GRADE

SCHOOL LEVEL/
DAILY LESSON PLAN/ DLL SECTION
TEACHER SUBJECT PHYSICAL SCIENCE
Duration: 1 Hour & 30
minutes/Day
TEACHING QUARTER
Total No. No. of Student per
DATE
of Students class: 34
TIME

Modality FACE-TO-FACE

TEACHING DAY MONDAY

I. OBJECTIVES: At the end of the session 85% of the learners will be able to:
A. Content Standards
1. Demonstrate an understanding of:
a.) How the uses of different materials are related to their properties and structures.

The learners shall be able to explain:

B. Performance
Standards 1. how the uses of different materials are related to their properties and structures.

C. LEARNING
COMPETENCIES 1. Determine if a molecule is polar or non-polar given its structure . (S11/12PS-IIIc-15)
OBJECTIVE/S 2. Relate the polarity of a molecule to its polarity. (S11/12PS-IIIC-16)

SPECIFIC Specific Objectives:

OBJECTIVE/S At the end of the session learners are expected to:

a.) Define electronegativity. (cognitive)

b.) Find the electronegativity of elements in the periodic table. (cognitive)
c.) Explain the VESPR Theory. (cognitive)
d.) Draw the geometry of molecules using the VESPR Theory. (psychomotor)
e.) Distinguish between polar and non-polar molecules. (cognitive)
f.) Relate the properties of molecules to its polarity and provide an overview of the proof for the Big
Bang model. (affective)

INTEGRATION

A. Subject: Grade 9 Science – 2nd Quarter (within)

1. Learning Competencies: Explain the formation of ionic and covalent bonds.

LC Code: S9MT-IIa-13

2. Learning Competencies: Recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal conductivity.
LC Code: S9MT-IIb-14

3. Learning Competencies: Explain how ions are formed.

LC Code: S9MT-IIe-f-16

B. Subject: TVL Home Economics – Bread and Pastry (NCII) and Food Processing (NCII) (across)

Learning Competencies: Prepare variety of pastry products according to standard mixing

procedures/formulation/ recipes and desired product characteristics
 LC Code: TLE_HEBP9- 12PP-IIa-g-4

Learning Competencies: Monitor accurate of measuring/dispensing equipment to identify

variation in operating conditions according to production requirements
LC Code: TLE_AFFP9- 12NB -IIIf-j-2

PHYSICAL SCIENCE
II. CONTENT
How the properties of matter relate to their chemical structure
III. LEARNING
RESOURCES K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT K to 12 Senior
A. Reference High School Core Curriculum –Physical Science August 2016 Page 3 of 17 Code Book Legend Sample:
1. Curriculum S11/12PS-IIIa-1
Guide Page
2. Textbook/ Physical Science – Grade 11/12 (ADM Version)
Reference Quarter 1 – Module 2: Exploring Polarity of Molecules and Its Properties
3. Other learning (1) Whitten, K.W., Davis, R.E., Peck, M.L., & Stanley, G.G., (2005). General Chemistry 7th ed.
resources. Singapore: Thomson/Brooks/Cole.
(2) (2) Atkins, P. W. Chemical Bonding. (2016). In Encyclopedia Britannica. Retrieved February 20,
2016 from http:// www.britannica.com/science/chemical-bonding/Intermolecularforces
(3) Berstein, R., Carpi, A., (2015). Properties of Liquids In Visionlearning. Retrieved February 20, 2016
from http:// www.visionlearning.com/en/library/Chemistry/1//222/reading
IV. PROCEDURES A. LESSON PRELIMINARIES
A. Reviewing
previous lesson or 1. Prayer
presenting the 2. Checking of Attendance
new lesson. 3. Health protocols
4. Presentation of objectives and unlocking of difficult terms
ELICIT (5 mins)
Note:
(Managed learner behavior
 During the conduct of classroom orientation. Students were already assigned to their respective groups and
constructively by applying positive and
the class was divided into four groups.
non-violent discipline to ensure
 Every session leader was tasked to report the attendance of his/her members.
learning-focused environments)  Prior to the start of formal classes, teacher identified learners who are suffering from visual problems
Note: From the beginning of (myopia) and were assigned to seat in front of the class.
the discussion teacher will
remind the learners that B. REVIEW OF THE PREVIOUS LESSON (applied knowledge content within the curriculum areas)
during recitation their thoughts
in mind, personal point of
views and ideas are well- -To be conducted Individually (Call students who will answer the given questions)
appreciated. Process question:

