Introduction To Chemistry and Matter: 1 - Page Chem1-STEM (Specialized SHS) S Y 2 0 2 0 - 2 0 2 1

TOPIC Lesson 1: Introduction to Chemistry and Matter
LESSON NAME
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the students will be able to:
1. Define chemistry and identify its areas correctly.

2. Relate the importance of chemistry to daily life
3. Describe the role of chemistry to society and technology.
4. Cite contributions of chemistry to other sciences.
TIME ALLOTMENT 1 hour
SENIOR HIGH SCHOOL SPECIALIZED SUBJECT

FIRST SEMESTER (Q1 AND 2) – GENERAL CHEMISTRY 1
FIRST QUARTER
LESSON OUTLINE:
I. Introduction
1. Introduce the learning objectives by using the suggested protocol
II. Motivation Chemisrty in the Classroom/Word Search
III. Instruction/ Practice Lecture. Powerpoint presentation.
IV. Enrichment Classifying of physical or chemical property.
V. Evaluation Performance check.
MATERIALS Materials: ppt, textbook of Chemistry 1
RESOURCES Chemistry by Raymond Chang, General Chemistry 1: Rex Publishing
PROCEDURE MEETING LEARNERS’ NEEDS

INTRODUCTION
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Chem1-STEM (Specialized SHS)
SY 2020-2021
1. Give an overview of the topics to be discussed in the quarter.
2. Overview of the performance task.
3. Engage the students in the Chemisrty in the Classroom
MOTIVATION
Word Search
INSTRUCTION
Discussion of the Five Major Branches of Chemistry.
EVALUATION
Turn to page 9 of your textbook. In the Chapter Assessment section, answer numbers 1,
2 and 3 only.
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Matter and its properties
LESSON NAME 1. the particulate nature of matter
Lesson : Matter and its properties 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. elements and compounds
c. homogeneous and heterogenous
CONTENT STANDARDS The learners demonstrate an understanding of:
the properties of matter and its various forms
PERFORMANCE STANDARDS The learners shall be able to:
design using multimedia, demonstrations, or models, a representation or simulation of any of the following:
a. atomic structure
b. gas behaviour
c. mass relationships
d. reactions
LEARNING COMPETENCIES The learners...
1. recognize that substances are made up of smaller particles
2. describe and/or make a representation of the arrangement, relative spacing, and relative motion of the
particles in each of the three phases of matter
3. distinguish between physical and chemical properties and give examples
4. distinguish between extensive and intensive properties and give examples
5. classify matter
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners shall be able to:
1. explain matter and its properties
2. describe the particulate nature of the different forms of matter
3. classify the properties of matter
4. differentiate pure substance and mixtures; elements and compounds;
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homogeneous and heterogeneous mixtures
5. recognize the formulas of some common substances
6. discuss methods to separate the components of a mixtures
7. recognize chemical substances present in some consumer products
TIME ALLOTMENT 120 minutes ( 2 meetings)
FIRST SEMESTER (Q1AND 2) – GENERAL CHEMISTRY 1

FIRST QUARTER
LESSON OUTLINE:
I. Introduction
2. Introduce the learning objectives by using the suggested protocol
3. Present the keywords for the concepts to be learned:
II. Motivation Activity : What Happens

IV. Enrichment Classifying of physical or chemical property.
RESOURCES Chemistry by Raymond Chang, General Chemistry 1: Rex Publishing

