St.

Mary’s College of Catbalogan

(Formerly Sacred Heart College)
Catbalogan City, Samar

UNIT PLAN

Subject: General Chemistry School Year: 2017-2018

Unit Topic: Matter and Its Properties No. of Days: 12 Days

STAGE 1:DESIRED RESULTS

Learning standards (statement and list of topics)

Statement: the properties of matter and its various forms

Topics:
Day 1: Matter and Its Properties
Day 2: Matter and its Various Forms
Day 3: Measurements
Day 4: Atoms, Molecules, and Ions
Day 5: Atomic Mass
Day 6: The Mole Concept and Molar Mass
Day 7: Percent Composition and Chemical Formulas
Day 8: Chemical Reactions and Equations
Day 9: Mass Relationship in Chemical Reactions
Day 10: Gases
Day 11: Chapter Quiz
Day 12: Culminating Output

Transfer Goal/s
The students/pupils in the long run and on their own will be able to …
Design using multimedia, demonstrations, or models, a representation or simulation of matter.

Essential understanding Essential questions

The students/pupils will understand that… The students/pupils will keep considering the
Matter can exist in various forms. following:
1. How does matter exist?

Knowledge Skills
The students/pupils will know… The students/pupils will be able to …
1. the properties of matter and its 1. Recognize that substances are made of
various forms; smaller particles (STEM_GGC11-MP-Ia-
2. the difference between accuracy and b-1);
precision; 2. Describe and make a representation of the
 3. different sources of errors in
measurements;
4. atomic structure, formulas and names
of compounds;
5. the mole concept in relation to
Avogadro’s number and mass;
6. the relationship of percent composition
and chemical formula;
7. the use of chemical formulas to
represent chemical reactions;
8. the quantitative relationship of
reactants and products in a chemical
reaction;
9. the mathematical relationship between
pressure, volume, and temperature of a
gas;
10. the partial pressures of gases in a
mixture;
11. quantitative relationships of reactants
and products in a gaseous reaction; and
12. The behavior and properties of gases at
the molecular level.
13. The mathematical relationship between
the pressure, volume, and temperature
of a gas;
14. The partial pressures of a gas;
15. The quantitative relationships of the
reactants and products in a gaseous
reaction; and
16. Behavior and properties of gases at the
molecular level.
arrangements, relative spacing, and
relative motion of the particles in the three
phases of matter (STEM_GGC11-MP-Ia-
b-2);
3. Distinguish between physical and chemical
properties and give examples
(STEM_GGC11-MP-Ia-b-3);
4. Distinguish between extensive and
intensive properties and give examples
(STEM_GGC11-MP-Ia-b-4);
5. Use properties of matter to identify
substances and to separate them
(STEM_GGC11-MP-Ia-b-5)
6. Apply simple separation techniques such
as distillation, chromatography
(STEM_GGC11-MP-Ia-b-12)
7. Differentiate between precision and
accuracy (STEM_GC11MT-Ib-13);
8. determine the density of a liquid
(STEM_GC11MT-Ib-14);
9. Explain how the basic laws of matter (Law
of Conservation of Mass, Law of Constant
Composition, and Law of Multiple
Proportion) led to the formulation of
Dalton’s Atomic Theory
(STEM_GC11AM-Ic-e-15);
10. 1. Define pressure and give the common
units of pressure (STEM_GC11G-Ih-i-43);
11. Express the gas laws in equation form
(STEM_GC11G-Ih-i-44);
12. Use the gas laws to determine pressure,
volume, or temperature of a gas under
certain conditions of change
(STEM_GC11G-Ih-i-45);
13. Use the Ideal Gas Equation to calculate
pressure, volume, temperature, or number
of moles of a gas (STEM_GC11G-Ihi-46);
14. Use Dalton’s Law of Partial Pressures to
relate mole fraction and partial pressure of
gases in a mixture (STEM_GC11DL-Ii-
47);

STAGE 2: ASSESSMENT EVIDENCE

Performance Task (with rubrics)

