SENIOR HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES:
A. Content Standards:
B. Performance Standard:
C. Learning Competencies:
* CODE:
II. CONTENT
III. LEARNING
RESOURCES
Instructional Materials:
1. References Learner's Guide:
2. Textbook :
3. Textbook Pages
. Online References:
. Youtube Videos:
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson:
School: San Guillermo National High School Grade Level: Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
DRRR Instructor: JENNY A. OBIANO Learning Area: PHYSICAL SCIENCE
Inclusive Teaching Dates: October 3 - 6, 2022 Quarter: 1st. SEM. :1st Quarter: WEEK #
3-Oct 4-Oct 5-Oct 6-Oct
To be able to develop critical thinking and life skills among learners in disaster readiness and basic disaster risk reduction.
The learner demonstrates understanding of: how the uses of different materials are related to their properties and
structures. 2. the relationship between the function and structure of biological macromolecules.
_
(LC # 6): explain how the uses of the
(LC # 3): determine if a molecule is polar or (LC # 4): describe the general types (LC # 5): explain the effect of following materials depend on their
non polar given its structure; and relate the intermolecular forces on the properties
polarity of a molecule to its properties.
of intermolecular forces of substances
properties:
a. medical implants,
S11/12PS-IIIc-15-16 S11/12PS-IIIc-d-17 S11/12PS-IIIc-18 S11/12PS-IIIc-d-19
How the properties of How the properties of How the properties of How the properties of
matter relate to their
chemical structure
matter relate to their
chemical structure
matter relate to their
chemical structure
matter relate to their
chemical structure
Laptop and speaker, Manila paper, Permanent Marker ( Red, Blue & Green) DLP \ LCD projector, Printed Materials, Scotch Tape,
K-12 SHS Curriculum Guide for PHYSICAL SCIENCE
PHYSICAL SCIENCE TEXTBOOK Manual for Senior High School 2008
pages 91-94 pages 95-97 pages 99-101 pages 101-103
https://www.physscieweb.net/files/26081_kp1concepphysicalscience1.pdf http://www.wikipedia.physicalscienceancientphilosophers.pdf
https://www.youtube.com/user/physicalScie YOUTUBE LINK: https://www.youtube.com/watch?v=OBZitH8VFEc
Presentation of objectives and terms Presentation of objectives and terms
Communicate learning objectives and important term. Communicate learning objectives and important term.
Introduce the learning objectives below using any of the Introduce the learning objectives below using any of the
RECAP: Teacher will call a student to give a SALIENT POINTS! Teacher will call a student to
suggested protocols (Verbatim, Own suggested protocols (Verbatim, Own Words, Read- short summary of the lesson yesterday. give a short summary of the lesson yesterday.
Words, Read-aloud): aloud): ICE BREAKER ACTIVITY!
The teacher will state the importance of the general
Presentation of objectives and terms. types intermolecular forces. Introduce the list of Presentation of objectives and terms.
TIME TO PONDER: State the importance of the
Communicate learning objectives and important term. important terms that learners will encounter: Communicate learning objectives and important
intermolecular forces in human life. Cite examples for
Establish the significance of a. Intermolecular forces . Adhesion term.
this.
the subject matter. b. Intramolecular forces Cohesion Introduce the learning objectives.
c. Ion-ion interaction l. Concave meniscus

