GRADE 1-12 School Buenavista National High Grade Level Grade 11-TVL A,

DAILY School B, C
LESSON LOG Teacher Chito Jose J. Antepuesto Jr. Learning Physical Science
Area
Teaching Date March 28, 2023 Quarter 3rd Quarter
Teaching Time 6:40-7:30 7:45-8:30, 8:45-9:45
TEACHING PEDAGOGY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
(MELCS)
D. Learning Objectives
The learners demonstrate an understanding of how the uses of different materials
are related to their properties and structures.
The learners demonstrate an understanding of how the uses of different materials
are related to their properties and structures.
Determine if a molecule is polar or non-polar given its structure (S11/12PS-IIIc-
15)
Relate the polarity of a molecule to its properties (S11/12PS-IIIc-16)
At the end of the lesson, at least 80% of the students should be able to:
1. Explain the VSEPR theory
2. Draw the geometry of molecules using the VSEPR theory
3. Display interest in understanding the structures and shapes of
molecules.

II.CONTENT Molecular Geometry and VSEPR theory

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages Physical Science MELC, p. 535
Physical Science TG, pp. 66-70
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning  Physical Science by Jervee Punzalan & Richard C. Monserrat
Resources
 Physical Science by Dennis Caballes, Marissa Rodriguez and
Andy Pazon
 Predicting shapes through VSEPR theory. (n.d.). Quipper.
Retrieved from https://tinyurl.com/248r37y9
 Molecule Shapes - VSEPR | Lone Pairs | Bonds - PhET
Interactive Simulations. PhET: Free online physics, chemistry,
biology, earth science, and math simulations. (n.d.). Retrieved
December 23, 2022, from
https://phet.colorado.edu/en/simulations/molecule-shapes

IV.PROCEDURES
Teacher’s Activity Materials
A. Reviewing Previous Lesson Recall. Powerpoint
or Presenting the New 1. Explain VSEPR Theory. Presentation
Lesson  VSEPR theory assumes that the shape of a molecule is
determined by the repulsion of electron pairs.

2. What are the different molecular shapes?

B. Establishing a Purpose for What molecular shape does H 2 O have? Powerpoint

the Lesson H 2 O = Bent Presentation
C. Presenting Lecture-Discussion of Key Concepts:
Examples/Instances of the VSEPR Theory
Lesson
 The three-dimensional shape of a molecule can be
predicted using its Lewis structure together with
the valence-shell electron pair repulsion
(VSEPR) or electron domain (ED) model.

 The ED model assumes that the shape of a

molecule can be predicted by arranging the
electrons in a geometry that keeps them separated
as far as possible.

 Predicts the molecular shape of a bonded

molecule

 Electrons around the central atom arrange

themselves as far apart from each other as
possible

 Unshared pairs of electrons (lone pairs) on the

central atom repel the most

D. Discussing New Concepts Molecular Shape or Geometry

and Practicing New Skills #  VSEPR theory assumes that the shape of a molecule is
determined by the repulsion of electron pairs.