1. Based on your Grade 9 lesson, what is covalent bonding?

2. What is ionic bonding?
3. Explain how ions are formed?

UNLOCKING DIFFICULT TERMS:

a. Electronegativity d. Covalent bond
b. Valence electron e. Miscible
(Planned managed and implemented
c. Dipole f. Immiscible
developmentally sequence teaching Note:
and learning processes to meet  To meet the content of WITHIN the curriculum areas teacher will recall their previous lesson in Grade 9,
curriculum requirements and varied second quarter particularly lesson 1 about ionic and covalent bonding and how ions are formed.
teaching contexts.)  Learners will explain their knowledge regarding the previous lesson, whereas the teacher may give her
clarification about the notions given by the learners.
Note: DLP execution
following its content,  Difficult terms will be unlocked by students posting the different definitions written on strips of paper placed
processes, and strategies. below random chairs.

C. PRESENTING THE NEW LESSON (applied knowledge content across the curriculum areas)
 -To be conducted Individually (Call students who will answer the given question)
Process question:

1. How do you think does the food processing industry make use of the properties of different
compounds found in different ingredients to create// cook sumptuous meals in five-star
restaurants?

Note:
 To meet the content of ACROSS the curriculum areas teacher will relate the chemical properties of different
chemical compounds found specifically in the ingredients for making bread and pastry and those of different
condiments and spices for cooking meals in restaurants. TLE_HEBP9- 12PP-IIa-g-4, TLE_AFFP9- 12NB -
IIIf-j-2
 Clarify to the students that the current lesson relates to their previous subject in Grade 9 Science by
explaining its connection during the discussion. S9MT-IIa-13, S9MT-IIb-14, S9MT-IIe-f-16

B. Establishing a
purpose for the Activity #1: POLARITY EXPERIMENT (managed classroom structure to engage learners, individually or groups in meaningful exploration, discovery,
lesson and hands-on activities within a range of physical learning environments)

- Experiment to be conducted by group.

ENGAGE
(10mins) Materials: water, vinegar, vegetable oil, gasoline, food coloring (optional for coloring water and vinegar), test
tubes or graduated cylinder, stirring rod.

Procedure:
(Managed classroom structure to
Mix the following samples well with a spoon and observe their reactions. Stir the mixture. Remember to
engage learners, individually or groups wash and dry the stirring rod after each use.
in meaningful exploration, discovery, a. Water + vinegar
and hands-on activities within a range b. Water + oil
of physical learning environments) c. Water + gasoline
d. Oil + vinegar
Note: Teacher will give
activity that allow learners to e. Oil + gasoline
work collaboratively by
sharing their own ideas with Disposal:
their groupmates. Samples with oil and gasoline should first be mixed with dishwashing liquid before disposing down the sink.

Have the learners hypothesize why certain combinations mix better than others. Ask them to group the
samples together according to how well they mix.

Learners should be able to predict the results of the experiment as they mix oil and water. They should recall
simple chores they do at home such as washing out oil from pans.

Suggest that water and vinegar can be grouped together while oil and gasoline belong to another group.
These substances can be classified as polar and non-polar substances. The difference in polarity explains
why certain combinations mix and not others.
(Applied knowledge content across the
curriculum areas)

Note:
 To meet the content of ACROSS the curriculum areas teacher give examples of instances in food prcessing
and bread and pastry making where the polarity of molecules apply and explain what will happen to food
cooked if the ingredients used were not mixed properly due to factors of polarity.
 The learners will explain their answers in front of their classmates thru recitation process. Hence, the teacher
will give the correct answer and help the learners understand better the lesson.