VISUALIZATION AND CLASSIFICATION OF MATTER

Introduction
In this activity, physical models, such as balls or beads, will be used to illustrate that matter is made
up of particles. A ball or a bead will represent an atom of an element, and a combination of balls or
bead will represent a compound. A collection of single balls and/or combined balls will be used to
show the difference between pure substances and mixtures. This activity was adapted from Chemistry
with Charisma, published by Terrific Science Press.
Materials
a. A set of balls or beads of two or more colors
b. Zip lock bags
Procedure
1. Assemble the following sets of balls and place them in unlabelled zip lock bags.
2. Show the bags to the learners and tell them that their task is to find out if the bag contains a pure
substance or a mixture. If the
content is a pure substance, they have to determine if it is a monoatomic element, a diatomic element,
or a compound.
3. Show them the bag with monoatomic elements, and ask them if it is a pure substance or a mixture.
Take out the contents from the bag one by one, and show them to the learners.

Other Evidences:
1. Quizzes
2. Homework
3. Laboratory Activity
4. Group work

STAGE 3: LEARNING ACTIVITIES

Day 1: Matter and Its Properties

 Introduction (5mins)
 Motivation (15 mins)
 Instruction (60 mins)
 Enrichment (30 mins)
 Evaluation (10 mins)
Day 2: Matter and its Various Forms
 Introduction (10 mins)
 Motivation (5 mins)
 Instruction (90 mins)
 Enrichment (15 mins)
 Evaluation
Day 3: Measurements
 Introduction (3 mins)
 Motivation (7 mins)
 Instruction (30 mins)
  Enrichment (15 mins)
 Evaluation (5 mins)
Day 4: Atoms, Molecules, and Ions
 Introduction (5 mins)
 Motivation (5 mins)
 Instruction (120 mins)
 Enrichment
 Evaluation (20 mins)
Day 5: Atomic Mass
 Introduction (5 mins)
 Motivation (10 mins)
 Instruction (35 mins)
 Evaluation (10 mins)
Day 6: The Mole Concept and Molar Mass
 Introduction (12 mins)
 Motivation (3 mins)
 Instruction (75 mins)
 Enrichment (15 mins)
 Evaluation (15 mins)
Day 7: Percent Composition and Chemical Formulas
 Introduction (5 mins)
 Motivation (5mins)
 Instruction (35 mins)
 Enrichment
 Evaluation (15 mins)
Day 8: Chemical Reactions and Equations
 Introduction (30 mins)
 Motivation (3 mins)
 Instruction (85 mins)
 Enrichment(2 mins)
Day 9: Mass Relationship in Chemical Reactions
 Introduction (5 mins)
 Motivation (5 mins)
 Instruction (40 mins)
 Enrichment (15 mins)
 Evaluation (15 mins)
Day 10: Gases
 Introduction (5 mins)
 Motivation (5 mins)
 Instruction (200 mins)
 Enrichment
 Evaluation (30 mins)
Day 11: Chapter Quiz
Day 12: Culminating Output
References/Instructional Materials:
1. Reference book (Exploring Life Through Science)
2. Internet (Videos)
3. Laboratory Manual (Mirrors and Lenses)
4. AVR/AVR Materials
Prepared By: Checked by: Approved By:

DIANA ROSE ABARQUEZ

__________________________ MS. VILMA CABUENAS S. MA. JESUSITA L. BERNATE, RVM
UDTOJAN
_ Academic Coordinator – Principal – Date
Science Teacher Date
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: General Chemistry Year and section: Grade 12 Date:

Transfer Goal/s: Design using multimedia, demonstrations, or models, a representation or
simulation of matter.
Essential understanding: Matter can exist in various forms.
Essential questions: How does matter exist?
I. PRELIMINARIES:
Focus: Matter and Its Properties
Review: Not applicable (first topic of the unit).
Activating prior knowledge: Why is it easier to compress the entrapped air than the wood block?
Motivation: 1. Present two 60-mL plastic syringes with the needle removed and replaced by a seal.
One syringe contains a small block of wood, while the other contains entrapped air. The plunger is
set to touch the wood block, as shown below:

