DAILY School Lingig National High School Grade Level 11

LESSON Teacher JENNETTE G. BELLIOT Learning Area GENERAL CHEMISTRY 1

LOG
Teaching Dates and Time September 4-8, 2023 Quarter 1 – WEEK 2
STEM11
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content
The learners demonstrate understanding of the properties of matter and its various forms
Standards
B. Performance The learners should be able to Design using multimedia, demonstrations, or models, a representation or simulation of any of
Standards
the following:
A. Atomic structure
B. Gas behavior
C. Mass relationships
D. Reactions
C. Learning 1. Use properties of matter to identify substances and to separate them STEM_GC11MPIa-b-5
Competencies
with LC code 2. Recognize the formulas of common chemical substances. STEM_GC11MPIa-b-9
3. Compare consumer products on the basis of their components for use, safety, quality and cost STEM_GC11MPIa-b-11
 4. Describe various simple separation techniques such as distillation, chromatography. STEM_GC11MPIa-b-12

Objectives:
At the end of one-week discussion, the students will be able to:
1. Discuss, decide and perform the methods of using the properties of matter in separating components of a mixture
2. Name the formulas of some common substances given.
3. Recognize and identify the importance of chemical substances present in some consumer products
D. Integration Within the curriculum:

Define Bronsted acids and bases STEM_GC11ABIVf-g-153

Across the curriculum: Mathematics

Represents an exponential function through its: (a) table of values, (b) graph, and (c) equation. M11GM-If-2
II. CONTENT Methods of separating mixtures into their component substances
III. LEARNING
RESOURCES
A. References

1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook
pages
4. Additional Learning Activity Sheets Week 1A, 1B, 1C, 1D
Materials from
learning
Resource (LR)
 portal
B. Other Learning Laptop, Scissors, Questionnaires, Strips of Paper, Felt-tip-pen
Resources
IV. Procedures PRELIMINARIES

● Start with the following with a prayer and greetings

● Checking of attendance

● Welcoming the students on the first day of class

● Setting the mood

● Short orientation about the subject, expectations

● Setting of rules

A. Reviewing  Ask the learners to recall  The teacher will ask ● The teacher will ask ● The teacher will ask about
previous lesson how to differentiate a pure students about the
VACANT students about the the pointers of the topics
or presenting the substance from a mixture. activities done the
new lesson past day activities done the past discussed the past day.
day.

● Review also their math

lesson about:

● Graphical Representations:

● Create bar graphs or pie

charts to visually represent

B. Establishing a ● The teacher will let the
purpose for the students read the objectives for
lesson the week.
C. Presenting  Begin by briefly reviewing
examples/ the key concepts and
Instances of the methods covered in the
new lesson lesson, such as identifying
substances by color,
density, solubility, and
separating matter using
properties like magnetism,
filtration, distillation, and
chromatography.
 Divide the class into five
groups. Each group will act
as a "Property Detective"
team.
 Present the students with a
scenario where they need
to identify and separate a
mixture of unknown
substances. Provide a brief
description of the scenario,
including the materials
available (substances,
equipment, reference
tables) and the problem
● The teacher will let the
students read the objectives
for the week.
 The teacher will give
a written activity.
- 1. Fill in the table provided
with correct information/s
You can find the answers
for common name,
chemical name, and
chemical formula in the box
below the table.
-
- 2. Use the periodic table
of elements in determining
the name and symbol of
the element.
- members.
- 3. Answer the guide
questions.
the cost breakdown of
components in different
products. Students can
analyze these graphs to
identify patterns and
trends.
● ● The teacher will let the ● The teacher will let the
students read the students read the
objectives for the week. objectives for the week.
•After the preliminary activity,  1. Ask them how table salt
the teacher will proceed to the is obtained from seawater.
differentiated tasking.  2. As an alternative, you
can ask how drinking water
•Using the same groupings,
is obtained from seawater.
the students will gather by
group in a designated area.
•Each group will be given an
activity sheet.
•The activity will be performed
within 5 minutes only.
•Each group will assign the
following roles to the
Designing a multiple
intelligence activity to explore
the components of consumer
products in relation to their
use, safety, quality, and cost
can be engaging and
effective. Here's an activity
 they need to solve.
 In their groups, students
should:
 Examine the mixture
provided.
 Use their knowledge of
properties (color, density,
solubility, magnetism, etc.)
to identify each substance
in the mixture.
 Select and apply the
appropriate separation
method(s) to separate the
substances.
 Document their
observations, predictions,
and the steps they take.
 Check reference tables for
properties and verify their
identifications.
 Group Presentation: Each
group presents their findings and
the methods they used to identify
and separate the substances.
Encourage them to explain their
reasoning and the properties they
relied on.
that caters to various
intelligences:
Materials Needed:
A variety of consumer
products (e.g., electronics,
personal care items, food
products)
Safety data sheets (SDS) if
available
Access to the internet and
reference materials
Art supplies, multimedia tools,
and presentation materials
Group 1- Linguistic
Intelligence:
Product Descriptions: Assign
students to write detailed
descriptions of their chosen
consumer products, including
information about the
components, how they are
used, any safety
considerations, perceived
quality, and cost.

Group 2- Visual-Spatial
Intelligence:

Product Diagrams: Ask

students to create visual
diagrams or drawings of their
chosen products, highlighting
the key components. These
diagrams should convey
information about how the
components contribute to the
product's function, safety,
quality, and cost.

Bodily-Kinesthetic
Intelligence:

Product Disassembly: If
feasible and safe, provide
disassembled versions of the
products. Students can
physically handle the
components, examine their
properties, and discuss their
roles in the product's use,
safety, quality, and cost.
Group 3: Intrapersonal
Intelligence:

Personal Reflection Journals:

Have students keep reflection
journals to record their
personal thoughts, emotions,
and reflections as they
explore and analyze the
products. What surprises or
insights did they gain?

