School Gatbo National High School Grade Level Grade 11

DLP Teacher Michael E. Deniega Learning Area Physical science

Teaching Date &
January 31, 2019 01:00 – 02:00 am Quarter
4th Quarter/2nd
Time Semester
I. OBJECTIVES
The learners demonstrate an understanding of the following
aspects of chemical changes:
A. Content Standards
a. How fast a reaction take place
b. How much reactants are needed and how much products are
formed in a reaction.
c. How much energy is involved in a reaction.
B. Performance Standards The learners shall be able to perform and present the activity.

C. Learning Competencies/Objectives (Write the LC Code Calculate the amount of substances used or produced in a
for each) chemical reaction used or produced in a chemical reaction;
S11/12PS-IIIf-h-25

Knowing how chemical changes take place (continuation of

II. CONTENT
yesterday’s lesson)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Physical Science (Helen E. Caintic, Ph.D.) pages 62-63
Raven Johnson McGraw-Hill Biology (Raven Johnson) pages 78
4. Additional Materials from Learning Resources (LR)
portal
B. Other learning resources Manila Paper, colored paper and Pentel pen for visual materials
IV. PROCEDURES
Teacher’s Activity Students’ Activity

ELICIT

“Good morning class!” “Good morning Sir.”

“Do you still remember the topic we discussed last time?”
“Okay, very good. We should keep those things in our mind as
we move forward for they may come in handy in understanding
our next lessons.”
“Last time, we talked about the things that constitutes
chemical reaction. We were introduced to four major factors
which determines how efficient a chemical reaction may
become.”

“Now, I would like to ask you a question. Who among you here Student answering in chorus
loves to eat cheese and yogurt?”

ENGAGE

Activity:

Differentiating Physical and Chemical change.

Instruction:

Students will be given pictures of either physical or chemical Students will willingly participate in the activity and will
changes that takes place in common things seen in households. answer few questions for the activity.
They will be tasked to separate these pictures and post them on
the table drawn on the board under the category of either
physical or chemical change.

(A copy of the activity is attached at the back of the LP)

EXPLORE

The teacher will introduce Chemical Equations to the students. Students ;may share different inputs ;with their prior
knowledge as the source, Lessons related to the topic discussed
Chemical Equation in the Grade 7- 10 in general sciences are expected to come
out.
“In cooking adobo, assembling a bicycle, building a model plane
or preparing a recipe for pancake, you follow a set of directions-
-- what materials to use, how much of each material needed,
and the product that you want to obtain.”
“In chemistry, a chemical equation is needed to find the
amount of materials (reactants) that you need and the new
substance (product) to be formed.”

“Based on our previous discussion about the reactants and A student may volunteer
product formed, who can go to the board and show a simple 1 cup milk + 2eggs + pancake mix -------- 3 pancakes
equation that shows how a recipe of pancake is achieved.”

“Very good. Remember, quantities are needed to show how

much reactant is required to form certain quantity of products.”

“Other than that the Law of conservation of mass tells that the
quantity of reactants needed is equal to the total amount of
materials combined in the formation of the product.”
Students may raise question to clarify things for deeper
The teacher will show other examples both in things observable understanding. They might ask for further explanation or for
in the environment, and in the form of chemical equations in more examples.
chemistry.

ELABORATE

The teacher will open the floor for students. Every student Students may ask for more examples.
should come in front and present his/her question for deeper
understanding. It may be some clarification or an additional
information which have not tackled.

EVALUATE

The students will be tasked to create 3 simple equations on the The students will prepare a 1 half sheet of paper and will do
composition of different food recipes. Each item will be given 5 the task given to them silently.
points.

EXTEND

The students will be asked to inspect beauty care products and Students may obtain information from different beauty care
to create equations which shows the composition and quantity products.
of both the reactants and the products.

(If the teacher is not available during the time period, students
may perform the activity by listing down 10 (each) physical and
chemical changes that they know of. They will also be tasked to
V. REMARKS create 5 simple equations that show the composition and
quantities of both the ingredients and product of simple home
recipes.)
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
who scored below 80%
Did the remedial lessons work? No. of learners who have caught
up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these
work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover which
I wish to share with other teachers?