EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL

GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)

I. OBJECTIVES
A. Content The learners demonstrate an understanding of the properties of matter and its various
Standards forms.
The learners shall be able to design using multimedia, demonstrations, or models, a
1 Performance
Standards
representation or simulation of any of the following: a) atomic structure, b) gas behavior,
c) mass relationships in reactions.
The learners differentiate between pure substances and mixtures.
2 Learning STEM_GC11MP-Ia-b-6
Competencies/
Objectives 1. Identify a matter as a pure substance or a mixture
Write the LC 2. Analyze the difference of substances and mixtures
code for each 3. Categorize common materials as a pure substance or a mixture

II. CONTENT Classifications of Matter: Pure Substances and Mixtures

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
Teaching Guide for Senior High School General Chemistry 1 pages 1 – 13
2. Learner’s
Materials pages
Chang, Raymond. General Chemistry: The Essential Concepts. 5th ed. New York, New
York: McGraw-Hill Companies, 2008. Electronic. pages 4 – 7
3. Textbook pages
Quimbing, Noel, and Jireh Joy Sarmiento. General Chemistry 1. Quezon City: Vibal Group,
2016. pages 5 – 6
4. Additional
Materials from
Learning
Resource (LR)
portal
Chemistry 110 Team Project Pure Substances and Mixtures – Molecular Workbench
www.tacomacc.edu/home/phunter/mw.shtm
https://tacomacc.edu/home/phunter/110teamMWSubstancesandMixtures.pdf
Lesson Plan – Science4Inquiry.com Retrieved May 12, 2018 from
B. Other Learning http://science4inquiry.com/LessonPlans/PhysicalScience/Elements/ElementsCompounds
Resources Final.pdf

Pictures downloaded from:

http://www.compoundchem.com/2014/02/19/the-chemical-elements-of-a-smartphone/

IV. PROCEDURES
A. Reviewing Each student will have a copy of an infographic
previous lesson “Elements of a Smartphone”. The students will look at
or presenting the
the infographic and will create graphic organizer with
new lesson
B. Establishing a the following information: 3 things cell phones are
purpose for the made of, 2 facts that surprise you about cell phones, 1
lesson prediction about the part of the phone that would be
C. Presenting the most expensive to replace and why. In groups of 4,
examples/instan each student takes a turn sharing their 1 prediction.
ces of the new How do we classify matter?
lesson
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)

D. Discussing new Group Activity

concepts and Each group will receive a set of symbol card. The students will group it into two groups
practicing new
based on the symbols shown. For five minutes, they should create a “rule” for their
skills #1
groupings (possible student groups may include circles, no circles, types of shapes, etc.).
E. Discussing new After the time allotted, each group will be given labels “Pure Substances” and “Mixtures”
concepts and and the students will place the correct label on their grouping of cards based on their
practicing new “rule”. The students will create their own definition for the vocabulary “Pure Substance”
skills #2
and “Mixture”.
F. Developing The actual definitions for vocabulary words: pure substance, element, compound, and
mastery (leads to mixtures will be given to each group. The students will match the actual definition to the
Formative definitions they created.
Assessment 3) A discussion of correct labels and classification of chemical symbols will follow.
G. Finding practical Scavenger Hunt – Pure Substances vs. Mixtures
applications of The students will identify as many mixtures and substances as possible that can be found
concepts and
in the classroom. The list of mixtures may include things like people (boys vs. girls),
skills in daily
living crayons, food (lunch), teacher’s coffee, etc. They will classify it either a pure substance or
H. Making a mixture.
generalizations
and abstractions Following the scavenger hunt activity, each group will share their list of items with the
about the lesson class and explain why certain items were classified as a pure substance or a mixture.
Which of the following is a pure substance and a mixture?
1. soil
2. water
I. Evaluating
learning 3. table salt
4. diamonds
5. iron fillings
J. Additional
activities for Enumerate three common household items and classify whether they are pure substance
application or or mixture by identifying its composition.
remediation
V. REMARKS

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 remedial lessons work? No. of learners who have
caught up with 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?
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)

TEACHER HANDOUT
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
ROBEEMANE B. BALISI – Taguig City and Pateros (Signal Village National High School)