DAILY School Lingig National High School Grade Level 11

LESSON Teacher JENNETTE G. BELLIOT Learning Area GENERAL CHEMISTRY 1

LOG
Teaching Dates and Time October 9-13, 2023 Quarter 1 – WEEK 7
STEM11
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content
The learners demonstrate understanding of the properties of matter and its various forms
Standards
B. Performance
The learners shall be able to: Perform simple separation procedures.
Standards
C. Learning 1. Apply simple separation techniques such as centrifugation (STEM_GGC11-MP-Ia-b-12). LABORATORY
Competencies
with LC code

Objectives:
At the end of one-week discussion, the students will be able to:

1. Understand the concept of centrifugation as a method for separating mixtures.

2. Describe the components and composition of urine.
3. Perform a urine centrifugation experiment and analyze the resulting urine sediment.
 4. Explain the importance of analyzing urine sediments for diagnosing medical conditions

D. Integration Within the curriculum:

1. Describe the structure of proteins, nucleic acids, lipids, and carbohydrates, and relate them to their function (STEM_GC11OCIIg-j-95)

Explanation:

Chemical Composition of Urine: Go deeper into the chemical composition of urine, discussing not only water, salts, and waste products but also the
presence of various ions, metabolites, and organic compounds that can be analyzed through advanced techniques like mass spectrometry and
chromatography.

2. Name compounds given their formula and write formula given the name of the compound STEM_GC11AMlc-e-23

Explanation:

Formulas and Names of Ionic Compounds

Monoatomic ions have only one atom which has either a positive or a negative charge.

Polyatomic ions have two or more atoms which are either positively or negatively charged. The overall charge of all atoms in the ion is carried by a
polyatomic ion.

Example

Urine is comprised of mostly water, but it contains other substances, including ions of various concentrations. Magnesium (Mg2+), manganese (Mn2+),
nickel (Ni2+) and ammonium (NH4+) are some of the most common ions in urine, in addition to sodium, potassium, and calcium ions.

Across the curriculum: Science 7 and General Biology I

1. Focus specimens using the compound microscope. (S7LT-IIb-2)

*Perform microscopic examination of urine sediments.

2. Classify different cell types (of plant/animal tissues) and specify the functions of each. (STEM_BIO11/12-Ia-c-4)
 *Microscopic examination/urine sediment. WBCs, RBCs, epithelial cells, and, rarely, tumor cells are the cellular elements found in the urinary sediment.
The number of WBCs considered normal is typically 2-5 WBCs/hpf or less. A high number of WBCs indicates infection, inflammation, or contamination.

Contextualized IM: Each student will bring their own urine sample.
II. CONTENT Matter and its Various Forms – Separating Mixtures
III. LEARNING
RESOURCES
A. References

1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional
Materials from Learning Activity Sheets Week 2D
learning
Resource (LR)
portal
B. Other Learning Laptop, Scissors, Questionnaires, Strips of Paper, Felt-tip-pen
Resources
1. Urine samples (assigned)
2. Centrifuge machine
3. Test tubes
4. Microscope and slides
5. Pipettes
6. Safety goggles and lab coats
 7. Laboratory worksheet
8. Writing materials
9. USE PPT presentation all throughout the discussion.

IV. Procedures PRELIMINARIES

● Start with the following with a prayer and greetings

● Checking of attendance

● Welcoming the students on the first day of class

● Setting the mood

● Short orientation about the subject, expectations

● Setting of rules

A. Reviewing Teaching
● The teacher will ask ● The teacher will ask ● The teacher will ask about
previous lesson  Present the keyword for Related
or presenting the the concepts to be learned: Activities students about the activities students about the the pointers of the topics
new lesson  Centrifugation: The done the past day. activities done the past discussed the past day.
process of separating day.
substances in a mixture
based on their density by
using centrifugal force.
 Urine Sediment: The solid
particles and substances
that settle at the bottom of
a urine sample after
centrifugation.
  Supernatant: The clear
liquid portion of a sample
remaining above the
sediment after
centrifugation. Separation:
The act of dividing or
isolating components of a
mixture from each other
during centrifugation.