2. Ask them what will happen if the plunger will be pushed down the syringe.
3. Make one learner push the plunger in the two syringes, and check if they have predicted the
behavior of the plunger in the two syringes correctly.
4. Ask them to answer the question: Why is it easier to compress the entrapped air than the wood
block?
5. Highlight that a particulate model for matter is very useful in explaining the properties of matter.
Point out that some basic concepts on matter that have been introduced in junior high school will
be reviewed in this lesson.
II. Lesson Development B. Broadening of Concept (Meaning)
A. Presentation of the concepts What is the importance of matter in the
The students will know: body? What will happen if glands matter do
- The learners demonstrate an understanding not exist?
of the properties of matter and its various
forms. C. Integration (Meaning and Transfer)
The students will do: Core Value: excellence
- Recognize that substances are made of Related value: discipline
smaller particles(STEM_GGC11-MP-Ia-b-1); a. Lesson across discipline:
- Describe and make a representation of the What other subject area that discuss
arrangements, relative spacing, and relative matter?
motion of the particles in the three phases of
matter (STEM_GGC11-MP-Ia-b-2);
- Distinguish between physical and chemical
propertiesandgiveexamples
(STEM_GGC11-MP-Ia-b-3);
- Distinguish between extensive and intensive
properties and give examples
(STEM_GGC11-MP-Ia-b-4);
- Use properties of matter to identify
 substances and to separate
(STEM_GGC11-MP-Ia-b-5);
Strategy/Activities:
Day 1: Matter and Its Properties
 Introduction (5mins)
 Motivation (15 mins)
 Instruction (60 mins)
 Enrichment (30 mins)
 Evaluation (10 mins)
them
b. values integration –
discipline
c. social orientation –
declining peace and order
d. faith reflection –
“Be careful not to do your 'acts of
righteousness' before men, to be seen by
them.” Matthew 6:1

III. EVALUATION/ASSESSMENT (TRANSFER)

Directions: Look at this diagram. Give three common ways to separate the components of a
mixture?

IV. SUMMARY/ACTION (Transfer)

Summary:
- Why is matter essential?
Action:
- Why do we need to know the function of matter?
VI. PURPOSIVE ASSIGNMENT

Ask them to answer the question: When can each method be used in separating the components
of a mixture?
Prepared by: Checked by: Date:

DIANA ROSE A. UDTOJAN

St. Mary’s College of Catbalogan

Catbalogan City, Samar

LEARNING PLAN
Subject: General Chemistry Year and section: Grade 12 Date:
Transfer Goal/s:
. Design using multimedia, demonstrations, or models, a representation or simulation of matter.
Essential understanding:
Matter can exist in various forms.
Essential questions:
How does matter exist?
I. PRELIMINARIES:
Focus: Matter and Its Various Forms
Review: What are the different properties of matter?
Activating prior knowledge: What is matter?
Motivation: How is table salt obtained from sea water?
II. Lesson Development B. Broadening of Concept (Meaning)
A. Presentation of the concepts What will happen if matter only exists in one
The students will know: form?
 the properties of matter and its various
forms. C. Integration (Meaning and Transfer)
The students will do: Core Value: excellence
- Apply simple separation techniques such Related value: Honesty
as distillation, chromatography a. Lesson across discipline:
(STEM_GGC11-MP-Ia-b-12). What other subject area that discuss forms?
Strategy/Activities:
Day 2: Matter and its Various Forms b. values integration –
 Introduction (10 mins) Honesty
 Motivation (5 mins) c. social orientation –
 Instruction (90 mins) graft and corruption
 Enrichment (15 mins) d. faith reflection –
 Evaluation “Do what is good and right in the eyes of the
Lord, so that it may go well with you .”
Deuteronomy 6:18

III. EVALUATION/ASSESSMENT (TRANSFER)

1. Ask them to submit a report on the experiment.

2. They could be provided with a worksheet that they have to fill up, which could include
some questions.
IV. SUMMARY/ACTION (Transfer)
Summary:
- What is the importance of the various forms of matter in nature?
Action:
- How can you relate the topic to your daily living?
VI. PURPOSIVE ASSIGNMENT (differentiated)

Prepared by: Checked by: Date:

DIANA ROSE A. UDTOJAN

St. Mary’s College of Catbalogan

Catbalogan City, Samar

LEARNING PLAN
Subject: General Chemistry Year and section: Grade 12 Date:
Transfer Goal/s:
. Design using multimedia, demonstrations, or models, a representation or simulation of matter.
Essential understanding:
Matter can exist in various forms.
Essential questions:
How does matter exist?
I. PRELIMINARIES:
Focus: Measurements
Review: What is the measurement system adopted in scientific measurements?
Activating prior knowledge: Why is there a need to use a common unit for measurement?
Motivation:
1. Present to two plastic bottles containing different amounts of water, and ask the learners to
describe and differentiate the two objects. Make them realize the need to use a number
(the volume of the water content or the weight of the bottles and their contents) to describe
the objects more clearly and to differentiate them.
2. Make them realize the need for a quantitative or a numerical description of some properties
of matter, and how this is applied in their daily lives. Ask them to cite some situations in
daily life where a measurement is important.
II. Lesson Development B. Broadening of Concept (Meaning)
A. Presentation of the concepts Accuracy is necessary in measurements.
The students will know: C. Integration (Meaning and Transfer)
- Measurement and the difference between Core Value: excellence
accuracy and precision. Related value: discipline
The students will do: a. Lesson across discipline:
- Explain the need for measurements; What part of our topic that is related to other
- Describe how to carry out measurements subject area?
of length, mass, and volume; and
- Dfferentiate between precision and
accuracy (STEM_GC11MT-Ib-13).
Strategy/Activities:
Day 3: Measurements b. values integration –
 Introduction (3 mins) discipline
 Motivation (7 mins) c. social orientation –
 Instruction (30 mins) rising crime
 Enrichment (15 mins) d. faith reflection –
 Evaluation (5 mins)
“He who ignores discipline comes to poverty
and shame, but whoever heeds correction is
honored.” Proverbs 13:18

III. EVALUATION/ASSESSMENT (TRANSFER)

Assign them to read the labels of some canned or bottled goods in the kitchen, and report the
mass or volume of the contents. Let them classify the following measurement data as high
precision or low precision:
a. Volume of a liquid: 11.0 cm 3 , 11.3 cm 3 , 10.9 cm 3 , 11.1 cm 3
b. Mass of a solid: 25.0 g, 23.0 g, 20.0 g, 28.0 g
IV. SUMMARY/ACTION (Transfer)
Summary:
- How do feedback mechanisms work? What is the importance of this mechanism?
Action:
 - In real life, what is the importance of following the rules and regulation in the society?
VI. PURPOSIVE ASSIGNMENT (differentiated)
Evaluating the accuracy of a measurement will require the true value. However, the true value for
the dimensions of the book is not available. Point out that if twenty or more measurements were
done, the mean value can be taken as the true value. This is an assumption in statistics.
Prepared by: Checked by: Date:
DIANA ROSE A. UDTOJAN
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: General Chemistry Year and section: Grade 12 Date:

Transfer Goal/s:
. Design using multimedia, demonstrations, or models, a representation or simulation of matter.
Essential understanding:
Matter can exist in various forms.
Essential questions:
How does matter exist?
I. PRELIMINARIES:
Focus: Atoms, Molecules, and Ions
Review: What is the importance of measurements?
Activating prior knowledge: How can you differentiate atoms, molecules, and Ions?
Motivation:
1. Call one of the learners to the front and give him/her a piece of paper. Ask him/her to cut
the paper in half, and then cut one of the halves again in half, and again and again. Let
him/her proceed as long as s/he can cut a piece into half.
2. Ask him/her the question: Can you go on cutting the paper into half?
3. Tell him/her that though the cutting can go on and on mentally, there is a physical limit to
this process. It is impossible to cut the paper into half forever. There is a limit – a point
where the piece can no longer be divided.
4. Highlight that the limit is an indivisible piece, which was called by the Greek philosopher
Democritus as the atom.
5. However, beginning in the late 1800s, experiments have indicated that atoms are made up
of smaller particles.
6. Ask them the question: What are these particles that make up the atom?
7. Point out that the science of chemistry is based on the concept of the atom and molecules.
Knowledge of the atoms and molecules in the environment and in biological systems has
provided an understanding of the changes occurring in them. It has also allowed the
prediction of their behavior and the solution to any problem observed in their behavior.
II. Lesson Development B. Broadening of Concept (Meaning)
A. Presentation of the concepts The laws of matter are the basic concept of
The students will know: the subject lesson.
- the structure of an atom and the formula C. Integration (Meaning and Transfer)
and the name of compounds. Core Value: Faith
The students will do: Related value: unity
- Explain how the basic laws of matter (Law a. Lesson across discipline:
of Conservation of Mass, Law of Constant What part of our topic that is related to other
Composition, and Law of Multiple subject area?
Proportion) led to the formulation of
Dalton’s Atomic Theory (STEM_GC11AM-
Ic-e-15);
- Describe Dalton’s Atomic Theory
(STEM_GC11AM-Ic-e-16);
- Differentiate among atomic number, mass
number, and isotopes, and which of these
distinguishes one element from another
(STEM_GC11AM-Ic-e-17);
 - Write isotopic symbols (STEM_GC11AM
Ic-e-18);
- Recognize common isotopes and their
uses (STEM_GC11AM-Ic-e-19);
- Differentiate among atoms, molecules,
ions, and give examples (STEM_GC11AM-
Ic-e-20);
Strategy/Activities:
Day 4: Atoms, Molecules, and Ions b. values integration –
 Introduction (5 mins) Unity
 Motivation (5 mins) c. social orientation –
 Instruction (120 mins) selfishness
 Enrichment d. faith reflection –
 Evaluation (20 mins)
“Let nothing be done for selfish ambition or
conceit.” Philippians 2:3