 Presenting CLASS DISCUSSION

example The teacher will introduce the two factors that determine the polarity of molecules, these are:
 instances of the
new lesson. 1) The polarity of the bonds between atoms which can be studied based on electronegativity, and
2) The geometrical shape of the molecule which can be predicted via the valence shell electron pair
EXPLORE (20 repulsion (VSEPR) theory.
mins)
- Bond Polarity (20 minutes).
(Used a range teaching strategy that

enhance learner achievement in Review Grade 9 chemistry discussions on properties of elements found in the periodic table such as
literacy and numeracy skills.) boiling points, melting points, oxidation number, etc. Point out that one of the properties found in
Note: Allow learners to think the periodic table is the electronegativity of elements.
critically by answering
process questions that is not Electronegativity (EN) - Measure of the relative tendency of an atom to attract electrons to itself
answerable by yes or no only when chemically combined with another atom. The higher the value of electronegativity, the more
based on the experiment
it tends to attract electrons toward itself.
done

Introduce polar covalent and non-polar covalent bonds.

Polar covalent bonds occur when electron pairs are unequally shared. The difference in
electronegativity between atoms is significant. Examples of compounds having polar covalent
bonds are:
HCl EN of H = 2.1 EN of Cl = 3.0 ΔEN = 0.9
HF EN of H = 2.1 EN of F = 4.0 ΔEN = 1.9
The separation of charges makes the bond polar. It creates an electric dipole. Dipole refers to “two
poles,” meaning there is a positive and a negative pole within a molecule. Elements with the higher
EN value become the partial negative pole while elements with the lower EN value become the
partial positive pole. This makes the molecule a polar molecule

Non-polar covalent bonds occur when electron pairs are shared equally or the difference in
electronegativity between atoms is less than 0.5. Examples of substances having non-polar covalent
bonds are:
H2 EN of H = 2.1 ΔEN = 0.0 NON-POLAR MOLECULE; not a dipole
Cl2 EN of Cl = 3.0 ΔEN = 0.0 NON-POLAR MOLECULE; not a dipole
F2 EN of F = 4.0 ΔEN = 0.0 NON-POLAR MOLECULE; not a dipole
HI EN of H = 2.1 EN of I = 2.5 ΔEN = 0.4 POLAR MOLECULE; a dipole

Provide several examples and have the learners determine if the bond between elements are polar
covalent or non-polar covalent.
Seatwork
CH4 CF4 O2 HBr

Answer key
CH4
EN of H = 2.1 EN of C = 2.5 ΔEN = 0.4
Non polar covalent bond
CF4
EN of C = 2.5 EN of F = 4.0 ΔEN = 1.5
Polar covalent bond
O2
EN of O = 3.4 ΔEN = 0.0
Non polar covalent bond
HBr
EN of H= 2.1 EN of Br = 2.8 ΔEN = 0.7
Polar covalent bond

Proceed to discuss molecular geometry, another important factor which determines if a molecule is polar or
not.
 Discussing new The teacher will discuss the next concept. (applied a range of teaching strategies to develop critical thinking and creative thinking as well as higher
concepts and order thinking skills
)
practicing new
 skills # 1. - Molecular Geometry (30 minutes)
The valence shell electron pair repulsion theory or VSEPR theory helps predict the spatial arrangement of
EXPLAIN (30 atoms in a polyatomic molecule. The shapes are designed to minimize the repulsion within a molecule.
mins)
Teacher will show a five-minute video showing the five different geometric shapes under the VSEPR theory,
(Applied a range of teaching strategies
namely, linear, trigonal planar, tetrahedral, trigonal bipyramidal, and octahedral. The video also explains the
to develop critical thinking and creative basic principle behind the VSEPR theory.
thinking as well as higher order thinking

skills
) OldSite Vanden Bout. (2011). VSEPR Theory: Introduction. Retrieved from https://www.youtube.com/watch?
Note: Allow learners to think v=keHS-CASZfc
critically by answering
process questions that is not
answerable by yes or no only
based on the experiment
done
Present the images below summarizing the different shapes under the VSEPR theory

