School Kapatagan National HS Grade Level/Track GAS 11 - A

SHS LESSON LOG Teacher Antonio B. Bolocon Jr. Learning Area GEN CHEM 1
Teacher Dates and Time Semester 2nd Semester
4-Nov 5-Nov 6-Nov
Grade and Section
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

the properties of matter and its various form; the difference between accuracy and precision different sources of errors in measurements
B. Performance Standards The learners will design a multimedia, demonstrations, simulation or models to any of the following: atomic structure, gas behavior, mass
and reactions.
C. Learning Competencies
(Code) STEM_GGC11-MP-Ia-b-9-10 STEM_GC11MP-Ia-b-11 STEM_GC11MIa-b-12

Methods of separating Methods of separating

II. CONTENT Methods of separating mixtures into their component
mixtures into their mixtures into their
substances
component substances component substances

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages Teaching Guide for Senior High School GENERAL CHEMISTRY 1 pdf
2. Learner's Materials pages
3. Textbook pages
B. Other Learning Resources
IV. PROCEDURES
 A pre-laboratory discussion
prior to the experiment proper.
A. Reviewing previous lesson or
presenting the new lesson Ask the students to classify matter. Ask the learners to recall how
to differentiate a pure
substance from a mixture.

Point out that mixtures are

common and that in some
situations, it is necessary to In the post-laboratory
The lesson objectives are read to the students. Students will separate the components or discussion, ask them what
B. Establishing a purpose for the also recognize the particles composed in a matter. Make to isolate one component of a properties of the components
lesson them realize the usefulness of visualizing matter being made mixture. were used to separate each
up of particles. State the objective of the from the other.
experiment they will be Discuss possible alternative
performing. procedures for the separation.

They can be asked to

perform the Solar Still
Challenge, as described in the
following internet webpage:
http://www.acs.org/content/da
m/acsorg/global/iyc2011/globa
l-water-experiment-
purification.pdf
 http://www.acs.org/content/da
m/acsorg/global/iyc2011/globa
l-water-experiment-
purification.pdf

Ask them how table salt is

How can the following components of the following mixtures obtained from seawater.
C. Presenting be separated?
examples/instances of the new Salt from salt water As an alternative, you can
lesson ask how drinking water is
Salt from a mixture of iron and salt obtained from seawater.

D. Discussing new concepts and

practicing new skills # 1

Students will fill in the block diagram on Separation of Matter

 Students will fill in the block diagram on Separation of Matter
E. Discussing new concepts and
practicing new skill # 2

F. Developing mastery Think-by-Pair Activity and Q & A to the discussion.

Several components, which retain their identity and

characteristic properties, are present in a mixture. No
chemical reactions occur between the components of a
G. Finding practical applications mixture. Many of the materials surrounding us are mixtures,
of concepts and skills in daily such as soil, cement, soft drinks, and pharmaceuticals. In
living this experiment, the components of a mixture will be Ask them to submit a report
separated from each other. The techniques applied for this on the experiment.
separation does not involve a chemical reaction, so that the
isolated components will retain their identity. LABORATORY EXPERIMENT They could be provided with
on SEPARATING MIXTURES a worksheet that they have to
fill up, which could include
some questions.
 Ask them to submit a report
on the experiment.

LABORATORY EXPERIMENT They could be provided with

on SEPARATING MIXTURES a worksheet that they have to
fill up, which could include
some questions.

H. Making Generalization and Provide examples and let them make a generalization. Also,
abstractions about the lesson correcting misconceptions to the lesson through Q & A.

I. Evaluation learning Short Quiz

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%

C. Did the remedial lesson

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 work 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

Noted by Prepared by:

RODEOSCITA ANNE O. PANCIPANCI ANTONIO B. BOLOCON JR.

SHS Assistant School Principal II Teacher I
 7-Nov 11/8/2019

in measurements
s behavior, mass relationships

STEM_GC11MT-Ib-13 STEM_GC11MT-Ib-14

1. Accuracy and precision 2.

Significant figures in Density measurement
calculations

pp. 43 - 47
 Introduce the following
learning objectives using the
suggested protocol (Read-
aloud).

Present the keywords for the

concepts to be learned.

Present to two plastic bottles

containing different amounts State the objective of the
of water, and ask the learners experiment that the learners will
to describe and differentiate be performing.
the two objects. Make them
realize the need to use a Ask them to recall the definition
number (the volume of the of density and the formula for
water content or the weight of calculating it.
the bottles and their contents)
Review the methods for
to describe the objects more measuring weight and volume.
clearly and to differentiate
them.

Make them realize the need

for a quantitative or a
numerical description of some
properties of matter, and how
this is applied in their daily
lives. Ask them to cite some
situations in daily life where a
measurement is important.
 Call two learners separately.
Ask each one to measure the
length of a table without using
a ruler, meter stick, or tape
measure. Make them write
their measurements on the
board (number, unit: e.g., 3
hand spans).

Ask the class to compare the

results and explain for
differences or similarities. Ask
them to answer the question:
Why is there a need to use a
common unit for
measurement?

Introduce the concept of unit

of measurement, which is a
means for a quantitative
description of a property.
Highlight the need for a
common or universally
accepted unit of
measurement.
Point out that for scientific
measurements, a common
system has been agreed upon
and is used by all scientists
anywhere and all the time.
Ask them to answer the
question: What is the
measurement system adopted
in scientific measurements?
LABORATORY EXPERIMENT
ON DENSITY MEASUREMENT
 Introduce the concept of unit
of measurement, which is a
means for a quantitative
description of a property.
Highlight the need for a
common or universally
accepted unit of
measurement.
Point out that for scientific
measurements, a common
system has been agreed upon
and is used by all scientists
anywhere and all the time.
Ask them to answer the
question: What is the
measurement system adopted
in scientific measurements?
LABORATORY EXPERIMENT
ON DENSITY MEASUREMENT

Ask them to group into pairs.

Tell them to measure the
length, width, and thickness of
a book, and record their
results on the Table

Let them recall the difference

between accuracy and
precision. Then, state the
definitions of accuracy and
precision as used in
measurement.
Highlight that the
measurement they made
could have errors, which
could:Cause the result to be
far from the true value (low
accuracy). These errors are
known as systematic
errors.Cause the results to be
different from each other (low
precision). These errors are
known as random errors.

Assign them to read the labels of

some canned or bottled goods in
the kitchen, and report the mass
or volume of the contents.

Let them classify the following

measurement data as high
Ask them to submit a report on
precision or low precision: the experiment.
Volume of a liquid: 11.0 cm3,
11.3 cm3, 10.9 cm3, 11.1 cm3

Mass of a solid: 25.0 g, 23.0 g,

20.0 g, 28.0 g