III. EVALUATION/ASSESSMENT (TRANSFER)

Directions: Choose the best answer from among the choices given:
1. In one experiment, 0.558 g element X was found to react with 0.320 g element Y to form
only one product, compound Z. How many grams of compound Z were formed?
A. 0.238 g C. 0.558 g
B. 0.320 g D. 0.878 g
2. When 24.3 g magnesium reacts completely with 16.0 g oxygen, exactly 40.3 g magnesium
oxide is formed. Which of the following laws is illustrated by this observation?
A. Law of Definite Proportion C. Law of Conservation of Mass
B. Law of Multiple Proportion D. Law of Conservation of Energy
44
Answers for Number 22
i. Silver nitrate – AgNO 3
ii. Potassium iodide – KI
iii. Nitrogen dioxide – NO 2
iv. Barium chloride – BaCl 2
v. Hydrobromic acid – HBr
Teacher Tip
Refer to the laboratory teaching guide of this
lesson as well as the Formula Writing and Naming
of Compounds data table.
3. Which of the following statements is consistent with Dalton’s Atomic Theory?
A. The atoms of element A are identical with the atoms of another element D.
B. The atoms of element A have the same mass as the atoms of another element D.
C. The atoms of element A are different from the atoms of another element D.
D. The atoms of element A have the same properties as the atoms of another element D.
4. According to Dalton’s atomic theory, which of the following is involved in a chemical
reaction?
A. The conversion of one atom into another C. The formation of a new atom
B. The combination of atoms D. The disappearance of an atom
5. Which of the following subatomic particles has the smallest mass?
A. Electron C. Proton
B. Neutron D. Nucleus
 6. In which of the following quantities will two isotopes of an element have different values?
A. Atomic number C. Number of protons
B. Mass number D. Number of electrons
7. Which of the following information on the number of protons (p), electrons (e) and neutrons
(n) is correct for 92 U 238 ?
A. 92 p, 92 n, 92 e C. 238 p, 146 n, 238 e
B. 92 p, 146 n, 92 e D. 146 p, 82 n, 92 e
8. What is the mass number of an atom which has 11 protons, 11 electrons, and 12 neutrons?
A. 11
C. 22
B. 12
D. 23
45
9. Which of the following data is correct for the Mg 2+ ion (atomic number = 12)?
A. 12 protons and 13 electrons C. 14 protons and 12 electrons
B. 12 protons and 10 electrons D. 12 protons and 14 electron
10. Which of the following symbols corresponds to the element tin?
A. Ti
C. Pb
B. Zn
D. Sn
11. Which of the following takes place when a monovalent cation is formed from an atom?
A. One electron is gained. C. Two electrons are gained.
B. One electron is lost. D. Two electrons are shared.
12. Which of the following anions is polyatomic?
A. Iodide C. Sulfide
B. Nitrite D. Bromide
13. Which of the following is the correct formula of copper (II) nitrate?
A. CuNO 3
C. Cu(NO 3 ) 2
B. Cu 2 NO 3
D. Cu 2 (NO 3 ) 2
14. Which of the following is a binary compound?
A. Sodium nitrate C. Sodium hydroxide
B. Sodium oxide D. Sodium carbonate
IV. SUMMARY/ACTION (Transfer)
Summary:
- What are the major Endocrine glands in the body?
Action:
- How will you maintain these endocrine glands healthy?
VI. PURPOSIVE ASSIGNMENT

