Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
Division of Zamboanga del Norte
SIARI JOHN H. ROEMER MEMORIAL NATIONAL HIGH SCHOOL
Siari, Sindangan, Zamboanga del Norte

LESSON EXEMPLAR
Subject/Specialization: SCIENCE/ PHYSICAL SCIENCE
Grade Level: Grade 11 HUMMS
Date & Time of Observation: March 22,2023/ 1:00-2:00 p.m.
Quarter: 3rd
S.Y. 2022-2023
Prepared by: VONNA MAE R. MALINOG - MAYOLA

I. OBJECTIVES
A. Content Standards: The learners demonstrate an understanding of how the
uses of different materials are related to their properties
and structures.
B. Performance Standards : The learners shall be able to explain how the uses of
different materials are related to their properties and
structures.
C. Learning Competencies/Objectives: 1.Determine if a molecule is polar or non-polar given its structure
(S11/12PS-IIIc-15)
2. Relate the polarity of a molecule to its properties (S11/12PS-
IIIc-16)
OBJECTIVES:
1. Define electronegativity.
LC Code 2.Find the electronegativity of elements in the periodic table.
3.Determine whether the bond between atoms is polar, nonpolar,
or ionic based on electronegativity difference;
4.Demonstrate camaraderie, oneness and respect one’s idea in the
group.
II. CONTENT “POLARITY OF MOLECULES”
III. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide PHYSICAL SCIENCE TEACHER’S GUIDE
2. Learner’s Materials Pages
3. Textbook Pages
B. Other Learning Resources  Calculator
 Android Phone
 Laptop
 Smart TV
 Periodic Table
IV. PROCEDURES (Utilizing the 7E’s Strategy)
ELICIT
A. Reviewing Previous lesson or presenting new How many elements are there in the Modern Periodic Table?
lesson

B. Establishing Purpose of the lesson ENGAGE

TASK 1: CABBAGE RELAY – Integration to MAPEH
Direction: Play a music while passing the cabbage – like ball of
crumpled papers to each student in the class.
When the music stops, the student holding the paper will pick a
piece from the cabbage – like ball and do what it is being ask.
1. Where you can find out an electronegativity value of
an element?
2. What is the electronegativity value of an element
Potassium?
3. Give the types of bond?
D. Presenting examples/instances of the new lesson ACTIVITY 1: “WORD PUZZLE GAME” – Integration to English
GROUP ACTIVITY: Divide the class into four groups. Let the group help
each other to form the words given by the teacher.

1.

2.

3.

4.

5.

RUBRICS FOR TASK PERFORMANCE

EXPLORE:
Activity 2: “MATCH ME”
Direction: Group the students into four groups. Match the
E. Discussing new concepts and practicing new
words in Column A with their meaning in Column B.
skills #1
 ANSWERS:

G. Discussing new concepts and practicing new
skills #2
Read the text: PROPEL:
Electronegativity is the measure of the relative tendency of
an atom attract to itself when chemically combined with
another atom.
The steps on how to determine the types of bond. First, is
identify the elements in the paired elements given. Second
look for the Electronegativity Value of each element. Third,
Subtract the of Electronegativity Value of each element.
Remember always that in subtracting highest number first
followed by the lowest value. Lastly, determine what types
of bond, if the difference is 0 – to 0.4, the type of bond is
Non – Polar, but if the difference less than 1.7 then the type
of Bond is POLAR COVALENT BOND. However, if the
difference is 1.7 or more than then the type of bond is
IONIC BOND.

GUIDE QUESTIONS:
1. What is Electronegativity?
2. How can you determine if the bond is polar, Non -
Polar or Ionic bond?

Types of Bond Electronegativity

Value:
Non Polar 0-0.4
Polar Covalent Bond Less than 1.7
Ionic Bond 1.7 or more than

EXAMPLES:

Molecule EN Difference Types of Bond

O
O= 3.5 0 Non - Polar
2 O=3.5
HCl H= 2.1 0.9 Polar
Cl= 3.0
NaCl Na= 0.9 2.1 Ionic
Cl= 3.0

H. Developing Mastery EXPLAIN: ACTIVITY 3:SOLVE ME!!! – Integration to MATH

Direction: The students will group into four groups.Find
and solve the electronegativity value of the paired
Elements. Based on the difference of the
Electronegativity Value , determine the following
 types of bond whether NON -POLAR, POLAR , and
IONIC BOND.
1. K—Cl
2. N—O
3. H—Cl
4. C—Br
5. C—O

ELABORATE
G. Finding Practical applications of concepts and Let the students solve and determine the types of bond on
skills in daily living. the following samples of compounds used in our daily
activities.
1. TABLE SALT – NaCl
2. WATER – H2O
3. OXYGEN GAS – O2
4. CARBON DIOXIDE CO2
ANSWERS:
1.POLAR
2.POLAR
3.NON POLAR
4. POLAR

H. Making generalizations and abstractions about Ask:

the lesson. 1. What is electronegativity?
Possible Answer: It measure the relative
tendency of an atom to attract electrons to itself
when chemically combined with another atom

2. How to determine types of bond?

Possible Answer:
•Non-Polar- If the difference of
Electronegativity Value is 0- 0.4.
•Polar – If the difference is less than 1.7
•Ionic – If the difference of is 1.7 or more than.
I. Evaluating Learning EVALUATE:
LET THE STUDENTS ANSWER THE
EVALUATION:

Direction: Write the letter of the correct answer on the space provided
before each number.
________ 1. If a molecule has value of 1.6 electronegativity difference,
this molecule is best described as________.
a. Ionic
b. Polar
c. Non-Polar
d. Covalent
_______2. Which molecule has an ionic bond?
a.H (2.1)- F (4.0)
b.Na (0.9 ) -F (4.0)
c.F (4.0) - F (4.0)
d.Cl (3.0) -F (4.0)

_______ 3. Which of the following paired atoms is non-polar?

a.Br-F
b.H-Cl
c.H-F
d. H-P

_______ 4. What is electronegativity value?

a. It measures of the relative tendency of an atom to attract
electrons to itself when chemically combined with another
atom.
b.It refers to the total of the bond polarity of bonded molecules.
c. A phenomenon wherein a liquid creates a seemingly thin film
on its surface.

d.The uneven distribution of charges of atoms in a molecule.

_______ 5. What is the electronegativity value of Sulfur?
a.4.0
b.3.5
c.2.5
d.3.8

EXTEND:
J. Additional activities for application or remediation Determine whether polar or non-polar the following paired
elements. Then, arrange the following bonds in order of increasing
polarity.
1. C-O
2. P-S
3. C-S
4. Cl-Br
5. Br-F
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 lesson work? No. of learners who
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 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:
VONNA MAE R. MALINOG - MAYOLA
Teacher Demonstrator
Checked and Mentored by:
HERMOSILA ANTIPUESTO
Master Teacher
Noted by:
MAGDALENA WEE CORRO
Department Head
Approved by:
LUCELA E. BALBUENA, EMD FRETZIE V. BERMUDEZ
Principal IV Assistant Principal

Collaborated by:
FREYA L. URSONAL SHEENA VIE EBAO
Teacher III Teacher III

ALEIDA B. DURAN CELSA E. ANGHAG

Teacher II Teacher III

RUTCHEN P. GUADALQUIVER
Teacher III
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
Division of Zamboanga del Norte
SIARI JOHN H. ROEMER MEMORIAL NATIONAL HIGH SCHOOL
Siari, Sindangan, Zamboanga del Norte

LESSON EXEMPLAR
Subject/Specialization: SCIENCE
Grade Level: Grade 10-URANUS
Date & Time of Observation:
Quarter: 4
S.Y. 2021-2022
Prepared by: HERMOSILA E. ANTIPUESTO – Master Teacher I

I. OBJECTIVES
D. Content Standards The learners demonstrate an understanding of the
different phenomena that occur in the atmosphere.

E. Performance Standards The learner shall be able to analyze the advantage of

the location of the Philippines in relation to the
climate, weather, and seasons.
F. Learning Competencies/Objectives Account for the occurrence of land and sea breeze,
monsoons and intertropical convergence zone (ITCZ).
(S7ES-IV-7)
At the end of the lesson, the students are expected to:
1. differentiate land breeze from sea breeze;
LC Code
2. distinguish monsoons from ITCZ; and
state how these atmospheric phenomena influence our
lives.
Common Atmospheric Phenomena (Land & Sea Breeze,
II. CONTENT Monsoon and ITCZ)

III. LEARNING RESOURCES

C. Reference
4. Teacher’s Guide 310-311
5. Learner’s Materials Pages
6. Textbook Pages
D. Other Learning Resources  ADM MODULE

