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 18-22, 2023 Quarter 1 – WEEK 4
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. Name compounds given their formula and write formula given the name of the compound (STEM_GC11AMlc-e-23)
Competencies
with LC code
 Objectives:
At the end of one-week discussion, the students will be able to:
1. Name compounds based on the given rules.
2. Write a formula given the name of a compound.
3. List the basic compounds that can be found at home and give their uses.
D. Integration Within the curriculum:

Describe the quantum mechanical model of the atom (STEM_GC11CB-IIab-52)

* Consider all metal salts as harmful materials.

Across the curriculum: Disaster Risk Reduction

Differentiate the risk factors underlying disasters. DRR11/12-Ia-b-2

* In handling chemicals unknown chemicals.
* How to determine poisonous chemicals and how to do first aid when there is accident.

II. CONTENT NAMING AND WRITING OF CHEMICAL FORMULA

III. LEARNING
RESOURCES
A. References

1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional Learning Activity Sheets Week 2A
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 Teaching
● The teacher will ask ● The teacher will ask about
previous lesson  Ask the learners to recall Related
or presenting the importance of isotopes in Activities students about the the pointers of the topics
new lesson all aspect. 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
the cost breakdown of
components in different
products. Students can
analyze these graphs to
identify patterns and
trends.
B. Establishing a ● The teacher will let the
● ● The teacher will let the ● The teacher will let the ● The teacher will let the
purpose for the students read the objectives for
lesson the week. students read the students read the students read the
objectives for the week. objectives for the week. objectives for the week.

C. Presenting  Begin by motivational - . After the preliminary activity, •After the preliminary activity, After the preliminary activity,
examples/ activities the teacher will proceed to the Review the lesson and
Instances of the •
1. Formula Speed Challenge: differentiated tasking. activities for a quiz.
new lesson  Cr • Begin with a brief
eate flashcards with chemical •Using the same groupings,
overview of the importance
formulas on one side and the students will gather by
of chemical compounds in
compound names on the group in a designated area.
everyday life..
other. •Each group will be given an
 Di
activity sheet.
vide the class into teams.
 Set a timer and see which  Compound Selection :
team can match the most
formulas to their names  Provide students with a list
correctly in a given time. of chemical compounds
(both names and
Questions: formulas).
 The formula for sodium sulfate is
 Allow each group to
_____.
choose one compound
 The name for the compound
they will represent
Al₂O₃ is _____.
 A covalent compound formed
artistically.
 between sulfur and oxygen has
the formula _____.
 The formula for magnesium
 Art Creation (visual-
chloride is _____. spatial intelligence):
 Students or groups should
use their chosen
compound as inspiration to
create an artwork that
visually represents the
compound.
 Encourage them to use
colors, shapes, and
symbols to convey the
elements and ratios in the
compound.
 Students can also include
the chemical name and
formula within their
artwork.

 Art Gallery Setup :

 Arrange the completed
artworks around the
classroom, creating an "Art
Gallery."
 Each piece should be
accompanied by a label
displaying the compound's
name and formula.
 Gallery Walk and
Discussions (interpersonal
intelligence, ):
 Allow students to move
around the gallery to view
each other's artwork.
 Encourage them to engage
in discussions about how
well each piece represents
the compound and whether
they can identify the
compound based on the
artwork.

 Promote linguistic
intelligence by having
students discuss and
describe the compounds.

 Intrapersonal Intelligence
 Assign students to reflect
on their learning process
and jot down any
questions or challenges
they encountered.
  Gather the class and
facilitate a group
discussion.

D. Discussing new Follow up questions: Evaluate the artwork based on Follow-up questions can help
concepts and Rubrics: deepen students' understanding
1. Why is it essential to have a of common isotopes and their
practicing new systematic way of naming creativity 40%,
skills #1 uses while encouraging critical
chemical compounds? thinking and discussion. Here are
accuracy 50%in representing the
2. How do you think chemists around compound, and some follow-up questions related
the world communicate to this topic:
inclusion of the name and formula
effectively despite language
10%
barriers, using chemical formulas
and names as their universal How can scientists determine the
language? age of a sample using radiometric
Interpersonal intelligence dating techniques?
• Assess students' What types of isotopes are
participation in discussions during commonly used in such dating
the gallery walk and reflection. methods?

E. Continuation of Facilitate a class discussion on the Sum up the key point of the
discussion of new Discussion of Naming and writing whole week topic.
 Follow-up questions
concepts leading Chemical Formula
to formative can help deepen
assessment students'
understanding of
 What did you learn about
chemical compounds
through this activity?
 How did representing
compounds artistically help
 you remember them?
Did you find this activity
Points Criteria

3 Answer is scientifically
explained consistent to the
concepts, and has no
misconceptions.

2 Answer explains the question

and consistent to the
concepts with minimal
misconceptions.

1 The answer only provides a

sentence to explain the
concepts and is with
misconceptions.

enjoyable and engaging?

Rubric for rating the guide

questions.

F. Developing Continuation of the

Mastery Discussion on Naming
and writing compound.
(Leads to
formative
Assessment 3)
G. Finding practical . In a sheet of paper
applications of List basic compounds found
concepts and at home, write the common
 skills in daily name, formula and uses.
living
a. Making • Summarize key takeaways
generalizations from the lesson.
and abstraction
about the lesson
b. Evaluating  The teacher will give a
learning short quiz about the
lesson discussed the
whole week.
 Multiple choice on
naming and writing
compound.. Write the
letter only on a
separate sheet of
paper.
c. Additional - - Study the lessons - Write a 5-sentence
Activities for discussed for a quiz. paragraph as an answer
application or -With your list above, which
remediation do you think is the most
essential compound in your
daily living? Why?
- Rubrics:
 Points Criteria

3 Answer is scientifically
explained consistent to the
concepts, and has no
misconceptions.

2 Answer explains the question

and consistent to the
concepts with minimal
misconceptions.

1 The answer only provides a

sentence to explain the
concepts and is with
misconceptions.

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. The presentation was clear and direct to the point. All of the members was given
10
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.