SCIENCE DETAILED LESSON PLAN

School: Mariners Polytechnic Colleges Foundation Grade Level: 12 STEM

Grades 11 Detailed Lesson Plan Teacher: Rovelyn A. Alejo Learning Area: General Chemistry

Teaching Days, Dates & June 10,2019 (Monday) Quarter: First Quarter

Time: 3:00-4:00 P.M

I. Objectives
1. Recognize that substances are made up of smaller particles

2. Make a representation of the arrangement, relative spacing, and relative motion of the three phases of matter.

A. Content Standards The learners demonstrate an understanding of the properties of matter and its various forms.

B. Performance Standards The learners design using multimedia, demonstrations, or models, a representation or simulation of any of the following:

a. atomic structure b. gas behavior c. mass relationships in d. reactions

C. Learning Competencies/ Objectives The learners recognize that substances are made up of smaller particles

Matter
II. CONTENT Chapter 1

Lesson 1.1 The particle nature of matter STEM_GC11MPIa-b-1

III. LEARNING RESOURCES

B. Teacher’s Guide
A. References C. Learning Material
 1. Teacher’s Guide pages Page 2-4

2. Learner’s Materials pages Page 5-8

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

IV. PROCEDURE
Materials Teacher’s Activities Learners’ Activities
A. ENGAGE /ELICIT ( 5 minutes)

1. Everything around us is made of what? 1. Matter

2. Matter is composed of tiny particles called what? 2. Atom

3. What can you remember about the three states of matter? 3. It is the solid, Liquid and Gas

B. EXPLORE ( 15 minutes)

Activity Title:
Activity #1
The states of matter:
Particles in motion The states of matter: Particles in Motion

Objective: To demonstrate the motion of the particles in each state

of matter

Procedure:
 1. The class will be divided into 3 groups.

2. Find a space in the classroom that will allow the groups to move
freely.

3. Each group will demonstrate the motion particles in each state of

matter.

4. After the demonstration, provide an example of matter each state.

5. The group that fails to demonstrate the correct movement of the

said matter twice will be out of the game. The last group of the game
will be the winner.

They will demonstrate the following example of matter in

terms of their motion

1. Glass

2. Breath

3. Brass

4. Nitrogen

5. Gasoline

6. Blood

7. Ozone

8. Ice

9. Oil

10. Carbon dioxide

1. Time Allotment:
15 minutes
2. Shared Goal:
a. Make a model of an
expanding universe.

3. What you need?

4. What to do?
 By group
demonstrate
the motion of
matter
C. EXPLAIN ( 10 minutes)
1. Ask the class by group to perform the motion of matter. Answers my vary from each group

2. Note some misconceptions about the answer on their output.

3. Teacher assesses the performance of the class by group.

4. Discuss the concepts of matter, its states and its motion.

D. ELABORATE/EXTEND (25 minutes)

Discussion of the concept about matter.
1. What is matter?
2. What are the three states of matter?
1. Anything that occupies space and has mass.
2. Solid
-it has a definite volume and maintain a definite
shape. There is a strong force of attraction between the
particles and a little free space between them making
these solid tend to vibrate slowly and have fixed
positions. It has a low kinetic energy.

Example: Pencil, paper, glass and a stone.

3. Liquid
-also have a definite volume, but do not have a definite
shape. They take the shape of the container. Particles
are not as closely held together. These particles have
more kinetic energy than those in solids. The
movements of the particles cause the liquid to flow.
 4. Gas
-It has no definite volume and no definite shape. They
also take the shape of the container. The particles of
the gas are weak, which is why they move freely. The
particles in a gas have high kinetic energy and have a
lot of space between them, making the gas flow.

Example: Helium, the air we breathe and the gas in

tanks.

E. EVALUATE (5 minutes)
I. Describe the three states of matter

1. Solid

a.

b.

c.

2. Liquid

a.

b.

c.

3. Gas

a.

b.

c.

II. Give five examples of each state of matter. Do not include those
that have already been mentioned in the lesson.
 V. Assignment
1. You have been introduced to the three states of matter. There are two other states. Research on those two other states.
(1 minutes)
I. REMARKS
II. 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 lessons work? No. of learners who have 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 did I 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?