FIRST QUARTER
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TOPIC / LESSON NAME 1. Methods of separating mixtures into their component substances;
2. Measurements
a. Accuracy and precision
b. Significant figures in calculations
c. Density measurement
the properties of matter and its various forms
a. atomic structure b. gas behaviour c. mass relationships d. reactions
1. recognize the formulas of common chemical substances
2. describe separation techniques for mixtures and compounds
3. compare consumer products on the basis of their components for use, safety, quality and cost
4. (LAB) apply simple separation techniques such as distillation, chromatography
5. differentiate between precision and accuracy
6. (LAB) Determine the density of liquids & solid
1. Explain the need for measurements;
2. Describe how to carry out measurements of length, mass, and volume; and
3. Differentiate between precision and accuracy (STEM_GC11MT-Ib-13).
TIME ALLOTMENT 240 minutes
LESSON OUTLINE:
I. Introduction Communicating Learning Objectives
II. Motivation Review the class of the past discussion on properties of matter.
III. Instruction/ Practice Interactive discussion on measurements.
IV. Enrichment worksheets for measurements
V. Evaluation Assignment
MATERIALS ppt, textbook of Chemistry 1, materials for the laboratory activities
RESOURCES Chemistry by Raymond Chang, General Chemistry 1: Exploring Life Through Science
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INTRODUCTION
Introduce the learning objectives and link them to the culminating performance standard.
MOTIVATION
Consequences of Not Using Units Properly
INSTRUCTION
Discussion on Measurements , Accuracy and Precision
1. Discussion on measurements, scientific notations, SF and rounding off numbers.
2. Determine the density of liquids and solids.
ENRICHMENT
1. Worksheets on measurements, scientific notations, significant figures, rounding off numbers
EVALUATION
Additional assessment exercise on measurements ( Quiz )
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FIRST QUARTER
TOPIC / LESSON NAME Atoms, Molecules, and Ions
1. Dalton’s atomic theory 2. Basic laws of matter 3. Atomic structure
4. Subatomic particles (protons, electrons, neutrons) 5. Molecules and Ions
1. atomic structure
1. explain how the basic laws of matter (law of conservation of mass, law of constant composition, law of
multiple proportion) led to the formulation of Dalton’s Atomic Theory
2. describe Dalton’s Atomic Theory
3. differentiate among atomic number, mass number, and isotopes, and which of these distinguishes one
element from another 4. write isotopic symbols 5. recognize common isotopes and their uses.
6. differentiate among atoms, molecules, ions and give examples
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners shall be able to
1. Explain how the basic laws of matter (Law of Conservation of Mass, Law of Constant
Composition, and Law of Multiple Proportion) led to the formulation of Dalton’s Atomic Theory
(STEM_GC11AM-Ic-e-15);
2. Describe Dalton’s Atomic Theory (STEM_GC11AM-Ic-e-16);
3. Differentiate among atomic number, mass number, and isotopes, and which of these distinguishes
one element from another (STEM_GC11AM-Ic-e-17);
4. Write isotopic symbols (STEM_GC11AM-Ic-e-18);
5. Recognize common isotopes and their uses (STEM_GC11AMIc-e-19); 6. Differentiate among
atoms, molecules, ions, and give examples (STEM_GC11AM-Ic-e-20);
LESSON OUTLINE:
II. Motivation Eliciting prior knowledge.
III. Instruction/ Practice Discussion on Laws of Matter, Dalton’s theory, atomic structures and molecules and ions
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IV. Evaluation Quiz

INTRODUCTION Teacher’s Tip
1. Culminating Learning Objectives
2. Remind the class of their performance standard.
MOTIVATION
1. Let the class identify some rules in the school.
2. Why are rules important? Does matter also has its own “rules”?
3. Introduce Dalton’s Atomic Theory
INSTRUCTION
1. Discussion of the laws of matter. Let the students relate the laws of matter to Dalton’s
atomic theory.
2. Discussion of Dalton’s Atomic Theory and other models of the atom
3. Discussion of the atomic stucture and its subparticles, atomic number and mass number
4. Discussion of common isotopes and their uses.
5. Differentiate among atoms, molecules, ions and give examples
EVALUATION
Worksheets
Answer the chapter assessment pages ------of your textbook. Write your answers on a
long bond paper
.
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FIRST SEMESTER (Q1 AND Q2) – GENERAL CHEMISTRY 1
FIRST QUARTER
TOPIC / LESSON NAME Atoms, Molecules, and Ions
1. Chemical Formulas
2. Naming Compounds
formulas and names of compounds
1. represent compounds using chemical formulas, structural formulas and models
2. give the similarities and differences between the empirical formula and molecular formula of a
compound
3. name compounds given their formula and write formula given the name of the compound
4. (LAB) Practice chemical nomenclature: writing the chemical formulas of ionic compounds; naming
ionic compounds from formulae
1. Differentiate among atoms, molecules, ions, and give examples (STEM_GC11AM-Ic-e-20);
2. Represent compounds using chemical formulas, structural formulas, and models
(STEM_GC11AM-Ic-e-21);
3. Give the similarities and differences between the empirical formula and molecular formula of
a compound (STEM_GC11AM-Ic-e-22);
4. Name compounds given their formula and write formulas given the name of the compound
(STEM_GC11AM-Ic-e-23).
5. Write the chemical formulas of ionic compounds and name ionic compounds from their
formulas (STEM_GC11AM-Ic-e-24).
LESSON OUTLINE:
II. Motivation Review
III. Instruction Discussion on naming an writing chemical compounds, empirical an molecular formula
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IV. Enrichment Worksheets on chemical nomenclature
V. Evaluation Assignment and Quiz

1. Culminating Learning Objectives
2. Remind the class of their performance standard
MOTIVATION
Review Use of molecular kit in teaching the lesson
Elicit prior knowledge on naming and writing
INSTRUCTION compounds.
Process Questions:
1. What do you observe in the chemical formula that you named?
2. What are the different parts of the chemical formula?
3. Can you tell the elements that compose a compound? How about the number of atoms
of each element?
4. Discussion on naming compounds from their given formula and vice versa.
5. Discussion on empirical and molecular formula
ENRICHMENT
Practice chemical Nomenclature. Review on nomenclature of ionic and covalent
compounds.
EVALUATION
Answer the following and write it on long bond paper. Copy the questions.
I. Section Assessment on page 66
II. Section Assessment A only on page 68-69
III.Section Assessment A only on page 72
IV.Unit Assessment on page 74
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Quiz 2
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TOPIC / LESSON NAME Stoichiometry
1. Atomic mass 2. Avogadro’s number 3. The mole concept
4. Percent composition and chemical formulas
1. the mole concept in relation to Avogadro’s number and mass
2. the relationship of percent composition and chemical formula
1. explain relative atomic mass and average atomic mass 2. define a mole
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.
7. calculate the percent composition of a compound from its formula
8. calculate the empirical formula from the percent composition of a compound
9. calculate molecular formula given molar mass
1. Define a mole (STEM_GC11S-Ie-26);
2. Illustrate Avogadro’s number with examples (STEM_GC11S-Ie-27);
3. Determine the molar mass of elements and compounds (STEM_GC11SIe-28);
4. Calculate the mass of a given number of moles of an element or compound, or vice versa
(STEM_GC11S-Ie-29); and
5. Calculate the mass of a given number of particles of an element or compound, or vice versa
(STEM_GC11S-Ie-30).
FIRST QUARTER
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LESSON OUTLINE:
I. Introduction Give an overview of the topics to be discussed.
II. Motivation Avogadro’s Day
IV. Enrichment Worksheets

1. Give an overview of the topics to be discussed.
3. Engage the students in the diagnostic activity. Present their work for critiquing.
MOTIVATION
Elicit ideas about mass. Lead students to the idea that even a single atom has mass. Ask the
following question:
Process Question:
How much does an atom weigh?
INSTRUCTION
1. Discussion of atomic mass: relative atomic mass and average atomic mass Show the class on how to use the triple beam balance.
2. Discussion of the mole using the concept of Avogadro’s Number
3. Calculation of the molar mass of elements or compounds
4. Calculation of the percent composition of compounds from their formulae
5. Discussion of empirical and molecular formula.
ENRICHMENT
Engage students in a group activity on obtaining mass, number of atoms and formula units of given
compounds.
EVALUATION
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Chapter Assessment A and B on page 85-86
LESSON OUTLINE:
 Introduction Review of chemical formulae.

 Motivation Demonstrate a simple and safe chemical reaction to class.
 Instruction/ Practice Lecture. Powerpoint presentation.
 Enrichment Worksheets
 Evaluation writing and balancing chemical equations
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TOPIC / LESSON NAME Stoichiometry:
1. Chemical reactions and chemical equations
2. Types of chemical reactions in aqueous solutions
the use of chemical formulas to represent chemical reactions
The learners...
1. write equations for chemical reactions and balance the equations
2. interpret the meaning of a balanced chemical reaction in terms of the law of conservation of mass
3. describe evidences that a chemical reaction has occurred
4. (LAB) Perform exercises on writing and balancing chemical equations
1. Calculate the percent composition of a compound from its formula (STEM_GC11PC-If-31);
2. Calculate the empirical formula from the percent composition of a compound (STEM_GC11PC-If-
32); and
3. Calculate molecular formula given molar mass (STEM_GC11PC-If-33)
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1. Chemical reactions and chemical equations
2. Types of chemical reactions in aqueous solutions
the use of chemical formulas to represent chemical reactions
The learners...
1. write equations for chemical reactions and balance the equations
2. interpret the meaning of a balanced chemical reaction in terms of the law of conservation of mass
3. describe evidences that a chemical reaction has occurred
4. (LAB) Perform exercises on writing and balancing chemical equations
1. Identify types of chemical reactions
2. Use chemical equations to represent chemical reactions
LESSON OUTLINE:
 Introduction Review of chemical formulae.