Figure 1. Linear, Retrieved May 10, 2016 from

http://chemlab.truman.edu/CHEM131Labs/MolecularModeling1.asp
Figure 2. Bent, Retrieved May 10, 2016 from
https://quizlet.com/4023155/chemistry-molecular-bonding-structure-chs-8-9-flash-cards/
Figure 3. Trigonal planar, Retrieved May 10, 2016 from
 http://chemlab.truman.edu/CHEM131Labs/MolecularModeling1.asp
Figure 4. Tetrahedral, Retrieved May 10, 2016 from
http://chemlab.truman.edu/CHEM131Labs/MolecularModeling1.asp
Figure 5. Trigonal bipyramidal, Retrieved May 10, 2016 from
https://www.studyblue.com/notes/note/n/molecular-geometry-/deck/13026512
Figure 6. Octahedral, Retrieved May 10, 2016 from Trigonal planar and Octahedral
http://chemlab.truman.edu/CHEM131Labs/MolecularModeling1.asp

Teacher will focus on the basic shapes such as linear, bent, tetrahedral, trigonal pyramidal, trigonal planar,
and octahedral.

Teacher will emphasize that symmetry plays an important role in determining the polarity of a molecule.

Give the following guidelines to determine the VSEPR shape of a molecule:

1. Determine the central atom of a molecule. The central atom is the least electronegative element.
2. Count how many valence electrons the central atom has.
3. Count how many valence electrons the side atoms have.
4. Create the appropriate Lewis structure of the molecule.
5. Using the Lewis structure as a guide, determine the appropriate VSEPR shape for the molecule.
6. Note how many electrons are shared and unshared. This will help determine the appropriate
VSEPR shape.

Learners will be asked to practice on how to determine and draw different molecular shapes using the
examples below. Emphasize that lone pairs have a big factor in making a molecule polar.

Polar molecule:

H2O Bent - polar due to two lone pairs

NH3 Trigonal pyramidal - polar due to one lone pair
NO Linear - polar due to unequal sharing of electrons

Due to the two lone pairs, the water molecule has a bent shape.

Figure 7. Lewis Structures and the Shapes of Molecules, Retrieved February 18, 2016 from
https://www.angelo.edu/faculty/kboudrea/general/shapes/00_lewis.htm#PolarNon-polar

 Discussing new Teacher will mention that one of the most practical manifestations of polarity is solubility and miscibility.
concepts and Solubility refers to the ability of a solute to dissolve in a certain amount of solvent. Miscibility is the ability of
practicing new two liquids to mix in all proportions.
skills #2.
Solubility, Miscibility, and Polarity
Note: Teacher will
emphasize different samples Teacher will give the general rule that “like dissolves like” or “like mixes with like.” This refers to substances
when polarity is exhibited and being able to mix due to their same polarity.
applied in our day to day
activities.
In the experiment, water and vinegar mixed because they are both polar substances while gasoline and oil
are non-polar substances. Oil and water, oil and vinegar, gasoline and water, and vinegar and gasoline do
not mix because their polarities are different.

 Developing
mastery (Leads
to Formative PRACTICE SEATWORK (20 MINS)
Assessment 3)
Electronegativity and molecular geometry
ELABORATE (5
mins) Determine the polarity of the following compounds based on electronegativity differences and molecular
geometry.
(Designed selected organized and

used diagnostic formative and Molecular geometry Polarity

summative assessment strategies

consistent with curriculum 1. HBr linear polar

requirements.) 2. PH3 trigonal pyramidal polar
3. SiS2 linear non-polar
Note: Teacher will provide a
4. O2 linear non-polar
practice seatwork to check the
learnings of the student from 5. BCl3 trigonal planar non-polar
the lesson.