Group 4: Naturalistic
Intelligence:

Environmental Impact
Analysis: Challenge students
to investigate the
environmental impact of the
product's components. They
can explore issues like
sustainability, recycling, and
the use of natural resources.

Group 5: Musical Intelligence:

Product Songs or Jingles:


D. Discussing new Follow up questions:
concepts and
 Which properties of matter
practicing new
skills #1 did your group rely on the most to
identify the substances in the
mixture? Why did you choose
those properties?
 Were there any properties
you initially considered but didn't
find useful for identification? Why
or why not?
 What challenges or
obstacles did your group
encounter during the
Invite students to create short
songs or jingles that highlight
key components and their
importance in the product.
This adds a creative and
musical element to their
analysis.
Each student or group
presents their findings to the
class. They should analyze
the components of their
chosen product, discussing
their roles in use, safety,
quality, and cost. Encourage
creative presentations, such
as infographics, product
demonstrations, or short
videos.
 After the given The teacher will follow-up The teacher will throw questions:
activities and questions after the activity.
preliminary questions,
1. How do distillation and
the teacher will ask
1. How did the activities enhance chromatography differ in terms of
the following:
your understanding of the topic their fundamental principles?
and contribute to your overall
 What is the importance
of recognizing chemical
learning experience?
formulas for chemical 2. Can you provide examples of
situations where you might
substances?
2. How did considering the choose one technique over the
components influence your other for a specific separation
perceptions of product quality task?
and cost?
 Property Detective
Challenge? How did you 3. How did the components of 3. What are some of the
overcome them? the products relate to their limitations or challenges
 Were there any intended use and safety associated with each technique?
unexpected results or features?
findings during the
investigation? How did 4. How do these separation
your group adapt to these 4. Were there any instances techniques contribute to
surprises? where a product's cost did not advancements in science and
 How did your group align with the quality or quantity industry?
collaborate and make of its components?
decisions during the
challenge? Were there any
disagreements, and if so,
how were they resolved?
 What did you learn from
participating in the
Property Detective
Challenge? How has it
deepened your
understanding of using
properties of matter for
identification and
separation?

E. Continuation of Facilitate a class discussion on the  . The teacher will just add Sum up the key point of the
discussion of new challenges and successes each information on the topic whole week topic.
concepts leading group encountered. Emphasize the discussed.
to formative importance of using properties
assessment effectively for identification and
separation. Why is pH important in
consumer products?

 Imagine you have a

mixture of unknown Explain the significance of pH
substances. What steps levels in various consumer
would you take to identify products such as cosmetics,
and separate them cleaning agents, and foods.
effectively?
How does pH affect the
effectiveness of cleaning
products?

Discuss how the pH of

cleaning products can impact
their ability to remove stains,
grease, and dirt.
Why do manufacturers adjust
the pH of skincare products?

Explore why skincare

products like lotions and
cleansers are often formulated
to match the skin's natural pH.
What are the potential
dangers of using products
with an incorrect pH level on
your skin or hair?

Highlight the risks associated

with using products that
disrupt the pH balance of skin
or hair.
How can consumers
determine the pH of a product
at home?

Provide instructions on how

consumers can test the pH of
common household products
using pH test strips or
solutions.
Discuss the role of pH in food
preservation.

Explain how pH levels

influence the shelf life and
safety of various food
products.
What are the pH
considerations when buying
and using toothpaste or
mouthwash?

Explain the role of pH in oral

care products and how it
affects dental health.
How does pH relate to the
taste and quality of food and
beverages?

Explore how the pH of foods

and beverages influences
their flavor and overall quality.
 What are the environmental
implications of products with
extreme pH levels?

Discuss the potential

environmental impact of
products with very high or low
pH levels, especially when
disposed of improperly.
F. Developing Decide the method of separating
Mastery substances using their properties.
(Leads to The students will complete the
formative needed data in the table on a
Assessment 3) sheet of paper
G. Finding practical Why is it important to know
applications of the common chemical
concepts and compounds you use in your
skills in daily daily life?
living
Rubrics:
3–Explanation is scientifically
consistent with the concepts
and has no misconception.
2 - Explanation is scientifically
consistent with the concepts
but with minimal
misconception.
1 –Explanation is consistent
with the concepts but with
misconceptions.
a. Making
generalizations
and abstraction
about the lesson
b. Evaluating  The teacher will give a
learning short quiz about the
lesson discussed the
whole week.
 Multiple choice and
 Matching type on
Distillation/
Chromatography in
Column A with its
description in Column
B. Write the letter only
on a separate sheet of
paper.
c. Additional - Research in advance on. - Research on - - Study the lessons -
Activities for Recognizing the formulas Comparing consumer discussed for a quiz.
application or of common chemical products on the basis
remediation substances of their components
for use, safety, quality
and cost
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 lessons.
 D. No. Learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did this work?

F. What difficulties did I encounter which my principal or supervisor can

help me solve?
G. What innovation or localized materials did I used/discover which I wish
to share with other teachers?

Prepared by:

JENNETTE G. BELLIOT
Subject Teacher

Monitored and Evaluated:

WILLY C. DUMPIT, PhD, FRIEdr

Principal I

RUBRICS:

SCORE DESCRIPTION

- The group finished the given task on time. The task given was executed well and clean. The presentation was clear and direct to the point. All of the members
10
was given the chance to do the given task.
- The group finished the given task on time however it was not executed well. There are some parts that are not right. The presentation was somehow clear and
8
direct to the point. Only five (5) members was given the chance to do the given task.
- The group finished the task late. The presentation and the outcome of the task was not good. It was not clear, and it was presented just to have a presentation
6
in the group.