School LILIW SENIOR HIGH SCHOOL Grade Level Grade 11

Student KAYE M. ESTRELLA Learning Physical Science

Teacher Area
Teaching Quarter 1st Quarter
GRADE 1 TO 12 Date/Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
DAILY LESSON 9:12-10:00 11-C 11-C 11-C
LOG 10:00-10:48 11-E 11-E 11-E

10:48-11:36

11:36-12:26
LUNCH BREAK
12:26-1:14 11-A 11-A 11-A
2:02-2:14 RECESS
2:14-3:02 11-B 11-B 11-B

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the properties and mode of action of the following consumer products: a. cleaning materials b.
cosmetics
B. Performance Standards
C. Learning Competencies
Give common examples of cleaning materials for the house and for personal care (S11/12PSIIIi-j-30) From product labels, identify the active
ingredient(s) of cleaning products used at home (S11/12PS-IIIi-j-31)
Write the LC code for each
(S11/12PSIIIi-j-30) (S11/12PS-IIIi-j-31)

II. Content
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3. Textbook pages
4.Additional Materials from
learning Resources (LR) portal
5. Other Learning Resources
IV. PROCEDURES
A. Review Previous
Lessons
How Chemistry contributes to the understanding of household and personal care products
Surfactant. (2016). In Encyclopedia Britannica online. Retrieved March 27, 2016, from http://www.britannica.com/science/surfactan
Physical Science pp. 1-19
SLMQ1G11to12 PhysicalScience pp. 1- 19
PhysicalScience pp. 1- 20
Laptop, powerpoint presentation, manila paper, pen and paper, speaker
The teacher will engage students in a game of "Guess Me," where they will provide their interpretations of displayed images. These images will
feature various cleaning products used for household and personal care.

Guess Me: The teacher will let students give their ideas about the pictures shown. (Pictures of particular cleaning products for the house and for
personal care)
B. Establishing purpose The teacher will facilitate Activity 1, wherein students will be divided into groups to work collaboratively on identifying substances and
for the distinguishing between acids and bases. This activity aims to set the stage for understanding the concepts to be covered in the lesson.
Lesson/Motivation
Activity 1

In the following exercise, the students will be grouped into 3 to work on activity in 5 minutes. The learners will identify these substances with their
common names. After that, they will distinguish acids from bases. See the table below:

After 5 minutes the students will present their outputs based on the pre-activity

Rubrics for checking the activity:

C. Presenting examples Through discussion, the teacher will introduce the fundamentals of chemistry, emphasizing the properties, composition, and structure of
/instances of the new substances, with a focus on acids, bases, and their practical applications in daily life.
lessons
Discussion

CHEMISTRY is the science that deals with the properties, composition, and structure of substances (defined as elements and compounds), the
transformations they undergo, and the energy that is released or absorbed during these processes (Usselman, 2019).
Acid - An acid is classified as a compound with distinctive properties. An acidic substance is sour-tasting; reacts with litmus paper, bases and metals;
conducts electricity; and has a pH of less than 7. An acid can be classified as strong or weak based on its reactivity, conductivity, and pH.
pH Scale - is used as a measure of how acidic or basic a substance is. This scale ranges from 0 to 14; a pH of 7 means the substance is neutral. An
acidic substance measures lower on the pH scale. A substance with a pH value less than 7, is acidic.
 Litmus paper - Litmus paper strips are used as a general indicator to determine acidity. When dipped in or rubbed on an acidic substance, blue
litmus paper turns red.
Alkali or chemical base - An Alkali or chemical base is a caustic substance. It is a substance that accepts hydrogen ions. It dissociates in water and is
a good conductor of electricity. An alkali turns litmus paper blue.
Acids and bases - are generally chemically active and can react in many other substances. Because of this characteristic, they are commonly found
in household applications, especially as cleaners and as ingredients in cooking.
D. Discussing new The teacher will highlight precautionary measures associated with using chemical household cleaning products, ensuring students understand
concepts and practicing safety protocols when handling such substances.
new skills #1.
Precautionary Measures in the Use of Chemical Household Cleaning Products

E. Discussing new Activity 2 will involve a detailed examination of the chemical ingredients present in common cleaning materials, fostering a deeper understanding of
concepts & practicing their properties and uses.
new skills #2
Activity 2

Understanding the properties of the chemical ingredients active in the following cleaning materials:

Directions: The table below shows the answers to the exercise you have done. Candidly check your answers against the entries in the table.
 1. Sodium hypochlorite - appears as colorless or slightly yellow watery liquid with an odor of household bleach. It mixes with water. (USCG, 1999). It
is used as a bleaching agent, laundry bleaching agent, disinfectant for glass, ceramics, and tiles.