 Finding practical REFLECTION (5 minutes)

application of
concepts and Guide questions:
skills in daily
living. Ask the students to briefly answer the following questions regarding the structure and properties of polar
molecules based on their understanding of the topics discussed.
(Use differentiated, developmentally 1. Which substances available in your home are miscible in water? Explain.
appropriate learning experiences to 2. Classify ten substances/compounds present in your surrounding as to their polarity? Group these
address learners’ gender, needs, as to whether it’s used by men/women in the house. How will you explain to your parents if they
strengths, interests, and experiences.) have been using materials/chemicals the wrong way in relation to its polarity?
3. Relate the polarity of the listed substances and compounds to their properties?
4. How did your understanding of polarity and its property change your perception of different
substances and compounds available around you?
Note:
 The learner may give their own ideas about the questions given by the teacher. Whereas the teacher
will add some important matters for better understanding.
 Making Ask at-least three Students to generalize the proceedings of the lesson.
generalization
and abstraction Note:
about the
lessons. (5 1. The teacher may also add important information from the lesson based from the answers of the
mins) students.

 Evaluating EVALUATION (25 MINS)

learning The teacher will give the learners a formative assessment.

(Designed selected organized and Determine the following:

used diagnostic formative and A. Molecular geometry
summative assessment strategies B. Bond polarity between atoms
consistent with curriculum C. Polarity of the molecule
requirements.)
Students should have their periodic tables with them for the exam.
Note: Teacher will provide
activity 2, evaluation and
additional activities. to check Bond Polarity Molecular Geometry Polarity of Molecule
the learnings of the student a. H2O polar bent polar
from the lesson. b. CCl4 non-polar tetrahedral non-polar
EVALUATE c. BF3 non-polar trigonal planar non-polar
(25mins) d. SF6 non-polar octahedral non-polar
e. SiF4 polar tetrahedral non- polar
Key to correction are highlighted with cerulean color.
 Additional Check Your Knowledge
activities for
application or DIRECTIONS: Read each question carefully. Choose the letter of the best answer.
remediation. Write your answer on a separate sheet of paper.
(Designed selected organized and ____1. Which of the following statement is TRUE about water?
used diagnostic formative and a. It is a polar molecule
summative assessment strategies b. It is a non-polar molecule
consistent with curriculum c. It is both polar & non-polar
requirements.) d. It has no polarity
____2. Which of the following will be the solvent if a non-polar substance dissolves in
Note: Teacher will provide
activity 2, evaluation and
an unknown liquid?
additional activities. to check a. Non-polar
the learnings of the students b. Polar
from the lesson. c. Water
d. All of the above
____3. Which of the following shapes is most likely form of a non-polar molecule?
a. Asymmetric linear
b. Bent
c. Square planar
d. Pyramidal
____4. Which of the following is an example of a non-polar molecule?
(Selected developed, organized, and
a. CO2
use appropriate teaching and learning
b. H2O
resources, including ICT. to address
c. NH3
the learning goals.) d. SO2
Note: For take home activity ____5. Which of the following is an example of a polar molecule?
learners will research five a. HCl
other samples of the following b. BF3
arts given by the teacher to
c. CCl4
utilize the use of ICT they will
attach picture from different d. XeF4
websites and print the
hardcopy of the activity. It KEY TO CORRECTION
enables them also to explore 1. B
their knowledge on the use of
2. B
Microsoft word.
3. D
4. A
5. B
 EXTEND Assignment

Directions: Complete the table below, based on your understanding of the polarity
of molecules, their structure, and their properties.
 Key to Correction:

V. REMARKS
VI. REFLECTION
A.No. of learner who
earned 75% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 75%
C. Did the remedial lesson
work? No. of learners
who caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
use/discover which I
wish to share with other
teachers?

Prepared and demonstrated by: