Department of Education

Region X – Northern Mindanao

Division of Tangub City
SIMASAY NATIONAL HIGH SCHOOL
Simasay, Tangub City

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

School Simasay National High School Grade Level 12

Teacher MICHAEL ANGELO G. Learning Area Physical Science
MAYORDO
Time & Dates Quarter 1

I. OBJECTIVES The learners will be able to:

A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
1. determine the relationship of the uses of different materials to
their properties and structures
2. illustrate the relationship between the function and structure of
biological macromolecules
The learners demonstrate an understanding of:
1. how the uses of different materials are related to their properties
and structures
2. the relationship between the function and structure of biological
macromolecules
The learners make a creative representation of the historical
development of the atom or the chemical element in a timeline
The learners explain the effect of intermolecular forces on the
properties of substances
S11/12PS-IIId-e-19
How the properties of matter relate to their chemical structure
An Introduction to Physical Science 14th Edition by
James T. Shipman
K To 12 Basic Education Curriculum Guide For Senior High School/
Curriculum Guide (Page 2)
Chemistry the Central Science. New Jersey: Prentice Hall pp. 439-446
PowerPoint Presentation/Cartolina, Manila Paper/Marker
/ Prayer
/ Checking of Attendance
/ Giving some reminders
Review past lesson about intermolecular forces and its type.
Recall the kinetic theory of matter (e.g. phase of a substance is

1
lesson determined by how strong the forces are between its particles).
C. Presenting examples/ instances Elicit common physical properties of matter from the students.
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to Group Activity: Viscosity Race [Refer to attached Worksheet(s)]
Formative Assessment 3) Name: Score:
Grade & Section: Date:

Activity No. _____

VISCOSITY RACE
Objective:
•Explain the effect of intermolecular forces on the properties of
substances (viscosity).

Materials:
• Sheet of glass (10cm x 15cm)
•Water-proof markers
•Water
•Oil
•Alcohol
•Syrup
•Pencil
Procedure:
1. Take the glass sheet. Use the water-proof marker to draw a
straight line across the width of the glass about 2cm from each end.
2.Place the glass flat on top of two pencils, then carefully put a drop
of water on one end of the line. Leave it at least 2cm space next to
water drop and carefully place a drop of alcohol. Repeat this with a
drop of oil and a drop of syrup.
3. Slowly and carefully remove the pencil from the end opposite the
drops (make sure you don’t tilt the glass to either side in the
process).

Guide Questions:
1. Which drop moves fastest and reaches the end line first?

2

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
 Assignment/Agreement
(____ 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
2.Which drop moves slowest?
3.How will you relate the activity to intermolecular forces of
attraction?
4.Explain the activity using the kinetic theory of matter.
Teacher elicits responses from students about the activity in relation
to the topic. Commend right responses and correct misconception
before it gets worse.
3-2-1
3 – Significant learnings today
2 – Concepts not clear
1 – Question in mind
Reflection:
The learners will write on
their reflection notebook
about:
1. The part(s) of the lesson
they find easiest and most
difficult
2. The process on how they
deal/solve the most difficult
part(s)
3. Significant insights gained
related to the day’s topic
4. Things to be clarified

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment.
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?

Remarks:

3
Prepared by: Checked by:

MICHAEL ANGELO G. MAYORDO WARREN J. CANOLO, Ed.D.

Teacher I OIC-School Head