Prepared by: Checked by: Date:

DIANA ROSE A. UDTOJAN
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: General Chemistry Year and section: Grade 12 Date:

Transfer Goal/s:
. Design using multimedia, demonstrations, or models, a representation or simulation of matter.
Essential understanding:
Matter can exist in various forms.
Essential questions:
How does matter exist?
I. PRELIMINARIES:
Focus: Atomic Mass
Review: Can you count objects by weighing them?
Activating prior knowledge: What is conversion?
Motivation: Ask the learners if they can count objects by weighing them. Present to them this
situation:
Ms. Lilia sells shelled peanuts in a store. But she meets customers asking for 150 peanuts, another
for 750 peanuts, and another for 2,000 peanuts. Obviously, it will take Ms. Lilia a very long time to
count the peanuts. What would be another way to count them?

Ms. Lilia takes 20 peanuts and weighs them. She finds out that 20 peanuts weigh 32 g. How much
then will each peanut weigh?

Hence the weight of 150 peanuts would be:

It will be easier to weigh the peanuts than to count them.

Now, 960 g is appropriately how many peanuts?

Ask them to draw a conclusion. Is it possible to count objects by weighing? Summarize the
procedure done with the peanuts. This can be done with other objects like mongo beans,
marbles, etc.
II. Lesson Development B. Broadening of Concept (Meaning)
A. Presentation of the concepts This disorder is not a hindrance to become
The students will know: successful in life. Some people become well –
- The mole concept in relation to Avogadro’s known, set records in the Guinness book
number and mass. because of their distinct feature caused by
The students will do: hormonal imbalances.
- Define atomic mass unit; C. Integration (Meaning and Transfer)
- Calculate the average atomic mass of Core Value: Excellence Related value:
elements; self-reliance
- Determine the average molecular mass of a. Lesson across discipline:
molecules; and What part of our topic that is related to other
- Determine the average formula mass of subject area?
ionic compounds.
Strategy/Activities:
Day 5: Atomic Mass b. values integration –
 Introduction (5 mins) Self – reliance
 Motivation (10 mins) c. social orientation –
 Instruction (35 mins) drug addiction
 Evaluation (10 mins) d. faith reflection –

“Let nothing be done for selfish ambition or

conceit.” Philippians 2:3

III. EVALUATION/ASSESSMENT (TRANSFER)

Directions: Answer the following questions. Place the answers in the space provided. Show
calculations where applicable. Observe the use of significant figures for calculations and indicate
the appropriate units. Learners can use the periodic table to answer the questions.
______1. From the periodic table, look up the average atomic mass of bromine, Br.
______2. How much heavier is an atom of Br relative to an atom of carbon?
______3. Which element in the periodic table has an average atomic mass that is about ten times
that of fluorine?
IV. SUMMARY/ACTION (Transfer)
Summary:
- What are the different diseases or disorder associated with Endocrine system?
Action:
- How can we avoid these diseases?
VI. PURPOSIVE ASSIGNMENT
Directions: Answer the following questions:

Element A consists of isotope A-6 with natural abundance of 7.5% and a mass of 6.0151 amu, and
isotope A-7 with natural abundance 92.5% and mass of 7.0160 amu.
______4. Calculate the average atomic mass of element A.
______5. Identify Element A.
Naphthalene has the molecular formula C 8 H 10 .
______6. How many elements make up one molecule of naphthalene? What are they?
______7. What is the molecular mass of naphthalene?
______8. What is the formula mass of potassium chloride, KCl?
Prepared by: Checked by: Date:

DIANA ROSE A. UDTOJAN

 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: General Chemistry Year and section: Grade 12 Date:

