SCHOOL CABUYAO INTEGRATED NATIONAL GRADE LEVEL 11 and 12
HIGH SCHOOL
TEACHER MARJORIE B. REGALADO LEARNING AREA General Chemistry 2
TEACHING DATE November , 2019 QUARTER Third
TEACHING TIME 10:15-11:15 and 12:45-1:45 SECTION 12-Cassiopeia,
11-Polaris
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding how temperature and pressure affect
solubility of solutes (solids and gases) in solvents.
B. Performance Standards The learners shall design a simple investigation to determine the effect on boiling point
or freezing point when a solid is dissolved in water.
The learners design a simple investigation to determine the effect of temperature on
solubility of sugar.
C. Learning Competencies Use the kinetic molecular model to explain properties of liquids and solids.
(STEM_GC11IMF-IIIa-c-99)
D. Objectives At the end of the lesson, the learners will be able to:
• compare the properties of liquids and solids with those of gases
• apply the kinetic molecular theory to describe liquids and solids
II. CONTENT Chemistry 2
Kinetic Molecular Model of Liquids and Solids
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages 13-18
2. Learner's Materials pages
3. Textbook pages
4. Additional materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
2. Present relevant vocabulary that learners should know and will be used in the lesson:
Phase-A homogeneous part of a system in contact with other parts of the system, but separated from t h
e s e other parts by well-defined boundaries.
A. Reviewing previous
Condensed phases
lesson or presenting the new
Liquids and solids
lesson
Intramolecular forces and intermolecular forces
Intermolecular forces are attractive forces between molecules.
Intramolecular forces hold atoms together in a molecule.
3. Connect the lesson with prerequisite knowledge
A. Recall Kinetic Molecular Theory:
1. All matter is made of tiny particles.
2. These particles are in constant motion.
B. Establishing a purpose for
3. The speed of particles is proportional to temperature. Increased temperature means greater speed.
the lesson
4. Solids, liquids, and gases differ in distances between particles, in the freedom of motion of particles,
and in the extent to which the particles interact.
5. For an animation showing the motion of particles in a solid, liquid or gas, the lesson below may be
viewed.
B. Recall Molecular Geometry, Determining Polarity, Bond Dipole, Dipole Moment
Ask the students to
C. Presenting
1. draw the Lewis structures of the following molecules with the correct shape around the central atom;
examples/instances of the
2. indicate each bond’s polarity by drawing an arrow to represent the bond dipole along each bond;
new lesson
3. determine the molecule’s polarity and indicate this with an arrow to represent the dipole;
4. circle their choice in each box to mark the molecule as polar or nonpolar
Roleplay of the three physical states – solid, liquid, gas.
The activity involves the students acting as particles (or molecules ) and they will present their behavior
and positions relative to each other in the solid, liquid and gaseous state. Divide the class into three
D. Discussing new concepts groups. Assign
and practicing new skills #1 one group to act out the solid, the second as liquid and the third one as gas. Give the students 3 minutes
to discuss among themselves how to act the assigned state, and 2 minutes to act it. One member of the
group will explain their act.
Allow the other groups to make comments on the group acts.
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery Small Group Discussion
Group the students with three or four members in each group. One member acts as the recorder and
note-taker.
Questions for Small Group Discussion
Using the roleplays carried out by the class at the motivation part, and the following illustration of solid,
liquid and gas, answer the questions that follow. Prior viewing of the animations suggested in the recall
of requisite knowledge may also be useful in this activity.
G. Finding Practical skills in
daily living
1. Compare the properties of gases, liquids, and solids in terms of distances and arrangement of their
molecules.
a. Compare the distances among molecules in the gas, liquid and solid and rank the phases in increasing
H. Making generalizations distance between particles.
and abstraction about the b. Describe the characteristic movement of the particles of gas, liquid and solid.
lesson c. How are the molecules of gas, liquid and solid arranged?
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.
Complete the table below.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who Cassiopeia Polaris
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
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: Checked:
MARJORIE B. REGALADO CELIA CONCEPCION O. GREGORIO
Teacher III Master Teacher II
Noted:
MARIBETH G. HERRERO
Officer-In-Charge
SCHOOL CABUYAO INTEGRATED NATIONAL GRADE LEVEL 11 and 12
HIGH SCHOOL
TEACHER MARJORIE B. REGALADO LEARNING AREA General Chemistry 2
TEACHING DATE November , 2019 QUARTER THIRD
TEACHING TIME 10:15-11:15 and 12:45-1:45 SECTION 12-Cassiopeia ,
11-Polaris
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding how temperature and pressure affect
solubility of solutes (solids and gases) in solvents.
B. Performance Standards The learners shall design a simple investigation to determine the effect on boiling point
or freezing point when a solid is dissolved in water.
The learners design a simple investigation to determine the effect of temperature on
solubility of sugar.
