School San Roque National High School Grade Level 11 Quarter 1

GRADES 1
to 12 DAILY Learning
Teacher Juliene Q. Francisco PHYSICAL SCIENCE
LESSON Area
PLAN Teaching Date and
May-June 2023
Time

I. OBJECTIVES

The learners know how the concept of the atom evolved from Ancient
[Link] Standards Greek to the present.

The learners make a creative representation of the historical

[Link] Standards development of the atom or the chemical element in a timeline.

The learners…

- describe the ideas of the Ancient Greeks on the atom

(S11/12PS-IIIa-b-5)
C. Learning Competencies/ Objectives - Describe the ideas of the Ancient Greeks on the elements
(S11/12PS-IIIab-6)
- Describe the contributions of the alchemists to the science of
chemistry (S11/12PS-IIIb-7)
Code SCIG12S2W1D4

II. CONTENT (Subject Matter/Lesson) Atomos, Aristotle and Alchemy (Chemistry Before Modern History)

III. LEARNING RESOURCES

[Link]’s Guide pages Physical Science TG pp. 24-30

[Link]’s Materials pages

A. REFERENCES

[Link] for the Activity Cartolina/ Manila Paper, Tape, Pentle Pens

[Link] pages Physical Science by Caballes et. al., pp. 9-14

[Link] Materials from ([Link]

Learning Resource portal
B. Other Learning Resources

IV. PROCEDURES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY ANNOTATIONS

PRE- DEVELOPMENTAL ACTIVITY

A. Opening Prayer
“Let us pray first, anyone who wants to lead the prayer?” (One student will lead the Indicator # 4 Plan,
B. Greetings prayer) manage and
“Good morning class!” implement
“Good morning, ma’am!”
developmentally
C. Classroom Management sequenced
“Please arrange your chairs according to your row and please pick up (Students arrange their teaching and
the pieces of paper or any trash under your chair.” chairs) learning processes
“You may now take your seat.” “Thank you, ma’am.” to meet
D. Checking of Attendance curriculum and
(The Secretary will stand varied teaching
“Miss Secretary may I know who are the absent for today?” and tell the absentee) contexts.
E. Checking of Assignment “None ma’am.”
“Class, do we have an assignment? Okay, thank you.”

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 DEVELOPMENTAL ACTIVITY

A. ELICIT
Activity 1: “Four pics one word”
(Presenting
pictures to pique
“I had prepared a game for you and I know you are all familiar with
student’s interest;
this. Just raise your hand if you know the answer for each picture.” Analysis and
Interpretation)

Indicator # 3 Apply
a range of teaching
“Matter” strategies to
develop critical
“Elements” and creative
thinking as well as
“Atom” higher-order skills.

“Proton”

“Electron”

“All your answers are correct. Very good class! Let us have a quick
review.”

Question # 1: “What is matter? Anyone?” “Matter is anything that (The questions

presented are
“Good.” has mass and occupies
arranged from
space.” lower level to
higher level
Question # 2: “What is an element?” “An element is a
thinking skills.
substance that cannot be Pupils are
“Correct.” broken down into simpler challenge to think
substances under ordinary creatively.)
conditions.” Indicator # 3 Apply
a range of teaching
“An atom is the smallest
Question # 3: “What is an atom?” strategies to
“That’s correct!” particle of an element.” develop critical
and creative
Question # 4: “Why do you think it is important to study the (Students raise their thinking as well as
history of the atom?” hands) higher-order skills.
(Answers will vary. Accept any answers.)

Question # 5: “In what ways do you think the study of matter (Students raise their
has affected our lives?”
hands)
(Answers will vary. Accept any answers.)

(Integration across
Activity 2 – “Talking Stick”
learning area in
“I have here an activity for you called, the “Talking stick.” This is when MAPEH and within
learning area is
a stick passed around from one learner to the next while the music is observable.)
playing. The one who has a stick when the music stops will answer if
the picture shown is a matter or non-matter. Take note that there will Indicator # 1 Apply
knowledge of
be a consequence if you failed to give the correct answer, you will
content within and
dance.” across curriculum
teaching areas.

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A rock.
“Matter”
Water.