 Review Naming Chemical

Formula:
 Compound is a substance that
results from a combination of
two or more different chemical
element in such a way that the
atom of the different elements
is held together by chemical
bonds that are difficult to
break.
 Formulas and Names of Ionic
Compounds
 Monoatomic ions have only
one atom which has either a
positive or a negative charge.
Polyatomic ions have two or
more atoms which are either
positively or negatively
charged. The overall charge of
all atoms in the ion is carried
by a polyatomic ion.
 Naming Ions
The general rules for naming
monoatomic ions
B. Establishing a ● The teacher will let the
purpose for the students read the objectives for
lesson the week.
C. Presenting  Begin by motivational activities
examples/
Instances of the
 Discussing the importance
new lesson of urine analysis in medical
diagnostics.
 Introduce the concept of
separating mixtures using
centrifugation.
 Discuss safety rules and
procedures in the
laboratory.
LOTS Questions:
1. Why are safety rules and
procedures crucial in a
laboratory setting?
2. What personal protective
equipment (PPE) is typically
required when working in a
laboratory, and why is it
important?
3. Do you have any idea how to
separate urine and its
sediments?
4. What is centrifugation, and
how does it work as a
separation technique?
● ● The teacher will let the ● The teacher will let the ● The teacher will let the
students read the students read the students read the
objectives for the week. objectives for the week. objectives for the week.
- . After the preliminary activity, •After the preliminary activity, After the preliminary activity,
the teacher will proceed to the Review the lesson and
•
differentiated tasking. To activities for a quiz.
engage students with different • Begin with a brief
intelligences in understanding overview of the importance
urine centrifugation, its of chemical compounds in
importance, and related everyday life..
concepts.
•Using the same groupings,
the students will gather by
group in a designated area.
•Each group will be given an
activity.
Group 1. Linguistic-Verbal
Intelligence:
 Provide students with
written materials about urine
analysis and centrifugation.
 Encourage them to read
and summarize the
importance of urine analysis
in medical diagnostics.
 Have students write a short
essay or report on the
process of urine
 centrifugation.

2. Logical-Mathematical
Intelligence:
 Guide students through the
steps of a urine
centrifugation experiment.
 Ask them to record data,
such as rotor speed and
centrifugation time, and
calculate g-force.
 Challenge them to analyze
the data to determine the
most effective conditions
for sediment separation.
3. Visual-Spatial Intelligence:
 Set up a microscope
station where students can
observe and draw the
sediment and crystals
found in urine samples.
 Encourage them to create
detailed sketches of what
they observe.
 Have students present
their findings through visual
representations, such as
infographics or posters.
4. Bodily-Kinesthetic
Intelligence:
 Allow students to
physically operate the
centrifuge machine under
supervision.
 Perform hands-on
activities related to
laboratory safety,
including proper handling
of equipment and
biological samples.
 Conduct a role-play
scenario where students
act out laboratory safety
protocols.

5. Musical Intelligence:
 Introduce the concept of
urine analysis and
centrifugation through a
catchy song or rhythm.
 Encourage students to
create musical compositions
or jingles that highlight key
points about urine
centrifugation.
D. Discussing new Urine Composition Follow-up questions can help
concepts and deepen students' understanding.
• Explain the components of urine, Follow up LOTS questions:
practicing new
including water, salts, urea, and 1. What is the purpose of urine
skills #1
other waste products. analysis in medical diagnostics?

General Biology 1 Follow up HOTS questions:

*Microscopic examination/urine 2. Can you now describe the
sediment composition. physical steps involved in
operating a centrifuge machine
WBCs, RBCs, epithelial cells, and, safely?
rarely, tumor cells are the cellular
elements found in the urinary
sediment.
The number of WBCs considered
normal is typically 2-5 WBCs/hpf or
less. A high number of WBCs
indicates infection, inflammation, or
contamination.