C. Learning Competencies Describe and differentiate the types of intermolecular forces. (STEM_GC11IMFIIIa-
c-100)
D. Objectives At the end of the lesson, the learners will be able to:
• describe the various intermolecular forces and factors that affect their strengths
• identify the types of intermolecular forces that may operate in a given
molecular substance
II. CONTENT Chemistry 2
Kinetic Molecular Model of
Liquids and Solids
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages 19-31
2. Learner's Materials pages
3. Textbook pages
4. Additional materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
Compare the three phases of matter according to the picture below.
A. Reviewing previous
lesson or presenting the new
lesson
Put emphasis on the difference in distances of particles in solids and liquids as compared to gases. This
is the reason solids and liquids are called the condensed states. Direct attention to the ability of particles
B. Establishing a purpose for
in the gaseous state to move away from each other. On the other hand, the particles stay close together
the lesson
in the
solid and liquid states.
Ask the following question as jump off point for the lesson on intermolecular forces of attraction.: What
C. Presenting
holds the particles in the solid and liquid states?
examples/instances of the
5. If internet connection is available, you can use the video found at this site to provide some imagery to
new lesson
your discussion: http://preparatorychemistry.com/KMT_flash.htm
B. Kinetic Molecular Theory of Liquids and Solids
Hands-on activity
Suggested liquids to use: Water, ethanol, acetone, pentane
Questions to investigate:
D. Discussing new concepts 1. How many drops of liquid can a 1-peso coin hold?
and practicing new skills #1 2. How long will it take for one drop of a liquid to evaporate?
1. Tell the students to work in groups of three members. One of the members will act as the recorder of
data.
2. Give each student a data sheet for their results.
3. Check for the availability of the materials for the activity. Each group should have 8 pieces of 1-peso
Discuss the results of the activity.
1. Ask the students to share the results of their experiment. Let them compare their results with those of
their classmates for 2 minutes.
2. Ask the students the following questions:
a. Which molecules can hold more drops on the coin?
E. Discussing new concepts b. Which molecules took longer to evaporate?
and practicing new skills #2 c. Are the molecules that can hold the lesser number of drops the same as the molecules that took less
time to evaporate?
d. Based on the formula and geometries of the substances, are the molecules that can hold more drops
on the coin polar or nonpolar? What about those that took longer to evaporate?
3. Discuss the Intermolecular Forces of Attraction between individual particles of a substance in the
condensed states.
a. define intermolecular forces of attraction
Intermolecular forces are attractive forces that act between molecules or particles in the solid or liquid
states. Generally, these attractive forces are much weaker than bonding forces.
b. explain why melting points and boiling points of substances can be used as indicators of strength of
intermolecular forces operating in given solids and liquids
F. Developing mastery When a solid melts, or a liquid boils, the particles move away from each other. As they do,
intermolecular forces of attraction are broken. The stronger the intermolecular forces to be broken, the
larger the amount of energy needed to break them, hence, the higher the melting point for solid to liquid
transformation, and boiling point for liquid to gas transformation.
c. describe the different types of intermolecular forces and relate these to the type of molecules that
exhibit them.
G. Finding Practical skills in Expansion bar in the bridge, expansion of solid in cracks at home.
daily living
H. Making generalizations What are the different types of intermolecular forces?
and abstraction about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who Cassiopeia Polaris
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
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: Checked:
MARJORIE B. REGALADO CELIA CONCEPCION O. GREGORIO
Teacher III Master Teacher II
Noted:
MARIBETH G. HERRERO
Officer-In-Charge
SCHOOL CABUYAO INTEGRATED NATIONAL GRADE LEVEL 11 and 12
HIGH SCHOOL
TEACHER MARJORIE B. REGALADO LEARNING AREA General Chemistry 2
TEACHING DATE QUARTER THIRD
TEACHING TIME 10:15-11:15 and 12:45-1:45 SECTION 12-Cassiopeia ,
11-Polaris
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies
D. Objectives
II. CONTENT
III. 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
B. Other Learning
Resources
IV. 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
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
G. Finding Practical skills in
daily living
H. Making generalizations
and abstraction about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who Cassiopeia Polaris
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
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: Checked:
MARJORIE B. REGALADO CELIA CONCEPCION O. GREGORIO
Teacher III Master Teacher II
Noted:
MARIBETH G. HERRERO
Officer-In-Charge
SCHOOL CABUYAO INTEGRATED NATIONAL GRADE LEVEL 11 and 12
HIGH SCHOOL
TEACHER MARJORIE B. REGALADO LEARNING AREA General Chemistry 2
TEACHING DATE QUARTER THIRD
TEACHING TIME 10:15-11:15 and 12:45-1:45 SECTION 12-Cassiopeia ,
11-Polaris
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies
D. Objectives
II. CONTENT
III. 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
B. Other Learning
Resources
IV. 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
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
G. Finding Practical skills in
daily living
H. Making generalizations
and abstraction about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who Cassiopeia Polaris
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
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: Checked:
MARJORIE B. REGALADO CELIA CONCEPCION O. GREGORIO
Teacher III Master Teacher II
Noted:
MARIBETH G. HERRERO
Officer-In-Charge