Heat. “Matter”

Air inside the balloon. “Non-matter”

“Matter”
Light.
“Non-matter”

“Matter is anything that has mass and take up space. In other words,
matter has volume and mass and it can be measured with the use of
Indicator #2 Use a
specific devices and apparatus. This includes atoms, elements, range of teaching
compounds and any object you can touch or smell. Things that are strategies that
non-matter have no mass and don’t fill a volume. They are not enhance learner
measurable like heat, light, gravity, sound, time and many more.” achievement in
literacy/ and or
Questions: What is the unit of mass? numeracy skills.

(Integration across
How about for volume? “gram, kilogram, tons”
learning area in
MATHEMATICS
What is the formula for getting the volume of an object?
“ cubic cm, cubic m, L, mL” and within
How can you get the volume this object? learning area is
observable.)
“V= LXWXM”
Indicator # 1 Apply
knowledge of
content within and
across curriculum
teaching areas.

(Calls a student to solve the volume of an object)

V= 4in x 6 in X 3in
“Very good, you may now take your seat.” =72 in^3
“What are the states of matter?”

“That’s right. “ “Solid, Liquid, Gas and

Plasma.”
Activity 3: “Complete Me”
Indicator # 1 Apply
1. Solid particles are _______.They vibrate in place but don’t knowledge of
move around. content within and
2. Liquids have definite volume and take the shape of the “tightly packed together.” across curriculum
teaching areas
________. They move around but stay close together. “container.”
3. Gases have no definite volume or shape. The atoms and
molecules move freely and spread apart from _______.
4. Plasma, as the fourth state of matter is similar to ______. “one another.”
(What state of matter?)
“a gas.”
“But the electrons are free in a cloud rather than attached to
individual atoms. Why? Because they are too hot that’s why
the electrons are ripped away from the atoms forming an
ionized gas. This means that plasma has very different
properties from an ordinary gas. It occurs naturally in flames,
lightning and auroras.

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 B. ENGAGE

How it all started?

(Demonstration:
“Have you ever wondered what everything around us is made of?” Have a piece of
paper and cut it
“What did you observe?” until to the point
“You started cutting the that it cannot be
“That’s right. And that is called, Atom. It came from the Greek word cut anymore.)
piece of paper into tiny
‘atomos’, which means uncuttable or indivisibly. It is the smallest unit pieces until you cannot Indicator # 1 Apply
of matter. And later as we continue the discussion, you will get to cut it anymore.” knowledge of
know the brilliant Philosopher who proposed this.” content within and
across curriculum
teaching areas.
“What are the 3 sub particles of an atom?” “Proton, Electron and
(Presenting the
Neutron” atomic structure)
“Correct. Protons are positively charged particles found inside the
nucleus of an atom. While Electrons are negatively charged particles
that surround the nucleus. And Neutrons are neutrally charged
particles, meaning they are not electrically charged and they can also
be found at the center of the nucleus together with the proton.

C. EXPLORE

Activity 4: “Time Travel: Greece, 5th century B.C.E.”

(Students will do a
“For this activity, I am going to divide the class into three groups. brainstorming
activity to
Please count heads, 1..2..3.. (repeat)” (The students will group
complete different
themselves into three) tasks for each
“For Group 1, your task is to construct a timeline by arranging the
group to observe
names of different Philosophers according to the time given and their multiple
contribution; For Group 2, you are going to arrange the jumbled intelligences of the
pictures to solve the puzzle and write the names of each philosopher learners.)
by looking for a clue letter in each picture; and for Group 3, you will
Indicator # 3 Apply
simply arrange the jumbled letters to unlocked the names of each a range of teaching
Philosopher. No cell phones allowed and you only have 5 minutes to (Students do their tasks) strategies to
complete each task and present your work to class afterwards. develop critical
and creative
Is there any question? If none, you may start now.” thinking as well as
higher-order skills.
Okay, Time’s up!

