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work?
D. No. of learners who have caught up with the lesson
E. No. of learners who continue to require remediation
F. Which of my learning strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor can help me solve?

Prepared by

DEXTER Q. JADUCANA
Teacher I
Samboan National High School, Samboan District

Edited by: Reviewed by:

LUCIANITA T. NIEZ BERNARDITA F. ARIAS

Master Teacher 1 Principal 1

Verified by:

BELEN T. PUGOY, Ed.D.

Public Schools District OIC