IV. PROCEDURES (Utilizing the 7E’s Strategy)

ELICIT
A. Reviewing Previous lesson or presenting new ACTIVITY 1: Solve Me!
lesson Direction:Solve the mystery word by guessing the
hidden words of the number codes:
1. 2-18-5-5-26-5-19
2. 13-15-14-19-15-15-14-19
3. 9-20-3-26

Breezes, ITCZ, Monsoons- How do they relate to one

B. Establishing Purpose of the lesson
another? And how it is related to our lesson for this week?
Questions:
1. What happens when air is heated?
2. What happens to the air in the surroundings as
warm air rises?
3. Which warms up faster: land or water?
Which cools down faster: land or water?
ENGAGE
Breezes, ITCZ, Monsoons- How do they relate to one
another? And how it is related to our lesson for this week?

D. Presenting examples/instances of the new lesson

Questions:
1. What happens when air is heated?
2. What happens to the air in the surroundings as warm air rises?
3. Which warms up faster: land or water?
Which cools down faster: land or water?

EXPLORE
E. Discussing new concepts and practicing new Activity 2a: What Happens When air is Heated? (Group
skills #1 Activity)
 Objective: Explain what happens when air is heated
Materials needed:
Two paper bags, candle, long straight stick, match, masking tape,
chair
Procedure:
1. Attach a paper bag to each end of the stick. The open of
each bag should be facing down.
2. Balance the stick with the paper bags on the chair.
3. Make a prediction: what do you think will happen if you
place a lighted candle under the open end of one of the
bags?
4. Now, light the candle and place it below one of the
bags?
Caution: Do not place the candle too close to the paper
bag. It may catch fire. Be ready with a pail of water or
wet rag just in case.
Question:
1. What happens when the lighted candle is placed under
one of the bags?
2. Can you explain why?

Activity 2b. What Happens to the Air in the

Surroundings as Warm Air Rises? (Group Activity)
Objective: Explain what happens to the air in the surrounding as
warm air rises?
Materials needed:
Box, candle, scissors, match, cardboard tube, smoke
source (ex. mosquito coil) clear plastic
Procedure:
Pre-activity
1. Make two holes in the box: one hole on one side and
another on top.
2. Place the cardboard tube over the hole on top and
tape it in place.
3. Make a window at the front side of the box so you
can see inside.
4. Cover the window with a clear plastic to make the
box airtight.
Activity proper
1. Open the box and place the candle directly below
the hole on top. Light up the candle and close the
box.
2. Make a prediction: What do you think will happen if
you place a smoke source near the smoke source
near the hole?
3. Now, place the smoke source near the hole.
Questions:
1. What happens to the smoke when the source is
placed near the hole?
2. Can you explain why?

G. Discussing new concepts and practicing new Activity 3: WHICH WARMS UP FASTER? (Group Activity)
skills #2 Objectives:
1. Compare which warms up and cools faster: sand or water;
and
2. Use the results of the activity to explain sea breeze and
land breeze.
Materials needed:
Two identical plastic containers, Two thermometers
Sand, water

Procedure:
1. In the shade, set up everything as shown in the figure below.
The bulbs of the thermometer should be 2 cm below the
surface of the water and sand.
 2. Wait for 5 minutes, then read the initial temperature of the
water and sand.

Record the temperature readings below.

Initial temperature reading for water:
Initial temperature reading for sand: ____________________

3. Now, place the setup under the heat of the sun. Reread the
thermometers and record the temperature readings in Table1.
Read every 5 minutes for 10minutes.
Table 1. Under the Sun
Observation
Time Water
(minutes)
0
5
10

4. After 10 minutes, carry the setup to the shaded area. See the
thermometers and record the temperature readings in Table 2.
Read every 5 minutes for 15minutes.
Table 2. In the Shade
Observation
Water Sand
Time
(minutes)
0
5
10

5. Analyze the data in the tables and answer the given

questions.
Guide questions:
1. Based on the table, which has a higher temperature after 10
minutes in the sun, water, or sand?
2. After 10 minutes, how many degrees Celsius
was the increase in the temperature of the
water? Of the sand?
3. So, which warms up faster, water or sand?
4. What happened to the temperature of water and sand when
brought to the shade?
5. How many degrees Celsius was the decrease in
temperature of the water after 15 minutes? Of the
sand?
6. So, which cools down faster, water or sand?
Based on the different activities that you have done, what are the
concepts that you learned that will help you explain why winds blow, how
does land and sea breezes occur, why monsoons occur and what ITCZ
is?

