GRADE 1 to 12 School TIBAG HIGH SCHOOL Grade Level 11

DAILY LESSON Teacher MRS. CHERYL S. LENON Learning Area PHYSICAL SCIENCE
LOG Teaching Dates and Time FEB 4-7, 2019 Quarter 2ND Sem

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standard
3. Performance Standard
4. Learning
Competency/Objectives
Write the LC code for each.
1. CONTENT
3. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
1. Discuss the indicators of 1. Identify the different types of
strength of intermolecular intermolecular forces.
forces 2. Explain the intermolecular forces SESSION 2 will cover 180 minutes SESSION 2 will cover 180 minutes or 3
2. Describe the types of present in different substances. or 3 hours hours
intermolecular forces
3. Explain how intermolecular
forces affect the properties
of molecular covalent
substances.
The learner is able to:
1. How the uses of different materials are related to their properties & structure.
2. The relationship between the function & structure of biological macromolecules.
The learners make a creative representation of the historical development of the atom or the chemical element in a timeline.
Describe the general types of Give the type of intermolecular forces in the
intermolecular forces properties of substances.
S11/12PS-IIIc-17 S11/12PS-IIIc-18
(3 hours) (3 hours)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
How the properties of matter How the properties of matter relate to
relate to their chemical structure their chemical structure

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B. Other Learning Resource
4. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
a. Discussing new
concepts and
practicing new skills #
2 substances.
Padua, M.C. Padolina, R.
Crisostomo, M.J Alumaga(2016),
Physical Science, Quezon City, Vibal
Group Inc.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
 The teacher will ask the
students about the
assignment.
(5mins)
 The teacher will tell the
students:
“The strength of interaction
between molecules
determines the properties of
substances like its physical
state at a given
temperature”.
(5mins)
 The teacher will give
examples of molecular
substances.
(5mins)
 The teacher will discuss the
following:
1. Indicators of strength of
intermolecular forces.
2. Types of Intermolecular
forces
(60mins)
 Discuss the intermolecular
forces affect the properties
of molecular covalent
(20mins)
Padua, M.C. Padolina, R. Crisostomo,
M.J Alumaga(2016), Physical Science,
Quezon City, Vibal Group Inc.
 The students will watch an
educational video regarding the
types of intermolecular forces.
 The teacher will ask the
students to tell what they have
learned from the video.
 Allow them to write it in a piece
of paper.
 Ask at least 5 students about
their ideas.
 The teacher will discuss the ff
types of intermolecular forces:
1. Dispersion Force
2. Dipole-Dipole interaction
3. Ion Dipole Forces
4. London Dispersion Forces
5. Hydrogen Bond
 The following will also be
discussed:
1. Properties of liquids and
intermolecular forces
2. Surface tension
3. Viscosity
4. Vapor Pressure and boiling
point
5. Molar heat vaporization
6. Structure and properties of
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 water
7. Crystalline solids and
amorphous solids
8. Types of Crystal.
1. Developing mastery
(leads to Formative
Assessment 3)
1. Finding practical
application of
concepts and skills in
daily living
2. Making  The teacher will ask the
generalizations and students to summarize the topic.
abstractions about the
lesson
3. Evaluating learning  There will be a long quiz after
the discussion.
4. Extra Additional  The teacher will give a long
activities for quiz about the topic..
application or
remediation
5. REMARKS  Parts with “NOT NEEDED” marks are considered merged with the other parts such as: (Evaluation and Writing of Essay in the Application).
 No additional activities for application/remediation are needed because the former activities provided are already enough to justify the lesson and to create meaning
out of understandings.
6. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
 Most of the students showed eagerness to learn especially in a paper pencil activities.
 The teacher should always facilitate reinforcement regarding on the weaknesses of the students.
A. No. of learners who earned 88 Students
80% in the evaluation
B. No. of learners who require 2 students
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work? 1. Video presentations as a springboard to teaching are likewise effective. Students absorb it faster if they are looking at a video; because most of the students these
No. of learners who have days are bodily kinesthetic and visual learners.
caught up with the lesson

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D. No. of learners who continue to None
require remediation
E. Which of my teaching strategies 1. Video presentations as a springboard to teaching are likewise effective. Students absorb it faster if they are looking at a video; because most of the students these
worked well? Why did these days are bodily kinesthetic and visual learners
work?
F. What difficulties did I encounter 1. Tardiness among SHS students was observed this week. It is something that is beyond our control as teachers. What is important for us is that they come to school
which my principal or and ensure that they would keep coming every day.
supervisor can help me solve?
G. What innovation or localized 1. I gave my students the idea on what are the things that can be used in our future activities.
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:

Cheryl S. Lenon
SHS Teacher

Noted by:

Rebecca K. Sotto Ph. D

Principal III

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