Transfer Goal/s: Design using multimedia, demonstrations, or models, a representation or
simulation of matter.
Essential understanding: Matter can exist in various forms.
Essential questions: How does matter exist?
I. PRELIMINARIES:
Focus: The Mole Concept and Molar Mass
Review: What is a mole? What is Avogadro’s number?
Activating prior knowledge: How many eggs are there in one mole of eggs?
Motivation: What do chemists observe every October 23, from 6:02 am to 6:02 pm?
II. Lesson Development B. Broadening of Concept (Meaning)
A. Presentation of the concepts What is the importance of nervous system to
The students will know: keep our body become safe?
- the mole concept in relation to Avogadro’s C. Integration (Meaning and Transfer)
number and mass. Core Value: faith
The students will do: Related value: strong faith in God
- State the value of Avogadro’s number; a. Lesson across discipline:
- Perform calculations converting moles to What part of our topic that is related to other
number of entities and vice versa; subject area?
Strategy/Activities:
b. values integration –
Day 6: The Mole Concept and Molar Mass strong faith in God
- Introduction (12 mins) c. social orientation –
- Motivation (3 mins) declining peace and order
- Instruction (75 mins) d. faith reflection –
- Enrichment (15 mins) “Be careful not to do your 'acts of
- Evaluation (15 mins). righteousness' before men, to be seen by
them.” Matthew 6:1

III. EVALUATION/ASSESSMENT (TRANSFER)

Directions: Answer the following questions. Place the answers in the space provided. Show
calculations where applicable. Observe the use of significant figures for calculations and indicate
the appropriate units. Learners can use the periodic table to answer the questions
_____1. How many molecules of acetylene, C 2 H 4 , are there in 2.00 moles acetylene?
_____2. How many atoms of carbon are there in 2.00 moles acetylene?
IV. SUMMARY/ACTION (Transfer)
Summary:
- What system that control our body?
Action:
- How can we avoid from accidents?
VI. PURPOSIVE ASSIGNMENT (differentiated)
Complete the following table:
Prepared by: Checked by: Date:

DIANA ROSE A. UDTOJAN

 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: General Chemistry Year and section: Grade 12 Date:

Transfer Goal/s: Design using multimedia, demonstrations, or models, a representation or
simulation of matter.
Essential understanding: Matter can exist in various forms.
Essential questions: How does matter exist?
I. PRELIMINARIES:
Focus: The Mole Concept and Molar Mass
Review: What is a mole? What is Avogadro’s number?
Activating prior knowledge: How many eggs are there in one mole of eggs?
Motivation: What do chemists observe every October 23, from 6:02 am to 6:02 pm?
II. Lesson Development B. Broadening of Concept (Meaning)
A. Presentation of the concepts What is the importance of nervous system to
The students will know: keep our body become safe?
- the mole concept in relation to Avogadro’s C. Integration (Meaning and Transfer)
number and mass. Core Value: faith
The students will do: Related value: strong faith in God
- State the value of Avogadro’s number; a. Lesson across discipline:
- Perform calculations converting moles to What part of our topic that is related to other
number of entities and vice versa; subject area?
Strategy/Activities:
b. values integration –
Day 7: Percent Composition and Chemical strong faith in God
Formulas c. social orientation –
- Introduction (5 mins) declining peace and order
- Motivation (5mins) d. faith reflection –
- Instruction (35 mins) “Be careful not to do your 'acts of
- Enrichment righteousness' before men, to be seen by
- Evaluation (15 mins) them.” Matthew 6:1

III. EVALUATION/ASSESSMENT (TRANSFER)

Directions: Answer the following questions. Place the answers in the space provided. Show
calculations where applicable. Observe the use of significant figures for calculations and indicate
the appropriate units. Learners can use the periodic table to answer the questions
_____1. How many molecules of acetylene, C 2 H 4 , are there in 2.00 moles acetylene?
_____2. How many atoms of carbon are there in 2.00 moles acetylene?
IV. SUMMARY/ACTION (Transfer)
Summary:
- What system that control our body?
Action:
- How can we avoid from accidents?
VI. PURPOSIVE ASSIGNMENT (differentiated)

Prepared by: Checked by: Date:

DIANA ROSE A. UDTOJAN
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: General Chemistry Year and section: Grade 12 Date:

Transfer Goal/s: Design using multimedia, demonstrations, or models, a representation or
simulation of matter.
Essential understanding: Matter can exist in various forms.
Essential questions: How does matter exist?
I. PRELIMINARIES:
Focus: Chemical Reactions and Chemical Equations
Review: Consider the reaction of hydrogen gas (H 2 ) with chlorine gas (Cl 2 ) to yield hydrogen
chloride. The reaction is illustrated by the figure below.