H. Developing Mastery EXPLAIN

Breezes refer to winds that are evident near bodies of water. They are localized
air that are experienced by those living in coastal areas.
Sea Breeze and Land Breeze
Sea breeze happens during the day. During the daytime, the land
warms up faster than the bodies of water. The air above the land gets warmer
too. As we discussed earlier, when air gets warm, it rises and the surrounding air
which have a cooler temperature will move toward the warm air and replaces it.
In this case, the warm air on the land will rise, then the cooler air above the sea
will go toward the land and replaces the warm air. This is how sea breeze forms.
The movement of air is from sea to land.(See figure 1 below).

Figure 1. Occurrence of Sea Breeze at daytime

On the other hand, Land Breeze occurs during the night. During
nighttime, the land cools down faster than the sea. In this case, the sea
has warmer air and the land has cooler air. So how will the air move?
The air move from land to ses. The warm air over the sea will rise, and
the cooler air from land will move toward the sea. This is how land
breeze occur The movement of air is from land to the sea. ( See fig. 2
below.

What do you know about Monsoon? Is it rain? No! they are not
rain. They are wind systems that involved bigger masses of air that
moves horizontally. However, this wind system brought tremendous
rainfall to the country; thus, many mistakenly consider Monsoon as rain.
There are two types of Monsoon- The Northeast Monsoon and
the Southwest Monsoon. The name of these monsoon vary in each
country. In the Philippines, the Northeast Monsoon is called Amihan and
the Southwest Monsoon is called Habagat. Monsoons occur when the air
moves toward the place where warm air is rising. The area where there
is warm air rising causing cloud formation is called a Low Pressure Area.
On the other hand, the area where cold air sinks is called a High
Pressure Area. The wind moves from the high pressure area to the low
pressure area.
During the Northeast Monsoon, the high pressure area is
located in China and Siberia, and the low pressure area is in the South
Indian Ocean or the Australian Continent. The winds come from the
Northeast; hence it is called the Northeast Monsoon. The wind that this
monsoon bring is dry and cold. The associated rainfall of this monsoon is
slight to moderate rainfall. It happens from November to April.
On the other hand, during the Southwest Monsoon, the high
pressure area is located in the South Indian Ocean or Australian
continent. And the low pressure area is located in China and Siberia.
The wind will come from the Southwest; hence it is called Southwest
Monsoon. It brings warm and moist wind. The associated rainfall is
moderate to heavy or sometimes torrential rainfall. It happens from June
to October.
In general , both the amihan and habagat bring rain to the
Philippines. This is because the wind passes over bodies of water which
supply a lot of moisture. Amihan passes over the Pacific Ocean before it
reaches the Phil. bringing rains to the eastern part of the country. While
Habagat passes over the Indian Ocean and South China Sea before it
arrives in the country bringing rain to the western portion of the
Philippines.

4. Finding Practical applications of concepts
and skills in daily living.
Intertropical Convergence Zone (ITCZ)
The Intertropical Convergence Zone is the place where the trade
winds from the Northern Hemisphere and the Southern Hemisphere
meet at, or near the equator. This is where warm and humid air masses
form resulting in the formation of subsequent heavy precipitation during
most part of the year.
As shown in Figure 3, Rays of the Sun are
concentrated at two different places at noon. It is in the
equator and the tropics. Thus, it leads the air in that region
to rise since heated air moves up. As you can see in figure
4, air from north of the equator and air from south of the
equator will move toward the place where warm air is rising to
replace them. Thus, the intertropical convergence zone is the region
where winds in the tropics meet or converge. (Recall that the area near
the equator is called the tropics.) In time the rising warm air will form
clouds, which may lead to thunderstorms. Now you know why weather
forecasters often blame the ITCZ for some heavy afternoon rains. The
band of white clouds in the following picture shows the location of the
ITCZ.
ELABORATE
Activity 3: Tell me more!
Directions: Write true on the space provided before each number if the statement
is true or false if the information is incorrect.
____1. When warm air rises, low pressure forms at the surface of the land or
sea.
____ 2. In a sea breeze, the wind moves from the ocean to land.
____ 3. The air is warmer above the land when sea breeze.
_____4. When sea breeze, land, and water absorb and release the sun's heat in
different ways when they originated in the day and blow toward land.
______ 5. The earth's surface is the initial source of energy to create winds.
Activity 4. Arrange Me!
Direction. Identify the word/s that is being described in the given items below.
You may arrange the jumbled letters below the box to form the word matching
the provided information statements. Write each letter in the box; one box fits
only one letter.
1. In the Philippines, they are also called amihan or habagat,
depending on where the wind is coming.
2. It is the moving air or wind from the sea during the
daytime.
 3. The moving of air or wind from land to sea during
nighttime

