Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
__________________________________________________________________________________
LESSON PLAN
Date: _______________
Learning Area Physical Grade Level 12 Second Competency No: 1
Science Semester
I- Objectives:
A. Content Standard: The learners demonstrate understanding of: The distribution of the chemical
elements and the isotopes in the universe
Learning Competency: At the end of the lesson, students will be able to determine if a molecule is polar or non-
polar given its structure. (S11/12PS-IIIc-15)
B. Learning Objectives:
1. differentiate polar and nonpolar bonds;
2. determine the polarity of chemical bonds between atoms using the concept of
electronegativity;
3. familiarize with the different molecular shapes;
4. explain how polarity of bonds and molecular geometry affects the polarity of
molecules.
II-Content
Topic: Polarity of a Molecule
III- Learning Resources
A. References
K to 12 Most Essential Learning Competencies
Learners’ Module in Science 9 pages 98-110
IV- PROCEDURE
Drill/Preparatory Activity
- Checking of Attendance
- The teacher will use flashcards on the Periodic Table of Elements. They will have to name symbols of
elements.
a. Activity
- The teacher will group the students into three.
- Each group of learners will be given activity sheets, Manila paper and pens for their outputs.
ACTIVITY I: POLARITY EXPERIMENT
Materials
• Water
• Vinegar
• Vegetable oil
• Test tubes or graduated cylinder
• Stirring rod
Procedure:
- Mix the following samples well with a spoon and observe their reactions.
- Stir the mixture. Remember to wash and dry the stirring rod after each use.
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
__________________________________________________________________________________
a. Water + vinegar
b. Water + oil
c. Oil + vinegar
(The teacher will also present videos to help the students grasp the idea/ concept given with guide
questions.)
*Since group activity is prohibited, the teacher will show a video on the mixing of compounds.
b. Analysis
- What did you feel while doing the activity?
- What did you learn about the activity?
The teacher will let the learners hypothesize why certain
combinations mix better than others. The teacher will let the learners group the samples together according
to how well they mix. They should recall simple chores they do at home such as washing out oil from pans.
These substances can be classified as polar and non-polar substances. The difference in polarity explains
why certain combinations mix and not others.
The teacher will introduce the two factors that determine the polarity of molecules. These are:
1) The polarity of the bonds between atoms which can be
studied based on electronegativity, and
2) The geometrical shape of the molecule, which can be, predicted via the valence shell electron pair repulsion
(VSEPR) theory.
POLAR VS. NON-POLAR MOLECULES
• Polarity in molecules determines whether or not electrons in that molecule are shared equally.
• The molecule is non-polar if each bond in the molecule is non-polar and there are no unbonded electron
pairs. Nad each bond in the molecule has the same polarity and there are no unbonded electron pairs on the
central atom.
• There is no net dipole moment (all moments cancel out)
Using the electronegativity chart determine the difference in electronegativity for each bond.
• 0—0.4 = Non-polar
• 0.5—1.7 = Polar
c. Abstraction
(The teacher will let learners explain the importance of the polarity of molecules by citing how many biological processes
rely on polarity like proteins and phospholipids as examples. The teacher will ask the learners to come up with other
applications of polarity in their daily living.)
d. Application
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
__________________________________________________________________________________
5. Assessment
Bond Polarity Molecular Geometry Polarity of Molecule
a. H2O
b. CCl4
c. BF3
d. SF6
e. SiF4
6. Assignment
The teacher will let the learners’ research and study about the VSEPR models of different
compounds using recyclable materials.
PREPARED BY: CHECKED BY:
SHERMAINE G. GENISTON MARU V. GUBALA
Science Teacher Head Teacher I
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
__________________________________________________________________________________
LESSON PLAN
Date: February 21, 2022
Learning Area Physical Grade Level 12 Second Competency No: 1
Science Semester
I. Objectives
A. Content Standard The formation of the elements during the Big Bang Theory
B. Learning Competency Give evidence for and describe the formation of heavier elements
during star formation and evolution
C. Learning Objectives At the end of the lesson, the learners will be able to;
1. Identify the evidences that support the idea of the Big
Bang Theory
2. Describe the evidences that support the idea of the Big
Bang Theory
II. Content Evidences of Big Bang Theory
III. Learning Resources https://alex.state.al.us/lesson_view.php?
plan_id=35157&res_id=35157&res_type=LP
https://www.universetoday.com/106498/what-is-the-
evidence-for-the-big-bang/
IV. Procedure
A. Preparatory Activity Prayer
Meeting Time
Checking of Attendance
B. Developmental Activity Spelling Activity
1. Nucleosynthesis
2. Cosmology
3. Universe
4. Singularity
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
__________________________________________________________________________________
5. Inflation
6. Recombination
7. Annihilation
8. Redshift
9. Physics
10. Science
C. Motivation Guide Question:
What is scientific theory?
D. Lesson Proper (4A’s )
Engage Show students the following video clip from
YouTube: “The Beginning of Everything” (5:54).
As students view the video, they should jot down
important names and vocabulary words they hear during
the video.
Explore 1. Students will need access to the articles listed in the materials
section. Students may use a printed copy of the article or access
the article online using an internet-capable device.
2. Students will read the articles while completing the Big Bang
Theory Research Graphic Organizer (see attachments). This
graphic organizer will require students to research the Big Bang
Theory, as well as the three main pieces of supporting evidence.
(See attachment for specific instructions on completing the graphic
organizer.)
Note: Reading the articles in the following order will match best with
the attached graphic organizer:
“Origins of the Universe: An Expanding World” from National
Geographic
“What is the Evidence for the Big Bang?” from Universe Today
“Hubble’s Law” from Universe Today
“Cosmic Microwave Background: Big Bang Relic Explained” from
space.com
“Tests of Big Bang: The Light Elements” from NASA
Explain The teacher will discuss the following concept:
1. Evidences of Big Bang theory
a. Hubble’s Law
b. Microwave Background Radiation
c. Big Bang Nucleosynthesis
Elaborate
1. After reading the articles and completing research notes
using the graphic organizer, students will begin to develop
their argumentative five paragraph essay. The teacher
may wish to present the students with the grading rubric
before they begin writing: Persuasion Rubric
2. The teacher should decide in advance if he or she will
allow students to present their personal opinion of the Big
Bang Theory, or require a strictly scientifically-based
argumentative essay. The rubric does require students to
state a personal opinion. The teacher could remove this
from the rubric if needed.
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
CAN-AVID NATIONAL HIGH SCHOOL
__________________________________________________________________________________
3. Students will begin the writing process by planning in their
essay using the Persuasion Map Graphic Organizer
E. Assessment The students will be formally assessed on their final draft of their
argumentative essay using the Persuasion Rubric.
F. Assignment After completing the final draft of their essay, students will make
their research in an infographic using the following
website: https://piktochart.com/.
Prepared by:
SHERMAINE G. GENISTON
