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Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format


DLP No.: Learning Area: General Chemistry Grade Level: 11 Quarter: 1 Duration:1
Day 2 hour
Learning The learners: Code:
Competency/ies: 6. differentiate between pure substances and mixtures STEM_GC11MP-Ia-b-6
(Taken from the Curriculum Guide) 7. differentiate between elements and compounds STEM_GC11MP-Ia-b-7
8. differentiate between homogenous and heterogeneous mixtures STEM_GC11MP-Ia-b-8

Key Concepts / Matter can either be a pure substance or a mixture.


Understandings to be Elements and compounds are pure substance. Compound is a combination of two or more elements
which are combined chemically.
Developed Pure substance have definite composition while mixtures have varied composition. Mixture can either
be homogeneous and heterogeneous.
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition List samples of common mixtures found at
Remembering identify, retrieve, recognize,
of knowing duplicate, list, memorize, home
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
through experience Understanding interpret, exemplify, classify, Classify the listed samples as homogeneous
The learner can construct meaning from oral, written and summarize, infer, compare, or heterogeneous mixtures
or association
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,


The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, -differentiate between pure substances and
systematic, and The learner can distinguish between parts and contrast, organize, outline, mixtures
sustained effort to determine how they relate to one another, and to the attribute, deconstruct -differentiate between elements and
smoothly and overall structure and purpose compounds
adaptively carryout -compare and contrast homogeneous and
complex activities or heterogeneous mixtures
the ability, coming Evaluating coordinate, measure, detect,
from one's The learner can make judgments and justify decisions defend, judge, argue, debate,
knowledge, practice, describe, critique, appraise,
aptitude, etc., to do evaluate
something Creating generate, hypothesize, plan,
The learner can put elements together to form a design, develop, produce,
functional whole, create a new product or point of construct, formulate, assemble,
view devise

Attitud Categories: List of Attitudes:


1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
e
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
feelings or point to, reply, select, sit, Study, use Personal discipline, Perseverance,
emotional 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical thinking,
areas. reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
A settled responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Charity, Fortitude, Resiliency,
thinking perform, practice, present, read, recite, report, select, tell, write Positive vision, Acceptance,
or feeling 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Determined, Independent ,
about acceptance to the more complex state of commitment. Valuing is based on the Gratitude, Tolerant, Cautious,
someone internalization of a set of specified values, while clues to these values are expressed in the Decisive, Self-Control, Calmness,
or learner's overt behavior and are often identifiable. Responsibility, Accountability,
somethin Industriousness, Industry,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism,
g, initiate, invite, join, justify, propose, read, report, select, share, study
typically Satisfaction, Persistent, Cheerful,
4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
one that conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
is
reflected comparing, relating, and synthesizing values. Compassion, Work Ethics, Creativity,
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Entrepreneurial Spirit, Financial
person’s formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Literacy, Global, Solidarity, Making
behavior synthesize a stand for the good, Voluntariness
5. Internalizing values - (Characterization): Has a value system that controls their behavior. of human act, Appreciation of one’s Display interest
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful, in doing the
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness, activity
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Sympathetic, Frankness
propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality,
simple acceptance to the more complex state of commitment. Valuing is based on the
important Family Solidarity, Generosity,
internalization of a set of specified values, while clues to these values are expressed in the
in life. Helping, Oneness
learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
beyond
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving 3. Makakalikasan
life on
conflicts between them, and creating a unique value system. The emphasis is on Care of the environment, Disaster Be responsible in
earth,
comparing, relating, and synthesizing values. Risk Management, Protection of dealing with
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, the Environment, Responsible substances
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Consumerism, Cleanliness,
and fame, relate, synthesize Orderliness, Saving the
and would 5. Internalizing values - (Characterization): Has a value system that controls their ecosystem, Environmental
affect the behavior. The behavior is pervasive, consistent, predictable, and most importantly, sustainability
eternal characteristic of the learner. Instructional objectives are concerned with the student's
destiny of general patterns of adjustment (personal, social, emotional).
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
Intention practice, propose, qualify, question, revise, serve, solve, verify 4. Makabansa
ally Peace and order, Heroism and
adding Appreciation of Heroes, National
value to Unity, Civic Consciousness, Social
people responsibility, Harmony,
everyday. Patriotism,
Productivity
2. Content Matter and Its Properties: Ways of classifying matter
a. pure substances and mixtures
b. elements and compounds
c. homogeneous and heterogeneous mixtures
3. Learning Resources LC, LCD projector, Laptop, Video clip, worksheets, experiment
materials, (please refer to activity sheet), beakers, waters, sand
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Curriculum Prepare 2 different beakers.
content. Although at times optional, it is usually included to serve as a warm- Contextualization Beaker A has a layer of course sand, find sand, and
up activity to give the learners zest for the incoming lesson and an idea about
Localization: water.
what it to follow. One principle in learning is that learning occurs when it is
Consider/include here Beaker B contains vinegar.
conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
SAY: Which is homogeneous/heterogeneous
Heritage Themes:
A. Annual Rites, mixture?
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to Festivals, and Please refer activity sheet for activity A and B.
elicit learner’s prior learning experience. It serves as a springboard for new Rituals
learning. It illustrates the principle that learning starts where the learners are. (Historical/Religiou
s Festivals, Local
For activity B:
Carefully structured activities such as individual or group reflective exercises,
group discussion, self-or group assessment, dyadic or triadic interactions, Cultural Festivals, Sample A (benzoic acid)
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Local Sample B (benzoic acid salt)
may be created. Clear instructions should be considered in this part of the Delicacies/Products
lesson. Festivals, Rituals,
4.3 Analysis (____ minutes). Essential questions are included to serve as a Wedding Ritual, Please refer to activity sheet questions for analysis.
guide for the teacher in clarifying key understandings about the topic at hand. Palihi Ritual, Burial
Critical points are organized to structure the discussions allowing the learners Ritual,
to maximize interactions and sharing of ideas and opinions about expected B Literary Anthologies
issues. Affective questions are included to elicit the feelings of the learners Written In Local
about the activity or the topic. The last questions or points taken should lead Language (BALITAW,
the learners to understand the new concepts or skills that are to be presented BALAK, Folktales/
in the next part of the lesson. Short Stories, Local
4.4 Abstraction (____ minutes). This outlines the key concepts, important Heroes -Matter can either be a pure substance or a
skills that should be enhanced, and the proper attitude that should be C. Historical Events,
Enduring Values,
mixture.
emphasized. This is organized as a lecturette that summarizes the learning
Indigenous Materials, Elements and compounds are pure substance.
emphasized from the activity, analysis and new inputs in this part of the
lesson. Indigenous Cultural Compound is a combination of two or more
Communities/Indigen elements which are combined chemically.
ous People, Pure substance have definite composition while
Indigenous Games mixtures have varied composition. Mixture can
D. Topography, Flora/
Fauna (Falls, either be homogeneous and heterogeneous.
Mountains, River,
Cave, Trees, Flower, -Video about the difference of elements and
Fauna compounds
E. Food & Local https://youtu.be/yR3rwEwWMwA
products
4.5 Application (____ minutes). This part is structured to ensure the
G. Role Model Family
ASK: What are the important elements found in
commitment of the learners to do something to apply their new learning in our body and what is its importance?
their own environment.

