OZAMIZ CITY SCHOOL OF ARTS AND

GRADE 11 School Grade Level 11 Quarter 1st

TRADES
DAILY LESSON
Teacher SHENA RAMYR S. CABO Learning Area General Chemistry 1
PLAN
Teaching Date and Time WEEK 1 / DAY 1

The learners demonstrate an understanding of: the properties of matter and

A. Content Standards its various forms.

The learners design using multimedia, demonstrations, or models, a

representation or simulation of any of the following:
a. atomic structure
B. Performance Standards
b. gas behavior
c. mass relationships in
d. reactions
I. OBJECTIVES

At the end of the lesson, the learners should be able to

 recognize that substances are made up of smaller particles

(STEM_GC11MP-Ia-b-1)
C.Learning Competencies/
Objectives
 describe and/or make a representation of the arrangement, relative
spacing, and relative motion of the particles in each of the three phases
of matter (STEM_GC11MP-Ia-b-2 )

II. CONTENT (Subject Matter/Lesson) Matter and Its Properties

Chang, R. (2010). Chemistry. Tenth Edition. McGraw-Hill. America, New York

A. REFERENCES
III. LEARNING RESOURCES

1. Books Silberberg, Martin. Principles of General Chemistry. Boston: McGraw-

Hill Higher Education, 2013.

B. Other Learning Resources/ www.google.com: pictures; videos

Instructional Materials quizizz.com: online interactive quiz

A. Reviewing previous lesson or I. INTRODUCTION

presenting the new lesson The teacher will call a student to lead the prayer.

The teacher checks the attendance.

II. RECALL to the students the definition of matter from their stock
knowledge
IV. PROCEDURES

The teacher will introduce two definitions of matter.

 The first definition is STUFF. Matter is stuff in the world. The teacher
will include some examples like water, people, clothes, cellphones,
grass, food, air.
 The second definition is the formal science definition. Matter is
anything that has mass and takes up space.

III. LIVE DEMONSTRATION

Let the students carry their own chairs.

(6 minutes)
 Wrap up the motivation part by correlating the observations from the
demonstration activity with the idea of matter.

PROCESSING OF OUTPUTS

Process students’ outputs by asking the following questions:

B. Establishing a purpose for the 1. Does your chair has mass?
lesson
2. Does your chair occupies space?

3. Is your chair an example of matter and why is it considered as

matter?

(3 minutes)

ACTIVITY: CRITICAL THINKING

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

Q: How did you decide if something is matter or not?

(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.

B. Three Phases of Matter

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

Ask the students this question:

Based on the figure, how can we differentiate the three states of matter?

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

E. Developing mastery 3. What state of matter is rain?

Liquid

4. The state of matter with no shape or volume is ___________.

Gas

5. What are the three states of matter?

Solid, Liquid and Gas

(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)

PERFORMANCE TASK: (Real-life application)

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.

Daily Life Application for the changes of state of matter:

 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

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
VI. REFLECTION

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:

SHENA RAMYR S. CABO

Special Science Teacher I

Approved by:

__________________________________ ___________________________________

ROSE SHEILA A. ROQUE PAT S. RARA

Assistant Principal II School Principal III