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 D. EXPLAIN

Activity 5: “Pick In A Box”

(The group of learners will (Presentation of

The students will simply pick the group number that will answer the Learners Timeline)
processed questions. answer each question by
brainstorming based from
Questions: the time table activity.)
Indicator # 4 Plan,
1. What was the early concept of atom? manage and
implement
2. What are the aspects of Leucippus and Democritus’ idea of developmentally
atomism? sequenced
teaching and
3. What is the difference between the idea of Leucippus and learning processes
Democritus to the idea of atomist (Plato, Aristotle etc.)? to meet
curriculum and
4. How did other Greek philosophers like Plato and Aristotle think varied teaching
contexts.
about the elements?

5. How did ancient Greek formulate the different concept about atom?
Do you think it is congruent to what we believe in today concept of
atom?

E. ELABORATE

(Highlighting each Philosopher and their contribution.) (Presenting the

table to elaborate
Ancient the concept of
Greek Timeline Atomic Theory
Philosophers
atom.)

Anaxagoras 500BC Argued that there was infinite number of elementary natural
substances in the form of infinitesimally small particles that
combined to comprise the different things in the universe. Indicator # 4 Plan,
Empedocles 490BC Stated that everything is made up of four eternal and
manage and
unchanging kinds of matter, fire, air (all gases), water (all implement
liquids and metals) and earth (all solids). developmentally
sequenced
Democritus 460BC They considered the idea of atomism, or the idea that things
are made up of much smaller things that cannot be changed teaching and
nor divided. learning processes
Leucippus 400BC to meet
Aristotle 400BC Believed that the four elements could be balanced in curriculum and
substances in an infinite number of ways, and that when varied teaching
combined gave proportions of “essential qualities,” hot, dry, contexts.
cold and wet. Transformations between the four elements
(or changes in their balance in a substance) caused changes
in the universe.

Plato 360BC Expanded Empedocles’ theory by saying each of the four

kinds of matter is composed of geometrical solids (the
“Platonic solids”) further divisible into triangles. When
rearranged, these triangles could cause the apparent
transformations between the four basic kinds of matter.

“Can you guess this gibberish word?”

ALL-KEH-MEE “ALCHEMY”

“Alchemy is a medieval chemical science with the goals of changing

less valuable metals into gold, discovering a single cure for all diseases
and discovering how to live forever.

It is best described as a form of a “proto-science” because alchemists’

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theories were explained in terms of ‘magic’ or divine intervention.”

“Did you know that Alchemy is now recognized as the ancestor of

modern chemistry?”

Question:

“In Physics if you can remember Robert Boyle, he is an Alchemist and

he is known for discovery of theory of matter. Also, Isaac Newton, he is (Integration across
an Alchemist. What is his famous contribution in Physics?” “Newton’s Law of Motion” learning area in
PHYSICS and
“Correct. Alchemy made chemistry what it is today.” within learning
area is
observable.)

Indicator # 1 Apply
knowledge of
content within and
across curriculum
teaching areas.

(Discussing the
contributions of
Alchemy to the
study of chemistry
by presenting the
table)

A. EVALUATE Indicator # 5
(The students get their
Design, select,
pen and paper) organize and use
“For our short quiz, get ¼ sheet of paper.”
diagnostic,
formative and
Written Evaluation: summative
assessment
Identification: Identify the Ancient Philosopher with the corresponding strategies
contributions. consistent with
curriculum
________ 1. He believed that the universe is composed of four requirements
elements.

________ 2. They believed in the idea of atomism

________ 3. Stated that everything is made up of four eternal and

unchanging kinds of matter.

4-5 List at least two contribution of Alchemy in the field of Chemistry.

“Pass your papers. I am going to check it later.” (The students pass their
papers in front)

B. EXTEND Indicator # 5
Design, select,
(The students copy their organize and use
“For your assignment kindly copy this:” diagnostic,
homework)
formative and
1. How important is the contribution of Alchemy in the summative
development of science of chemistry/ assessment

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 2. Read about the modern atomic theory. strategies
consistent with
curriculum
requirements

V. REMARKS
Closure of the class:

1. I will ask for a volunteer to give a summary of the lesson that has been discussed for today.
2. I will also ask if what part of the lesson (if any) that they did not understand very well.
The objective will be reviewed/ checked if met.

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 lesson work? No. of learners who have
caught up w/ 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: Juliene Q. Francisco

Teacher I -Applicant