School Salvador National High School Grade Level Grade 11 STEM

LESSON PLAN
IN Teacher John Nerlo M. Dequiña Learning Area General Chemistry 2
EARTH AND LIFE
SCIENCE Teaching Date and Time February 13-14, 2023

I. Objectives
a. Content At the end of the lesson, learners can demonstrate an understanding of:
Standard 1. the properties of liquids and solids to the nature of forces.
b. PerformancAt the end of the lesson, learners will be able to:
e Standard 1. design a simple investigation to determine the effect on boiling point or freezing point when a solid is dissolved in water
between particles
2. phase changes in terms of the accompanying changes in energy and forces between particles
c. Learning 1. Use the kinetic molecular model to explain properties of liquids and solids. (STEM_GC11IMF- IIIa-c-99)
Competency 2. Explain the kinetic molecular theory.
3. Compare the properties of liquids, solids and gas.
II. Content Intermolecular Forces and Liquids and Solids.
III. Learning CHED Teaching guide for Senior High School “General Chemistry 2”
Resources Deped General Chemistry 2 Quarter 2 Week 1 (Module 1)
IV. Procedures Preliminary Activities (2 mins)
 Prayer
 Greetings
“Good Morning Students, How was your weekend?”.
 Classroom management
“arrange your chairs”
“Before we start please pick up those trash around you”.
 Checking of Attendance
 Ask the students about the previous lesson.
 a. Elicit  Ask at least 4 students to choose 1 thing around him then describe its characteristics/properties.
(The activities in this  Generate and lead their answer to at least 1 example in solid, liquid and gas.
section will evoke or  Recall the Kinetic Molecular Theory.
draw out prior
concepts or prior
experiences from the
students)

b. Engage  Roleplay of the three physical states – solid, liquid, gas

(The activities in this The activity involves the students acting as particles (or molecules) and they will present their behavior and positions
section will stimulate relative to each other in the solid, liquid and gaseous state. Divide the class into three groups. Assign one group to act out the
their thinking and help
them access and connect
solid, the second as liquid and the third one as gas. Give the students 3 minutes to discuss among themselves how to act the
prior knowledge as a assigned state, and 2 minutes to act it. One member of the group will explain their act.
jumpstart to the present *Note: Allow the other groups to make comments on the group acts
lesson)

c. Explore  Small group discussion (Group the students with three or four members in each group. One member acts as the recorder and
(In this section note-taker).
students will be given
time to think, plan, Questions for Small Group Discussion
investigate, and Using the roleplays carried out by the class at the motivation part, and the following illustration of solids, liquid and gas,
organize collected answer the questions that follow. Prior viewing of the animations suggested in the recall of requisite knowledge may also be
information; or the useful in this activity.
performance of the
planned/ prepared 1. Compare the properties of gases, liquids, and solids in terms of distances and arrangement of their molecules.
activities from the a. Compare the distances among molecules in the gas, liquid and solid and rank the phases in increasing distance
students’ manual with between particles.
data gathering with b. Describe the characteristic movement of the particles of gas, liquid and solid.
Guide Questions*). c. How are the molecules of gas, liquid and solid arranged?
Structured inquiry* d. Arrange the three phases of matter in order of increasing volume of empty space between its molecules.
e. Identify the property of matter that corresponds to the molecular behavior.
 d. Explain 2. Use the table to present the comparison of the properties of gases, liquids and solids.
(In this section,
students will be
involved in an
analysis of their
exploration. Their
understanding is
clarified and modified
because of reflective
activities)/ Analysis of
the gathered data and
results and be able to
answer the Guide
questions leading to
the focus concept or
topic for the day*.

Class Discussion
e. Elaborate
1. Draw the same table on the board and ask representatives from each group to fill in each box.
(This section will give
2. Use the following illustration to organize the answers of the learners in the preceding questions.
students the
Link: http://wpscms.pearsoncmg.com/wps/media/objects/3662/3750037/Aus_content_10/Fig10-02.jpg
opportunity to expand
3. The following table summarizes properties of gases, liquids, and solids and identifies the microscopic behavior responsible
and solidify/concret
for each property.
ize their
4. Put emphasis on the difference in distances of particles in solids and liquids as compared to gases. This is the reason solids
understanding of the
and liquids are called the condensed states. Direct attention to the ability of particles in the gaseous state to move away
concept and/or apply
from each other. On the other hand, the particles stay close together in the solid and liquid states.
it to a real-world
situation)
Ask the following question as jump off point for the lesson on intermolecular forces of attraction.: What holds the particles in
the solid and liquid states?

5. If internet connection is available, you can use the video found at this site to provide some imagery to your discussion:
http://preparatorychemistry.com/KMT_flash.htm
 f. Evaluation  Provide the students at least 2 mins. to review their notes.
(This section will  Let the student fill out the table below using the following word inside the box.
provide opportunities
for concept check test
items and answer key
which are aligned to
the learning objectives
– content and
performance standards
and address
misconceptions –if
any).

Solid Liquid Gas

Characteristics
 g. Extend
(This section gives
situation that explains
the topic in a new
context, or integrate it
to another
discipline/socie tal
concern)

V. Remarks
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 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?

Prepared by: Checked by:

JOHN NERLO M. DEQUIÑA KATHERINE GRACE LIWANAG

Teacher Master Teacher
Noted by:

CHARLYN A. AYING
School Principal