5. Making generalizations and abstractions Ask:

about the lesson. 1. Differentiate land breeze from sea breeze;
1. How about monsoons from ITCZ

2. Evaluating Learning EVALUATE

Directions. Choose the correct answer. Write only the letter on a

one fourth sheet of paper.
1. During a land breeze which way does the wind blow?
a. From the sea to the land c. From south to north
b. From land to the sea d. From north to south
2.In a sea breeze, the air is warmer above the
a. Ocean b. Sky c. Land d. Beach
3. Where does the initial source of energy creates winds?
a. The moon b. The earth’s surface
c. The sun d. The rotation of the earth
4. When warm air rises, ______ pressure forms at the surface
of land or sea. a. High b. Low c. Some d. none
5. When does the Southwest Monsoon or “Habagat” occur?
a. June to October c.October to March
b. March to May d. December to January
6. Which breeze blows from land to sea?
a. Sea breeze, night c. Land Breeze, Day
b. Land Breeze, Night d. Sea Breeze, Day
7. Do land breezes typically happen during the day or night?
a. night b. day c. both A and B d. none of them
8. In what cool and dry monsoonal wind occur from October to late March?
a. Northwest Monsoon c. Southeast Monsoon
b. Southwest Monsoon d. Northeast Monsoon
9. How does the wind move in a land breeze?
a. from land to the ocean c. from east to west
b. from the sea to the land d. from west to east
10. The strength of a sea breeze depends on
a. the difference between the temperature of the sea and land
b. the amount of precipitation that day
c. the wind speed
d. the heat of the day
11. What does ITCZ. Stands for?
a.Intertropical Convergence Zone c.Inter-tropical Concurrence Zone
b.Intercontinental Convergence Zone d.Intercontinental Concurrence
Zone
12. How would you explain the occurrence of ITCZ?

I. It is the reason why we have thunderstorms during certain months

II. It occurs during the warm months when these places are much
warmer than other sites on earth.
III. It happens only in countries near the equator because these places
receive direct rays from the sun.

a. I and III b. I and II c.II and III d. I, II, and III

13. Land and water absorb and release the sun's heat in different ways.

3. Additional activities for application or remediation
One result of this is a sea breeze. Which statement is true of sea
breezes?
a. They originate in the day and blow toward land.
b. They originate in the evening and blow toward land.
c. They originate in the day and blow toward the water.
d.They originate in the evening and blow toward the water
14. How does the air move in a sea breeze?
a. Wind moves from north to south
b. Wind moves from land to the sea
c. Wind moves from the sea to land
d. Wind moves from south to north
15. What is TRUE about Intertropical Convergence Zone?
a. It occurs all year round.
b. It occurs in a country near the equator.
c. It is characterized by hot and humid water.
d. It is characterized by cold and humid, and dry air.
EXTEND

Activity 5: Let’s add more!

Direction: Complete the table below.
SEA BREEZE

Day

The wind blows an area of high

pressure to low pressure.

Cool air sink (high pressure)

The wind moves from the sea to land

Warm air expands and rises (low

V. Remarks:
VI. Reflection:
H. No. of learners who earned 80% in the evaluation.
I. No. of learners who require additional activities for
remediation who scored below 80%.
J. Did the remedial lesson work? No. of learners who
caught up with the lesson.
K. No. of learners who continue to require remediation.
L. Which of my teaching strategies worked well? Why did
these work?
M. What difficulties encounter which my principal or
supervisor can help me solve?
N. What innovation or localized materials did I use/ discover
which I wish to share with other teachers?

Prepared by:

EILLEN IVY A. PORTUGUEZ

Teacher III

Noted by: Approved:

EVELYN L. BOLUSAN LUCELA E. BALBUENA, EMD

Department Head Principal IV

Corroborated:
(5 teachers)