Republic of the Philippines

Department of Education
REGION VII- CENTRAL VISAYAS
CITY OF NAGA, CEBU

LESSON PLAN IN GENERAL CHEMISTRY 1

Code: Grade Quarter: 1 Duration: 120 mins. Date: September 13-15, 2022
STEM_GC11MPIa &
-b-9-12 Strand
:
STEM
Learning Competencies:
 Recognize the formulas of common chemical substances
 Recognize common isotopes and their uses.
 Represent compounds using chemical formulas, structural formulas and models
Key Concepts and Understanding to be developed: Compounds are formed when two or more elements chemically
combine, resulting in the formation of bonds. This lesson helps the learners understand the concepts of atomic structure,
formulas and names of compounds.
Learning Objectives
Knowledge: 1. Identify various common isotopes and their uses;
2. Represent common compounds using chemical formulas, structural formulas and models;
3. Name compounds given their formula;
Skills: 1. Write formula given the name of the compound; and 5.
2. Calculate the empirical formula from the percent composition of a compound.
Attitude: The learners will accept the idea of learning from one’s mistakes
Values: The learners will learn the value of patience as they will go through the series of steps in naming
compounds.
Content: Atomic Structure, Formulas and Names of Compounds
References: Chemistry, 2012. What is the role of chemistry in everyday life? Retrieved September 14, 2015, from
http://www.enotes.com/homework-help/whatrolechemistry-every-daylife-347472

Procedures
Motivation  Preliminary Activities
(5 minutes)  Match Me
Mechanics: Learners will be grouped evenly into two, the first group will be the
common names of substances, then, the other group will be the chemical
formula. Group B chemical formulas should look for their common names from
the learners belonging to Group A. The first correct pairing shall receive 5 points
for their participation while the rest will receive 3 points.

Introductory Activity For five minutes the teacher will check how far do the learners know about the subject
(5 minutes) matter to be discussed in class using the items to be answered orally.
Analysis
(15 minutes)
Abstraction (45 Lecture – Discussion
minutes)
Isotopes
Isotopes are variations of chemical elements that have the same number of protons but different
numbers of neutrons. We can identify isotopes based on their mass, whereby the sum of protons and
neutrons equals the mass of the isotope.

Useful Isotopes
Radioactive isotopes have many useful applications. In medicine, for example, cobalt-60 is
extensively employed as a radiation source to arrest the development of cancer. Other radioactive
isotopes are used as tracers for diagnostic purposes as well as in research on metabolic processes.
When a radioactive isotope is added in small amounts to comparatively large quantities of the stable
element, it behaves exactly the same as the ordinary isotope chemically; it can, however, be traced
with a Geiger counter or other detection device. Iodine-131 has proved effective in treating
hyperthyroidism. Another medically important radioactive isotope is carbon-14, which is used in a
breath test to detect the ulcer-causing bacteria Heliobacter pylori.
(https://www.britannica.com/science/radioactive-isotope).
A molecular formula (chemical formula) is a representation of a molecule that uses chemical symbols
to indicate the types of atoms followed by subscripts to show the number of atoms of each type in the
molecule. (A subscript is used only when more than 13 one atom of a given type is present.) Molecular
formulas are also used as abbreviations for the names of compounds. For example, water, with the
chemical formula of H2O shows that there are 2 atoms of Hydrogen and 1 atom of Oxygen are present
in each water molecule.
Application Directions: Read the article and answer the guide questions that follow.
(20 The following information serves as an introduction to the horrific nuclear power plant
minutes) disaster at Chernobyl in the Ukraine, part of the former Soviet Union.
Background Information:
On April 28, 1986 at the Forsmark Nuclear Power Plant, which is 60 miles north of
Stockholm, Sweden, suddenly signs of abnormally high levels of radiation were found. Up to
five times the normal amount of radioactive emissions were found in the soil and greenery
around the plant. Even further north in Sweden and Finland, where rain and snow were
falling, the same disquieting signals were discovered. The original fear was that the Forsmark
Plant was leaking radiation somehow. After extensive searches, the scientists decided that the
plant was not losing radiation. It had to be coming from somewhere else! Examining the wind
patterns for those days, the wind had come up from the Black Sea, across the Ukraine, across
the Baltic Sea and into Scandinavia. In other words, something terrible had happened in the
Soviet Union, and the Soviet officials were not telling anybody about it. That disaster was
Chernobyl. Due to a combination of the construction of the power plant and human error,
there was a melt down inside the reactor in Unit #4. The subsequent steam explosion and fire
blew the 1000-ton roof off the building and allowed radioactive material to escape. How
much radiation were those workers in direct proximity exposed to? At the time of the
explosion at Chernobyl, one source says that “on the roof of the destroyed reactor building,
radiation levels reached a frightening 100,000 R per hour!” The number above means little,
unless you put it in terms of normal radiation exposure. According to a report from the
National Council on Radiation Protection and Measurements, the annual average effective
dose equivalent received in the United States is approximately 360 mrem (millirems) per
person. The most hazardous isotopes released in the Chernobyl incident were Cs-137, I131,
and Sr-90. These isotopes have half-lives sufficiently long to allow them to migrate 23 into
the human body or, in the case of Iodine, have the tendency to accumulate in the thyroid
gland. The plume from the burning graphite initially traveled in a northwest direction toward
Sweden, Finland and Eastern Europe, exposing the public to levels up to 100 times the normal
background radiation. A very serious concern involves the contamination of grain and dairy
products from fallout. This contamination may cause permanent internal contamination. Both
Sr-90 and I-131 migrate to vital organs in the body where they are impossible to remove,
serving as a constant source of radiation and a cause of cancer or other diseases.
Guide Questions:
1. What caused the environmental health problems that resulted from the incident? (Hint:
emission of radioactive isotopes).
2. What do you know about radioactive isotopes?
3. What are the harmful effects of Cesium 137, Iodine 131, and Strontium 90?
Assessment
(25
minutes)

Assignment
: (5
minutes)

Reflection: A saying will be shared to the students before the end of the class.

Utilize Knowledge in Building

Not Destroying

Remarks:

No. of learners who earned 80% in the evaluation:

No. of learners who require additional activities for remediation:
Did the remedial No. of learners who have caught up with the lesson:
lessons work?
No. of learners who continue to require remediation:
Which of my strategies worked well? Why?
What difficulties did I encounter which my school head or supervisor can help me solve?

Submitted by: Submitted to:

CHRISTIANNE LYN JANE O. ALIGANGA PATRICIO M. MANUNDAN
Teacher II School Head