DLL - PhySci Feb Week 2

PHYSICAL SCIENCE School: LSMAIS
Teacher: TEOFILO A. ROQUE III

DAILY LESSON LOG
Teaching Dates and Time: Feb. 17-21, 2020 : 2:00pm - 3:00pm
MONDAY TUESDAY
I OBJECTIVES
A. Content Standards The learners demonstrate understanding how fast the reaction takes place, how much energy is involved in a reac
B. Performance Standards The learners shall be able to propose ways to speed up or slow down chemical reactions and to effectively explain the process of calculating the ne
C. Learning Compentencies/Objectives Use a simple Collision theory to explain the effects of Recognize the energy that is released and absorbed
concentration, temperature, and particle size on the during a chemical reaction.
rate of reaction. VALUES: Develop keenness in observing environment.
CODE (S11/12PS-IIIf-23). (S11/12PS-IIIi-28).
Chemical Change I Chemical Change I
II. CONTENT: Topic/ Subject Matter
III. LEARNING RESOURCES

A. References Physical Science Teaching Guide., Whitten, K.W.., Davis, R.E., Peck, M.L., and Stanley, G.G., (2
1 Teacher's Guide pages 152-160 161-169
2 Learner's Materials pages
3 Textbook pages
4 Additional Materials from Visual Aids, illustrations, and chalkboard. Visual Aids, illustrations, chalkboard, products
Learning Resource (LR) portal
B Other Learning Resources Exploring Life through Science Senior High School Physical Science Book
IV. INTRUCTIONAL PROCEDURES
A. ELICIT: Reviewing previous lesson *Review students' prior knowledge about the physical *Review and check the students' assignment.
or presenting the new lesson (REVIEW) and chemical change in matter. *Randomly call students to recite their answers.
B. ENGAGE: Establishing a purpose for the lesson. *Communicate learning objectives and important *Introduce the term CATALYST and describe how it
(MOTIVATION) terms. affects chemical reaction rate.
C. EXPLORE: Discussing new concepts and practicing *Do the group experiment on page 153-156, Guide the Group activity: Let them analyze the Factors that
new skills or developing mastery (ACTIVITY) learners on how to minimize error during the reactions. affects the succesful chemical reaction rate.
D. EXPLAIN: Finding practical applications of concepts *Each group will be given a time to share to the class *Have the learners recall the procedure and set-up.
and skills in daily living. (STUDENTS' OUTPUT) their output. Encourage learners to openly give their observations
*Focus on the observable change in the matter. and judgment/explanation.
E. ELABORATE: Making generalizations and abtractions *Reinforce inputs on important concepts missed by the *Let the learners identify the difference between
about the lesson. (ABSTRACTION) students and will also give feedbacks based on the Collision Theory from Transition Sate Theory.
group performance in the said experiment.
F. EVALUATE: Evaluating learning (EVALUATION) *Presentation of outputs are already an evaluation. *5- item formative test.
G. EXTENT: Additional activities for application or *Give situations/instances that collision theory is
remediation. (ASSIGNMENT) Optional explained.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% in the evaluation.
B. No. of learners who require additional activities

for remediation.
PREPARED BY: TEOFILO A. ROQUE III CHECKED BY:

Senio High School Teacher-Il
Grade Level: 12
Learning Area: SCIENCE
Semester: SECOND
WEDNESDAY THURSDAY FRIDAY
kes place, how much energy is involved in a reaction, how much reactants are needed and how muc productts are formed in a reaction.
ffectively explain the process of calculating the needed reactect and the amount of product in a rection, as well as the significance of limiting reactant and percent yield.
Calculate the amount of substances used or produced Calculate the percent yield of a rection. Relate the structures of the biomolecules with their
in a chemical reaction. properties.
VALUES: Develop keenness in observing environment. VALUES: Advocate conservation of natural resourcces. VALUES: Advocate conservation of natural resourcces.
(S11/12PS-IIIf-h-25). (S11/12PS-IIIh-26). (S11/12PS-IIIh-27).
Chemical Change II Chemical Change II Chemical Change II
W.., Davis, R.E., Peck, M.L., and Stanley, G.G., (2005). General Chemistry 7th Ed. Singapore: Thomson, Brooks/ Cole
113-119 120-128 129-143
Visual Aids, illustrations, and chalkboard. Visual Aids, illustrations, chalkboard,picture Visual Aids, illustrations, chalkboard, pictures
ience Senior High School Physical Science Book by Karen S. Santiago and Angelina A. Silverio
*Review the previous lesson and ask the students *Review and check the students' assignment. *Review and check the students' assignment.
about Stoichiometry. *Randomly call students to recite their answers. *Randomly call students to recite their answers.
*Ask the motive questioin: Why is an accounting of *Display the objectives and terms prominently on one *Ask the motive question: What can we do with the
reactants and products important? side of the classroom so that the learners can refer to energy of chemical reactions?
them and review as more terms are introduced. *Checking of answers by random oral delivery.
*Lecture- discussion focusing on identifying the *Group activity: Identifying old bonds and new bonds. *Lecture- discussion focusing on the structures and
limiting and excess reactants. properties of the biomolecules.
*Practice drill on balancing equation. * Present the flowchart of the general steps in solving * Further explain how energy is absorbed or released in
*Clarify misconceptions when needed. problems involving percentage yield. any chemical reactions.
*Clarify misconceptions when needed.
*Reinforce understanding on the Law of Conservation *Insert in the discussion its importance to our *Help students make an instant Hot and Cold packs by
of mass and how it applies to any chemical reaction. Agricultural Chemists and other industrial workers. dissolving salt into water.
*5- item practice test. *5- item practice test. *5- item formative test.
* Research how Amadeo Avogadro contributed to the *Differentiate exothermic and endothermic reacctions. *Advance reading on the sources of energy.
understanding of mole concept.
Santiago E. Sidro, Jr. NOTED BY: ROMULO D. ALBINO

HTIV/OIC SSP-IV

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PHYSICAL SCIENCE School: LSMAIS

Teacher: TEOFILO A. ROQUE III

III. LEARNING RESOURCES

B. No. of learners who require additional activities

PREPARED BY: TEOFILO A. ROQUE III CHECKED BY:

Santiago E. Sidro, Jr. NOTED BY: ROMULO D. ALBINO

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