School San Jacinto NHS Grade Level 11

Masbate Division
DAILY LESSON Teacher SHEENA SHANE B. CANTELA Learning Area GENERAL CHEMISTRY 1
LOG Teaching Dates 4 DAYS Quarter 3RD
and Time

I. OBJECTIVES
A. Content Standard
B. Performance Standard
The learners demonstrate an understanding of: the properties of matter
and its various forms
The learners design using multimedia, demonstrations, or models, a
representation or simulation of any of the following:

C. Learning Competency
D. Learning Objectives
a. atomic structure
b. gas behavior
c. mass relationships in reactions
The learners
1. describe and/or make a representation of the arrangement,
relative spacing, and relative motion of the particles in each of
the three phases of matter (STEM_BIO11/12-IIIa-b-1).
At the end of the lesson the students shall be able to,
1. Describe the changes of state
between solids, liquids, and gases;
2. calculate the energy involved.

II. CONTENT CHANGES OF STATE

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages 69-72
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources

IV. PROCEDURES
A. ELICITE  As a form of review, the teacher will ask the learners to:

Recall the discussion about the three states and properties of matter:
solid, liquid, and gas.

B. ENGAGE  The teacher will show the learners the ff:

 Let the learners observe the photos and let them share their
observations to the class.
C. EXPLORE  The teacher will show the following diagram:

 Let the learners work by group.

 Let the learners study the diagram and relate it to the pictures that they
have observed earlier.
 Have the learners write their ideas about the different processes
shown in the diagram and how each of them takes place.
 Have the learners share their work to the class.

D. EXPLAIN LESSON DISCUSSION via PPT PRESENTATION

MELTING and FREEZING

When heat is added to a solid, the particles move faster. At a

temperature called the melting point (mp), the particles of a solid gain
sufficient energy to overcome the attractive forces that hold them
together. The particles in the solid separate and move about in random
patterns. The substance is melting, changing from a solid to a liquid.

If the temperature is lowered, the reverse process takes place. Kinetic

energy is lost, the particles slow down, and attractive forces pull the
particles close together. The substance is freezing. A liquid changes to
a solid at the freezing point (fp), which is the same temperature as its
melting point.

BOILING AND CONDENSATION

Evaporation is taking place as water molecules with sufficient energy escape
from the liquid surface and enter the gas phase.

At the boiling point (bp), the molecules of the liquid have the energy needed to
change into a gas.

In condensation, water vapor is converted back to liquid as the water molecules

lose kinetic energy and slow down. Condensation occurs at the same
temperature as boiling but differs because heat is removed.

SUBLIMATION and DEPOSITION

In a process called sublimation, the particles on the surface of a solid change

directly to a gas without going through the liquid state. In the process called
deposition, gas changes directly to a solid.
E. ELABORATE

Heat of Fusion

During melting, energy called the heat of fusion is needed to separate the
particles of a solid.

Calculating Heat to Melt (or Freeze) Water

Heat of Vaporization

The energy that must be added to convert exactly 1 g of liquid to gas at its
boiling point is called the heat of vaporization.

Calculating Heat to Vaporize (or Condense) Water

F.EVALUATE QUIZ

Test A.
Identify each of the following changes of state as melting,
freezing, sublimation, or deposition:
 1. The solid structure of a substance breaks down as liquid forms.
2. Coffee is freeze-dried.
3. Water on the street turns to ice during a cold wintry night.
4. Ice crystals form on a package of frozen corn.
5. Dry ice in an ice-cream cart disappears.
6. Snow on the ground turns to liquid water.
7. Heat is removed from 125 g of liquid water at 0°C.
8. Frost (ice) forms on the walls of a freezer unit of a refrigerator.

Test B.
1. In a freezer, 150 g of water at °C is placed in an ice cube tray. How
much energy, in kilocalories, must be removed to form ice cubes at 0
°C?

2. When steam from a pan of boiling water reaches a cool window, it

condenses. How much heat, in kilojoules, is released when 25.0 g of
steam condenses at 100 °C?

G.EXTEND Chemistry Link to Health

.
Let the learners read an article about “Steam Burns” at home.
The article can be found in their Chemistry book (insert title) on page 71.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
caught up 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/localized materials
did I use/discover which I wish to
share with other teachers?
 Prepared by:

SHEENA SHANE B. CANTELA

SPST-I