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DLP Genchem1 Week1 Day1
DLP Genchem1 Week1 Day1
II. RECALL to the students the definition of matter from their stock
knowledge
IV. PROCEDURES
(6 minutes)
Wrap up the motivation part by correlating the observations from the
demonstration activity with the idea of matter.
PROCESSING OF OUTPUTS
(3 minutes)
The list includes things that are matter and things that are not matter. Let
the students discuss with a partner which things are matter. Encircle each
thing that is a matter then ask the following question.
C.Presenting
examples/instances of the
new lesson
(5 minutes)
D.Discussing new concepts and
practicing new skills #1 A. The Concept of Matter
Say: Matter is described as something that has mass and occupies space. All
physical structures are made up of matter, and the state or process of matter
is an easily observed property of matter. Everything that exists is made up of
matter. Atoms and substances are made up of minuscule pieces of matter.
The atoms that make up the objects we see and touch every day are made
up of matter. All that has mass and occupies space has volume is known as
matter. The amount of matter in an object is measured by its mass.
Say: Matter occurs commonly in three physical forms called states: solid,
liquid, and gas. On the macroscopic scale, each state of matter is defined by
the way the sample fills a container shown in Figure 1.1
REPRESENTATION
A solid has fixed shape that does not conform to the container shape. A
liquid has a varying shape that conforms to the container shape, but only to
the extent of the liquid’s volume; that is, a liquid has an upper surface. A gas
also has a varying shape that conforms to the container shape, but it fills the
entire container and, thus, does not have a surface.
(15 minutes)
ACTIVITY:CRITICAL THINKING
Let the students answer the following quiz on a 1/4 sheet of paper.
1. The state of matter that are particles and that farthest apart is ________.
Gas
2. The state of matter that are the particles and that closest together is
_______.
Solid
(7 minutes)
REAL-LIFE APPLICATION:
Ask the students:
F. Finding practical applications a. What real-life scenarios you can incorporate the concept of matter with?
of concepts and skills in daily
living Making generalizations b. Is studying the concepts of matter and its properties useful to our
and abstractions about the everyday lives? Why?
lesson
(3 minutes)
G.Lesson Recap REAL-LIFE APPLICATION and INTERDISCIPLINARY APPROACH
The teacher will conduct a review and summary of the discussion and relate
concepts to the concept of matter and its properties.
Share:
States of matter plays an important role in our daily life. We
experience the changes of the states of matter daily, yet sometimes we don't
really pay attention to it and don't quite understand how the scientific
concept applied in some situations.
(5 minutes)
Students are divided into 3 groups, each group will pick a card that shows
the daily application for the changes of the states of matter. The number on
the card is the number of turn for group presentation. Students will discuss
and prepare a poster on a specific application and show it to the whole class.
Cloud formation
Drying the clothes
Formation of water droplets outside glass / on the mirror / on car
screen
RUBRICS
H.Evaluating learning
https://www.pinterest.ph/pin/524458319102949063/
(16 minutes)
HOMEWORK
I. Additional activities for
Let the students draw a representation of solid, liquid and gas states of
application or remediation
matter with 3 examples each.
V. REMARKS
A. No. of learners who earned
80% in the evaluation
Prepared by:
Approved by:
__________________________________ ___________________________________