1. Linear
Type: AB2
Ex. : BeF2
2. Trigonal Planar
Type: AB3
Ex. : AlF3

3. Tetrahedral
Type: AB4
Ex. : CH4
4. Trigonal Bipyramidal
Type: AB5
Ex. : PF5
5. Octahedral
• Type: AB6
• Ex. : SF6
6. Bent
• Type: AB2E2
• Ex. : H2O
7. Trigonal Pyramidal
• Type: AB3E
• Ex. : NH3
8. Discussing New Concepts
and Practicing New Skills
#2
9. Developing Mastery (Leads
to Formative Assessment 3)
10. Finding Practical
Applications of Concepts
and Skills in Daily Living
11. Making Generalizations
and Abstractions about the
Lesson
12. Evaluating Learning
13. Additional Activities for
Application or Remediation
The teacher will explain deeper how VSEPR Theory applied
on the Molecular Geometry of molecules.
The teacher asks learners to find a pair from their
seatmates. Each pair will work on an activity sheet
(determine the Lewis dot structure and draw the
molecular geometry of molecules). See Appendix A.
 The teacher divides the class into groups Powerpoint
depending on the available computers. Presentation
 Let them explore molecule shapes by building
molecules in 3D using PhET interactive
simulation. Download the simulation here:
Molecule Shapes - VSEPR | Lone Pairs | Bonds -
PhET Interactive Simulations (colorado.edu)
Guide question: How does molecule shape change with
different numbers of bonds and electron pairs?
At the end of the presentations, help the learners generalize
about the VSEPR Theory and the Molecular Geometry of
Molecules. Ask learners to sum up the lesson using these
guide questions:
a. How can you explain the VSEPR Theory?
b. What is the relationship of VSEPR Theory on the
geometrical shape of molecules?
With the same pair from the previous activity, the teacher
conducts a pen-and-paper test by determining the number
of valence electrons, drawing Lewis structures, and
determining the geometry of molecules or ions (See
Appendix B).
The teacher asks, "How to determine the orbitals in
electron configuration of an elements?”
Appendix B
 Appendix A

Direction. Draw the Lewis Structure and the Molecular Geometry. Identify the Molecular shape of the following;

Molecules Lewis Structure Molecular Geometry

1. NCl3

2. CS2

3. SiH 4
Prepared by:

CHITO JOSE J. ANTEPUESTO JR.

Subject Teacher

Checked by: Checked by: Noted by:

ARVIN F. SADIWA JOSIAS T. SALVACION THELMA M. SALVACION

SHS Coordinator Master Teacher I Principal I

____ Lesson carried. Move on to the next objective. ____ Lesson not carried.

REMARKS

____ Students did not find difficulties in answering the lesson.

____Students found difficulties in answering the lesson.
____Students did not enjoy the lesson because of lack knowledge, skills, and interest about the
lesson.
REFLECTION ____Students were interested on the lesson, despite of some difficulties encountered in
answering the questions asked by the teacher.
____Students mastered the lesson despite of limited resources used by the teacher.
____Majority of the students finished their work on time.
____Some students did not finish their work on time due to unnecessary behavior.
A. No. of learners who earned 80% on the formative assessment ____ out of ____ Grade 11 –earned 75% above
____ out of ____ Grade 11 –require additional activities
B. No. of learners who require additional activities for remediation.
for remediation.
A. Did the remedial lessons work? ____ Yes ____ No
No. of learners who have caught up with the lesson. ____ out of ____ Grade 11 –earned 75% above
____ out of ____ Grade 11–continue to require
D. No. of learners who continue to require remediation.
remediation
Strategies used that work well:
___ Metacognitive Development: Self – assessments, note taking and
studying techniques, and vocabulary assignments.
___ Bridging: Think-pair-share, quick-writes, and anticipatory charts
___ Schema-Building: Compare and contrast, jigsaw learning, peer
teaching, and projects.
___ Contextualization: Demonstrations, media, manipulative, repetition,
and local opportunities.
___ Text Representation: Student created drawings, videos and games.
Other Techniques and Strategies used:
E. Which of my teaching strategies worked well? ___ Explicit Learning ___ Group Collaboration
Why did this work? ___ Gamification/Learning through play ___ Answering preliminary
activities
___ Rereading of Paragraphs ___ Differentiated Instruction
___ Role Playing/Drama ___ Discovery Method
___ Lecture Method Others (specify):
__________________
Why?
___ Complete LMs ____ Availability of materials
___ Students’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson
___ Bullying among students ___ Students’ behaviour/attitude
F. What difficulties did I encounter which my ___ Colorful LMs ___ Unavailable Technology
principal or supervisor can help me solve? Equipment
___ Science/Computer/Internet Lab ____ Additional clerical works
G. What innovation or localized materials did I Planned Innovations:
use/discover which I wish to share with other ___ Contextualized/Localized and Indigenize4d IM’s
teachers? ___ Localized Videos
___ Making module from views of the locality
___ Recycling of materials to be used as Instructional Materials
___ Local poetical composition