Activating prior knowledge: What do you already know about brains?

Motivation: Ask them what the following have in common:
a. Rusty iron nail
b. Change in color of leaves
c. Bleached hair
II. Lesson Development B. Broadening of Concept (Meaning)
A. Presentation of the concepts The central nervous system is considered as
The students will know: the command center of the entire body.
- That the central nervous system is consist
of brain and spinal cord C. Integration (Meaning and Transfer)
- The different parts of the brain Core Value: Excellence Related value:
The students will do: competence
- Describe the main function of the brain a. Lesson across discipline:
and the spinal cord What part of our topic that is related to other
- Determine the different parts of the brain subject area?
and describe each function
Strategy/Activities:
Day 9: Mass Relationship in Chemical b. values integration –
Reactions competence
- Introduction (5 mins) c. social orientation –
- Motivation (5 mins) unemployment
- Instruction (40 mins) d. faith reflection – “The LORD is my strength
- Enrichment (15 mins) and my shield; my heart trusts in him, and I
- Evaluation (15 mins) am helped. My heart leaps for joy and I will
give thanks to him in song.” Psalm 28:7
III. EVALUATION/ASSESSMENT (TRANSFER)

1. Why do you need to store hydrogen peroxide away from light often in dark colored bottles?
2. Learners may watch the videos in the sites given in the Resources section above. These
can be given as assignments.
IV. SUMMARY/ACTION (Transfer)
Summary:
- What are the parts of the central nervous system?
Action:
- How will you take good care of most these delicate parts of the body?
VI. PURPOSIVE ASSIGNMENT (differentiated)
Procedure: Answer the questions in “Let’s find Out” on page 386.

Prepared by: Checked by: Date:

DIANA ROSE A. UDTOJAN

 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: General Chemistry Year and section: Grade 12 Date:

Transfer Goal/s: Design using multimedia, demonstrations, or models, a representation or
simulation of matter.
Essential understanding: Matter can exist in various forms.
Essential questions: How does matter exist?
I. PRELIMINARIES:
Focus: Mass Relationship in Chemical Reactions
Review: Identify mole ratios of reactants and products from balanced chemical equations
Activating prior knowledge: Calculate reaction yield in the presence of a limiting reagent
Motivation: Let us make sandwiches!
Some learners are going on a road trip and they are to bring some food to eat along the way.
Karen was asked to bring hamburger sandwiches for which she will use two slices of bread and
one hamburger patty to make one sandwich. Show the equation.
II. Lesson Development B. Broadening of Concept (Meaning)
A. Presentation of the concepts How can we protect our nervous system?
The students will know: C. Integration (Meaning and Transfer)
- The different disorder associated with the Core Value: Excellence Related value:
nervous system self-reliance
The students will do: a. Lesson across discipline:
- Discuss how disorders related to nervous What part of our topic that is related to other
system can be prevented, detected, and subject area?
treated
Strategy/Activities:
Day 10: Gases b. values integration –
 Introduction (5 mins) Self – reliance
 Motivation (5 mins) c. social orientation –
 Instruction (200 mins) drug addiction
 Enrichment d. faith reflection –
 Evaluation (30 mins)
“Let nothing be done for selfish ambition or
conceit.” Philippians 2:3

III. EVALUATION/ASSESSMENT (TRANSFER)

*Worksheets will be given to the students.

IV. SUMMARY/ACTION (Transfer)

Summary:
- Now I know…
Action:
- How can you help in cleaning the air surrounding us?
VI. PURPOSIVE ASSIGNMENT
Directions: Answer the following questions:
1. What is the cause of the effervescence that you observed during the reaction?
2. How can you conclude that the reaction has gone to completion?
3. How do you know if the product was completely dry?
4. List possible sources of error which you think affected the yield of your reaction. Did your error
cause your result to be higher or lower than the theoretical yield?
Prepared by: Checked by: Date:
DIANA ROSE A. UDTOJAN