References: DepEd Order No. 42, s. 2016 and Regional Memorandum dated August 23, 2016
 School: Mariners Polytechnic Colleges Foundation Grade Level: 12 STEM

Grades 11 Detailed Lesson Plan Teacher: Rovelyn A. Alejo Learning Area: General Chemistry

Teaching Days, Dates & June 17,2019 (Monday) Quarter: First Quarter

Time: 3:00-4:00 P.M

I. Objectives
1. Describe the physical and chemical properties of matter.

2. Identify the extensive and intensive properties of matter.

A. Content Standards The learners demonstrate an understanding of the properties of matter and its various forms.

B. Performance Standards The learners design using multimedia, demonstrations, or models, a representation or simulation of any of the following:

a. atomic structure b. gas behavior c. mass relationships in d. reactions

C. Learning Competencies/ Objectives The learners distinguish between physical and chemical properties and give examples

Matter
II. CONTENT Chapter 1

Lesson 1.2 Properties of matter

III. LEARNING RESOURCES

E. Teacher’s Guide
D. References F. Learning Material
 5. Teacher’s Guide pages Page 8-9

6. Learner’s Materials pages Page 5-8

7. Textbook pages

8. Additional Materials from Learning

Resource (LR) portal

IV. PROCEDURE
Materials Teacher’s Activities Learners’ Activities
F. ENGAGE /ELICIT ( 5 minutes)

1. How can you distinguish matter? 1. It can be perceived by the sense.

2. Can you give me some example of distinguishing matter? 2. We have what we called physical properties,
example is the color, odor, taste, hardness and melting
point.

G. EXPLORE ( 15 minutes)

Activity Title:
Activity #1
The states of matter:
Particles in motion Properties of matter

Objective: To state the difference between physical and

chemical properties.

Procedure:
 Learners will give example what they know about chemical and Answers may vary.
physical properties.
Chemical Properties Physical Properties
Chemical Properties Physical Properties
They are the property that Do not change in
involve change in substances
substance’s composition composition
during chemical reaction.
Ex.
Ex.
Color, shape, and
Oxidation, Toxicity, odor.
Flammability

5. Time Allotment:
15 minutes
6. Shared Goal:
a. Make a model of an
expanding universe.

7. What you need?

8. What to do?
 By group sort
the
measurable
and
observable
properties of
matter
H. EXPLAIN ( 10 minutes)
1. Ask the class by group to perform the motion of matter. Answers my vary from each group

2. Note some misconceptions about the answer on their output.

3. Teacher assesses the performance of the class by group.

 4. Discuss the concepts of the properties of matter including the
extensive and intensive properties.

I. ELABORATE/EXTEND (25 minutes)

Discussion of the concept about the properties of matter.

All matter can be described through their physical and chemical

properties.

1. What is physical properties? 1. Properties of matter that can be perceived by the

senses. They can be observed, measured, and tested
without changing it’s composition of matter.
Example:
Color, odor, taste, hardness, melting point, and boiling
point.
2. On the other hand, these are the properties involved
2. What is chemical properties? in the transformation of substances into other
materials which possess a completely different
structure and composition from the original.

Example:
Flammability, the ability to burn: reactivity, the ability
of matter to chemically, combine with another: and
the ability to rust are some of the chemical properties.

3. Physical properties can be classified into two:

A. Extensive properties-properties that do depend on the amount of

matter present or being tested. If there is a change in matter, these
properties change too.

Examples:

Volume, mass, length and shape.

B. Intensive properties – properties that do not depend on the

amount of matter present or being testes/measured. If there is a
change in the amount of matter these properties will remain the
same.
 Examples:

Color, hardness, and boiling point.

These are the list of some physical properties

Table 1.1. Some physical properties of matter

Color. Such as red, blue and yellow, is perceives in the light

receptors of the eyes, as they interact with different spectra of
light.

Odor. Is perceived smell of an object, identified by the factory

receptors of humans and animals.

Taste. Is the sweetness, sourness, saltiness, bitterness and

umami flavor

Hardness. Refers to the ability of a materials to resist

scratching.

Boiling point. Is the temperature where liquid changes to gas.

Luster. Is property of materials that pertains to the interaction

of light surface of metals.

Malleability. Is the ability to a metal to be hammered or shaped

into thin sheets without breaking the metallic bond, which retains
its structure.

J. EVALUATE (5 minutes)
I. Identify the physical and/or chemical properties in each situation.
Answers:
1. Boiling water. 1. physical properties
2. physical properties
2. Chopping carrots into tiny pieces. 3. Chemical properties
3. Cooking food. 4. Chemical properties
5. Chemical properties
 4. Digesting food. 6. Chemical properties
7. Physical properties
5. Baking a cake. 8. Chemical properties
9. Chemical properties
6. A rotten egg 10. Physical properties
7. Washing clothes.

8. Having a bad breath

9. Ripening of bananas

10. Crumpling paper.

II. Tell whether the following refers to an intensive or extensive

III.
properties.
1. Extensive properties
1. Your weight on the moon.
2. Extensive properties
2. The mass of powdered milk in your glass of milk 3. Intensive properties
4. Extensive properties
3. The temperature of boiling water. 5. Intensive properties

4. The calories consume when you eat a cup of rice.

5. The hardness of a diamond.

V. Assignment 1. Research about the different physical properties and chemical properties of matter.
(1 minutes)
II. REMARKS
II. 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 lessons work? No. of learners who have 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 did I 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?

References: DepEd Order No. 42, s. 2016 and Regional Memorandum dated August 23, 2016