B. Establishing a purpose for
the lesson:
C. Presenting examples/
instances of the new lesson:
D. Discussing new concepts
practicing new skills :
E. Developing Mastery
(Leads to Formative Assessment)
F. Finding practical application
of concepts and skills in daily living
G. Making generalizations and
abstractions about the lesson
H. Evaluating Learning
J. Additional Activities for
V. REMARKS:
application or remediation
V. REFLECTION
A. No. of learners who earned 80% on the
formative assessment.
B. No. of learners who require additional
activities for remediation
Presentation of objectives and terms.
Communicate learning objectives and important term.
Establish the significance of
the subject matter.
Bond Polarity RECALL:
Review Grade 9 chemistry discussions on properties of
elements found in the periodic table such asboiling points,
melting points, oxidation number, etc. Point out that one of the
properties found inthe periodic table is the electronegativity of
elements.
LECTURE: Electronegativity (EN), Introduce polar
covalent and non-polar covalent bonds. Have the learners
familiarize themselves
with the periodic table. Let them find the
EN value of several elements. Have them
determine the most electronegative
element and the least electronegative
element. II. Molecular Geometry
Seatwork: Provide several examples and have the learners
determine if the bond between elements are:
polar covalent or non-polar covalent.
CH4 CF4 O2 H Br Vanden
Bout. (2011). VSEPR Theory: Introduction. Retrieved from
https://www.youtube.com/
watch?v=keHS-CASZfc
From the previous Polarity Experiment, Learners should be able to
find the practical application of the concept to their day to day life.
Mention that one of the most practical manifestations of polarity is
solubility and miscibility.
Summarize the lesson with emphasis to the fact that molecules
are polar or non-polar based on the type of covalent bond and
its molecular geometry.
.>> The teacher evaluates the learner's ability and confidence to express their thoughts ( in making a sound conclusion \ abstraction ) from the Learning Activity Cell to the discussion \ presentation part.
Everyone in the class participated well during the class discussions and group Activity ( LB Session) .
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
The teacher will state the importance of the general
types intermolecular forces. Introduce the list of
important terms that learners will encounter:
a. Intermolecular forces . Adhesion
b. Intramolecular forces Cohesion
c. Ion-ion interaction l. Concave meniscus
Video clip: (Methanol and Water--Hydrogen
bonding) Teacher will Baesa on gthe video
clip the teacher will explain the difference of
Inter and Intra Molecular Forces.
LECTURETTE: The teacher discuss the lesson: Types
of Intermolecular Forces First establish the distinction remember the lesson. This is when a stick gets
between intramolecular forces and intermolecular forces passed around from one learner to the next. The one
of attraction.
Gather observations from the video clip experiment.
Reinforcement:
Facts on Johannes Diderik van der Waals. (the Vander
Waals Forces ) Introduce the four main types of
intermolecular forces:
1. Ion-ion interaction
2. Dipole-dipole interaction
3. Hydrogen bonding
4. Dispersion forces also known as London forces in honor of
Fritz London
From the given lecture, Flashed on the screen FACT
SHEET. Comparison of INTRA and INTER Molecular
Bonding and its Sub-Types.
From the previous discussion and the experiment,
Recall the experiments and the following:
intramolecular vs intermolecular forces
- Van der Waals forces
- ion-ion interaction
- dipole-dipole interaction
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Presentation of objectives and terms.
Communicate learning objectives and important
term.
Introduce the learning objectives.
String Engineering
Present a dilemma to learners of making a piece of string
A mind map also works as an alternative to a strong enough to lift a 3 kg weight. OnIn its current state,
table. the string can only lift a portion of the weight before it
breaks. The learners need to figure out how to make it
stronger.
Recall Exercise:
IN-DEAPTH ANALYSIS;
Use a “talking stick” to help the class LECTURETTE: Have the learners watch a short
video on Kevlar as an introduction.
who has a stick will recall a lesson point out loud The video can be found at
https://www.youtube.com/watch?v=KFVP8A_G5VI
then pass the stick to any classmate who has to
recall another point. (last accessed March 27, 2016)
Reinforcement: Determine which topic the learners FLASH CARD- FAST TALK: Select students to
remember most and least. Reinforce certain topics answer the Guide questions flashed on the screen.
as needed. CONCEPT: All about types of intermolecular forces.
Reflective Analysis: using the OB-IN-AP model, call
Give a short Quiz (10 items) to Evaluate student from each group to share his/her thoughts on how
their Learnings. to apply the concept of intermolecular forces in human
industry.
(Perfect 7): In making generalization,encourage the
(Perfect 7): In making generalization,encourage the
learners to summarize what they have learned in seven learners to summarize what they have learned in seven
words/ phrases relative to the concept. words/ phrases relative to the concept.
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
B. No. of learners who require additional
activities for remediation Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3

C. Did the remedial lessons work?

No. of Learners who have caught up Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
with the lesson
D.No. of Learners who continue to require
remediation. Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3

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? Students need an extra cooling fan for ventilation and to facilitate better learning environment.
G. What innovation localized materials
did I used/ discover which I wich to share with the
teachers?

Core Subject Description: Disaster Readiness & Risk reduction: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is designed to bridge the gap between theoretical science and
daily living.

Prepared by: Checked by:

JENNY A. OBIANO JENNELYN JABALLA EdD JOSEPHINE RAGUINI PhD.

Phys. Scie TEACHER SHS_ Coordinator School Principal