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether
learning objectives have been met for a specified duration, b) Remediate
and/or enrich with appropriate strategies as needed, and c) Evaluate whether
learning intentions and success criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the lesson). Choose any
from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math  Video analysis
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance  Please refer Activity C for assessment.
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson Let the students bring labels of common chemical
substances.

4.8 Concluding Activity (____ minutes). ASK: What is the only letter in the alphabet which
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, is not represented in the Periodic Table of
parable or a letter that inspires the learners to do something to practice their new learning.
Elements?

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions. Indicate below whichever is/are appropriate.
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
learning 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:
Name: ELLEN JOY F. MARGATINEZ School: CORDOVA NATIONAL HIGH SCHOOOL
Position/Designation: T1 Division: CEBU PROVINCE
Contact Number: 09324870262 Email address: mjmargatinez@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
Department of Education
Province of Cebu
CORDOVA NATIONAL HIGH SCHOOL
Day-as, Cordova, Cebu

LEARNING ACTIVITY SHEET in GENERAL CHEMISTRY 1

NAME: _________________________________YEAR & SECTION:____________DATE: ________ SCORE: _________

LEARNING COMPETENCIES: After you have performed this activity, you should be able to:

6. differentiate between pure substances and mixtures


7. differentiate between elements and compounds
8. differentiate between homogenous and heterogeneous mixtures

A. ACTIVITY TITLE: What MATTERS Most?

I. MATERIALS NEEDED:
Coke float
II. PROCEDURE:
List at least (3)samples of mixtures in solid, liquid and gas phase and identify it as homogeneous or heterogeneous mixture.

SOLID Homogeneous / LIQUID Homogeneous GAS Homogeneous /


Heterogeneous /Heterogeneous Heterogeneous
Mixture Mixture Mixture

Table 1

B. ACTIVITY TITLE: My Unknown Sample!

I. Materials Needed
 benzoic acid  benzoic acid-salt mixture  paper
 ballpen cap  alcohol lamp  evaporating dish
 tripod  wire gauze  safety matches
 watch/timer  scissors/cutter  marker pen
II. Procedure:
1. Prepare a melting set up.
2. Using the tip of a ballpen cap, place about a scoop of sample A in the first melting set up and sample B in the second melting
setup.
2. Examine each sample. Describe the appearance. In your worksheet, write your descriptions for the two samples in Table 2.
3. Make sure that each sample receives the same amount of heat. Observe each sample as they melt.
NOTE: Do not inhale the fumes/vapor!

Table 2: Sample 1 (X1) Sample 2 (X2)


Appearance

Q1. What did you observe while the samples are melting? _______________________________________________
______________________________________________________________________________________________
Q2. Which of the sample is a mixture and a substance? _________________________________________________
______________________________________________________________________________________________
Q3. How would you define a mixture and substance based on what you have observed?
______________________________________________________________________________________________
______________________________________________________________________________________________

C. ACTIVITY TITLE: Classification of Matter

MATTER

Can it be separated?
Yes No

Physical Change

Is the composition uniform? Can it be simplified?

No Yes No Yes

Chemical change

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