 Motivation Demonstrate a simple and safe chemical reaction to class.
 Instruction/ Practice Lecture. Powerpoint presentation.
 Enrichment Worksheets
 Evaluation Quiz on writing and balancing chemical equations
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1. Give an overview of the topics to be discussed in the quarter. Prepare available materials in the laboratory.
2. Overview of the performance task. Allow students to participate in the class.
If chemicals are not available, show video clip of
MOTIVATION chemical reaction.
1. Demonstrate a simple chemical reaction to class.
2. Chalk and vinegar reaction is a good example
3. Call volunteers to represent the reaction. Explain.
4. Video clip of evidences of chemical reactions. Take down notes about the reactants and
products.
INSTRUCTION
1. Process the motivational activity.
2. Discussion of a chemical reaction and types.
3. Discussion of chemical equations
4. Practice on writing chemical reactions and balancing chemical equations.
ENRICHMENT
Worksheets
EVALUATION
Section Assessment items 1 -4 on page 105-106
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1. Give an overview of the topics to be discussed. Prepare available materials in the laboratory.
2. Overview of the performance task. Allow students to participate in the class.
If chemicals are not available, show video clip of
MOTIVATION chemical reaction.
Information from chemical formula
INSTRUCTION
Percent Composition and Chemical Formulas
ENRICHMENT
Love of Lab: Balancing Act (Part A) on page 102A of the worktext.
EVALUATION
Section Assessment items 1 and 3 on page 93 -94
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Mass relationships in chemical reactions
the quantitative relationship of reactants and products in a chemical reaction
The learners...
1. Construct mole or mass ratios for a reaction in order to calculate the amount of reactant needed or amount of
product formed in terms of moles or mass
2. Calculate percent yield and theoretical yield of the reaction
3. explain the concept of limiting reagent in a chemical reaction; identify the excess reagent(s)
4. calculate reaction yield when a limiting reagent is present
5. (LAB) Determine mass relationship in a chemical reaction
1. Establish the quantitative relationship of reactants and products in a chemical reaction
LESSON OUTLINE:
I. Introduction Culminating of learning objectives.

II. Motivation Brainstorming on a simple activity.
IV. Enrichment Worksheets
V. Evaluation Performance Check, Quiz
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INTRODUCTION
1. Give an overview of the topics to be discussed in the quarter.
MOTIVATION
1. What makes an equation balanced?
2. Brainstorming on a simple activity.
3. Let the groups come up with their best plan or solution.
4. Call volunteers to share their solution.
INSTRUCTION
1. Discussion of mole or mass ratios for a reaction
2. Discussion of limiting and excess reagents
3. Calculation of reaction yield when a limiting reagent is present.
ENRICHMENT
Worksheets
EVALUATION
Chapter Assessment item 4 on page 118
Unit Assessment on page 118
Quiz
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Introduction To Chemistry and Matter: 1 - Page Chem1-STEM (Specialized SHS) S Y 2 0 2 0 - 2 0 2 1

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TOPIC Lesson 1: Introduction to Chemistry and Matter

1. Define chemistry and identify its areas correctly.

TIME ALLOTMENT 1 hour

SENIOR HIGH SCHOOL SPECIALIZED SUBJECT

PROCEDURE MEETING LEARNERS’ NEEDS

SENIOR HIGH SCHOOL SPECIALIZED SUBJECT

II. Motivation Activity : What Happens

SENIOR HIGH SCHOOL SPECIALIZED SUBJECT

TIME ALLOTMENT 240 minutes

SENIOR HIGH SCHOOL SPECIALIZED SUBJECT

SENIOR HIGH SCHOOL SPECIALIZED SUBJECT

SENIOR HIGH SCHOOL SPECIALIZED SUBJECT

 Introduction Review of chemical formulae.

 Introduction Review of chemical formulae.

FIRST SEMESTER (Q1AND 2) – GENERAL CHEMISTRY 1

I. Introduction Culminating of learning objectives.

PROCEDURE MEETING LEARNERS’ NEEDS

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