2. Sodium bicarbonate - appears as odorless white crystalline powder or lumps with slightly alkaline (bitter) taste. It is used to make many
chemicals, as an ingredient in baking powder, effervescent salts and beverages, in fire extinguishers, cleaning compounds, and in human and
veterinary pharmaceuticals.

3. Sodium hydroxide is a white crystalline odorless solid that absorbs moisture from the air. It is used to manufacture soaps, rayon, paper,
explosives, dyestuffs, and petroleum products. It is also used in processing cotton fabric, laundering and bleaching, metal cleaning and processing,
oxide coating, electroplating, and electrolytic extracting.

4. Boric acid is a white crystalline solid. It is non-toxic with antibacterial properties, and it is mainly used as an antiseptic agent, acne treatment,
preservative, insecticide, pH buffer, swimming pool chemical, flame retardant, and a precursor to many useful chemicals.

5. Hydrochloric acid is colorless - light yellow in appearance, has a pungent and irritating odor, has a pH level 0. Although it is highly corrosive, it is
used to remove stains from metals. It can clean iron, copper, brass and other metals.

6. Formaldehyde - is a liquid which is clear or water-white. An aqueous solution of formaldehyde can be useful as a disinfectant as it kills most
bacteria and fungi (including their spores).

7. Sodium Lauryl Sulfate appears as white to pale yellow paste or liquid with a mild odor, sinks and mixes with water, (USCG, 1999). It is also used in
creams and pastes to properly disperse the ingredients and as a research tool in protein biochemistry.

8. Ethanol is a clear, colorless liquid rapidly absorbed from the gastrointestinal tract and distributed throughout the body. It has bactericidal activity
and is used often as a topical disinfectant. It is widely used as a solvent and preservative in pharmaceutical preparations as well as serving as the
primary ingredient in alcoholic beverages.
F. Developing Mastery Students will work in groups to identify cleaning consumer products commonly used in households, analyze their active ingredients, and assess
(Leads to Formative their effectiveness through practical application, consolidating their understanding of the lesson material.
Assessment)
 Directions: By group, list down at least five (5) examples of cleaning consumer products that are usually used in your household and write them
down in the table below. Read the labels of the cleaning products and identify the active ingredient of each. Apply the cleaning substance on a dirty
surface. Examine its effect on the surface, then identify the use of the active ingredient you identified in the substance.

G. Finding Practical Students will apply their knowledge by answering questions related to the practical use of cleaning solutions in various scenarios, reinforcing the
Applications of relevance of chemistry in everyday life.
concepts and skills in
daily living Answer the questions that follow using a separate sheet of paper.

1. Use the following cleaning solution in cleaning the following surfaces and determine if it is sufficient to come up with an acceptable clean.
a. Bath soap in washing greasy pots
b. Borax in cleaning a goblet
c. Bleach in washing colored cloth
d. Hand soap in cleaning toilet bowls
2. Is there a particular chemical substance that is most appropriate to use in cleaning the following? Identify the chemical. Why?
a. oven
b. sink
c. bathroom tiles/toilet bowl
H. Making Through a true/false activity, students will discern the correctness of statements related to chemical properties and their applications, promoting
Generalizations & critical thinking and synthesis of lesson concepts.
Abstractions about the
lessons Directions: Write T if the sentence is correct and F if the sentence is wrong. Write the chosen letter on a separate sheet of paper.

1. Chemicals can be both useful and potentially harmful depending on the use of the product and on the dose of the product used.
2. Bases taste sour.
3. The chemical properties of different substances make them suitable for cleaning hard surfaces, floors, upholstery, clothing, and other items.
4. A substance that is acidic does not mix with water.
5. Chlorine generally is the most common bleach used in household cleaning products.
I. Evaluating Learning The teacher will assess student comprehension and retention through various evaluation methods, ensuring that learning objectives have been met
effectively.
 J. Additional activities for Opportunities for further practice or remediation will be provided to address individual learning needs and reinforce key concepts as necessary.
application or Remediation
V. REMARKS

VI. REFLECTION
No. of learners who earned 80% on ___ of Learners who earned 80% above
this formative assessment
No. of learners who require ___ of Learners who require additional
additional activities for remediation activities for remediation
Did the remedial lessons work? No. ___Yes ___No ____ of Learners who have caught up with the lesson
of learners who have caught up the
lesson
No. of learners who continue to ___ of Learners who continue to require remediation
require remediation
Which of my teaching strategies
worked well? Why did these works?
What difficulties did I encounter
which my principal or supervisor
help me to solve?
What innovation or localized
materials did I used/discover which I
wish to share with another teacher
Prepared by:

KAYE M. ESTRELLA
Student Teacher

Checked by: Checked by:

SHERLY M. ARGUZON EVELYN B. QUIJANO

Teacher II Master Teacher II

Noted by:

GLORIA GERALDINE S. VICTORIA

School Principal II