EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL

GENERAL BIOLOGY 1
Prepared by:
Ana Liza V. Gaad

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I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards
the properties of matter and its various forms
The learners:
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
The learners:
C. Learning 1. recognize that substances are made up of smaller particles
Competencies/ STEM_GC11MP-Ia-b-1
Objectives Specific objectives:
Write the LC code for 1. describe the particulate nature of the different forms of matter
each 2. Illustrate that matter is made up of particles.
3. realize the usefulness of visualizing matter being made up of particles.
Matter and its properties 1. the particulate nature of matter 2.
states of matter a. the macroscopic b. microscopic view 3. Physical
and chemical properties 4. Extensive and intensive properties 5.
Ways of classifying matter a. pure substances and mixtures b.
II. CONTENT
elements and compounds c. homogeneous and heterogeneous
mixtures 6. Methods of separating mixtures into their component
substances

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous To prepare for this session, the students are asked to think about
lesson or presenting the smallest piece of a pencil imaginable. With a partner, draw and
the new lesson share what you think this piece would look like.
B. Establishing a purpose Present two 60-mL plastic syringes with the needle removed and
for the lesson replaced by a seal. One syringe contains a small block of wood,
while the other contains entrapped air. The plunger is set to touch
the wood block.

Ask them what will happen if the plunger will be pushed down the
syringe.
Make one learner push the plunger in the two syringes, and check if
they have predicted the behavior of the plunger in the two syringes
correctly.

Ask them to answer the question: Why is it easier to compress the

 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL BIOLOGY 1
Prepared by:
Ana Liza V. Gaad

entrapped air than the wood block?

Highlight that a particulate model for matter is very useful in
explaining the properties of matter.
It is likely that their answers will be based on what they will recall
from experience and from what they learned from junior high
school: that the plunger can be moved more easily in the syringe
containing an entrapped gas than in the other syringe containing a
solid. • A gas is made up of particles that are far apart from each
other, which can be pushed closer towards each other; • A solid is
made up of particles which are compact, so that it is no longer
possible to push these particles closer to each other
C. Presenting
Ask student about the composition of matter.
examples/instances of
the new lesson
Discuss: Matter- a particle explanation:
There are four main ideas in the particle model:
D. Discussing new 1. All matter is made up of tiny particles.
concepts and
2. The particles of matter are always moving.
practicing new skills
#1 3. The particles have spaces between them.
4. Adding heat to matter makes the particles move faster.

VISUALIZATION OF MATTER
In this activity, physical models, such as balls or beads, will be used
to illustrate that matter is made up of particles. A ball or a bead will
represent an atom of an element, and a combination of balls or
bead will represent a compound. A collection of single balls and/or
combined balls will be used to show the difference between pure
substances and mixtures.
Procedure
1. Assemble the sets of balls and place them in unlabelled zip lock
E. Discussing new bags.
concepts and
2. Show the bags to the learners and tell them that their task is to
practicing new skills
#2 find out if the bag contains a pure substance or a mixture. If the
content is a pure substance, they have to determine if it is an
element, or a compound.
3. Show them the bag with monoatomic elements, and ask them if it
is a pure substance or a mixture. Take out the contents from the
bag one by one, and show them to the learners
4. Ask them the following questions: a. Are the balls the same or
different? b. Do the balls represent a pure substance of a mixture?
c. Do the balls represent an element or a compound? 5. Repeat Step
3 with the mixture set. 6. Repeat Step 3 with the compound set.
Present a demonstration for the visualization of matter. This will reinforce the
F. Developing mastery
concept on the differences between pure substances, mixtures, elements, and
(leads to Formative
Assessment 3) compounds.

G. Finding practical
applications of Conduct the learner’s activity on Visualization and Classification of Matter.
concepts and skills in The student will write their answers in the learner’s worksheet.
daily living
H. Making
generalizations and
abstractions about the
lesson
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL BIOLOGY 1
Prepared by:
Ana Liza V. Gaad

Make them do an activity wherein they will apply the visualization and classification
I. Evaluating learning of matter to classify pure substances, mixtures, elements, and compounds.

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
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?