E. Continuation of • Discuss the relevance of Across the curriculum: Sum up the key point of the
discussion of new analyzing urine for detecting Science 7 and General whole week topic.
concepts leading various health conditions. Biology I
to formative
1. Focus specimens using the
assessment
compound microscope.
Follow up HOTS questions:
 *Perform microscopic
How does urine analysis contribute
examination of urine
to early disease detection and
sediments Guide students
prevention?
in preparing slides with

F. Developing  Explain the steps of the urine
Mastery centrifugation experiment.
(Leads to  Demonstrate how to use the
formative centrifuge machine and how to
Assessment 3) handle urine samples safely.
 Have students perform the urine
centrifugation experiment
following the provided
procedure.
 Ensure that students handle
urine samples and the
centrifuge machine safely.
G. Finding practical • Review safety precautions and
applications of distribute safety goggles and lab
concepts and coats.
skills in daily
living
urine sediments.
 Allow them to use
microscopes to examine
and describe the
sediments present.
 Find out the cells found in
the sample.
Data Analysis and
Discussion:
 Engage students in
discussing their findings
and relating them to
potential health conditions.
 Discuss the importance of
urine sediment analysis in
medical diagnosis.
.  Have students draw
conclusions based on
their experiment and
analysis.
 Assign post-lab
questions or a
 reflection exercise.

a. Making • After centrifugation, guide • Summarize key takeaways

generalizations students in collecting and recording from the lesson.
and abstraction data on the separated urine
about the lesson components, including sediments.
b. Evaluating  The teacher will give a short
learning quiz about the lesson
discussed the whole week.
 Answer the following
questions.
1: What is the primary purpose of
urine centrifugation in laboratory
analysis?
A) To sterilize urine samples
B) To concentrate urine for improved
accuracy
C) To change the color of urine
D) To neutralize acidic urine

2: Which of the following components

settles at the bottom during urine
centrifugation?
A) Water
B) Urea
C) Sediment
D) Salts

3: What is the unit of measurement used

to express the centrifugal force during
centrifugation?
A) RPM (Revolutions Per Minute)
B) PSI (Pounds per Square Inch)
C) mL/min (Milliliters per Minute)
D) g (grams)

4: In the context of urine analysis, what is

the purpose of examining urine
sediment under a microscope?

A) To determine the urine's color


c. Additional - Ensure proper disposal of - Study the lessons
Activities for urine samples and
application or adherence to safety
remediation protocols throughout the
experiment. Check and
comply with any local
regulations and guidelines
regarding the handling of
biological samples in
educational settings
B) To identify the concentration of salts
C) To detect the presence of abnormal
elements
D) To measure the pH of urine
5: Which of the following safety
measures is essential when working
with a centrifuge in the laboratory?
A) Wearing gloves only
B) Avoiding the use of safety goggles
C) Securing loose clothing and hair
D) Leaving the centrifuge unattended
while in operation
Answers:
1. B) To concentrate urine for improved
accuracy
2. C) Sediment
3. D) g (grams)
4. C) To detect the presence of
abnormal elements
5. C) Securing loose clothing and hair
1. Why is it important to
discussed for a quiz. concentrate urine samples
during analysis? What benefits
does it provide in terms of
accuracy and sensitivity?
2. Can you explain why specific
components settle at the bottom
during urine centrifugation while
others remain in the
supernatant? What is the basis
for this separation?
- .Rubrics:
 Points Criteria

3 Answer is scientifically
explained consistent to the
concepts, and has no
misconceptions.

2 Answer explains the question

and consistent to the
concepts with minimal
misconceptions.

1 The answer only provides a

sentence to explain the
concepts and is with
misconceptions.

V. REMARKS

VI. REFLECTION

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 lessons.
D. No. Learners who continue to require remediation
 E. Which of my teaching strategies worked well? Why did this work?

F. What difficulties did I encounter which my principal or supervisor can

help me solve?
G. What innovation or localized materials did I used/discover which I wish
to share with other teachers?

Prepared by:

JENNETTE G. BELLIOT
Subject Teacher

Monitored and Evaluated:

WILLY C. DUMPIT, PhD, FRIEdr

Principal I

RUBRICS:

SCORE DESCRIPTION

- The group finished the given task on time. The task given was executed well. The presentation was clear and direct to the point. All of the members was given
10
the chance to do the given task.
- The group finished the given task on time however it was not executed well. There are some parts that are not right. The presentation was somehow clear and
8
direct to the point. Only five (5) members was given the chance to do the given task.
- The group finished the task late. The presentation and the outcome of the task was not good. It was not clear, and it was presented just to have a presentation
6
in the group.