GERONA CATHOLIC SCHOOL INC.

Poblacion 1, Gerona, Tarlac

Subject: PHYSICAL SCIENCE

Topic/s: The formation of the Elements
Content Standard: The learners demonstrate understanding of the formation of the elements
during the Big Bang and during stellar evolution.
Performance Standard: The learners formulate conclusions about the historical development of
atom or the chemical element in a timeline.
Most Essential Learning Competencies:
 Give evidence for and describe the formation of heavier elements during star
formation and evolution
 Explain how the concept of atomic number led to the synthesis of new
elements in the laboratory
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Evaluate evidences for the formation of the light elements in the Big Bang
theory
2. give evidence for and explain the formation of the light elements in the Big
Bang theory
3. give evidence for and describe the formation of heavier elements during star
formation and evolution
TIME ALLOTMENT: 2 Weeks
REFERENCE/s: Physical Science
Author : Ma. Cristina D. Padolina, et. Al.
LESSON OUTLINE
I. INTRODUCTION/ MOTIVATION
Introduce to students the topic and the learning objectives.
Motivational Activity
The class will watch video about how the elements found in the
universe were formed.
EQ:
How do elements formed?
What are the factors of the formation of the elements?

II. INSTRUCTION DELIVERY

Discuss with students the pieces of evidence for and the formation of
light elements in big bang theory and the formation of heavy elements
during star formation and evolution.

III. ACTIVITY
Answer true or false test
IV. ENRICHMENT
Answer identification type of test
Essay on the formation of elements
V. EVALUATION
Formative Assessment
Summative Assessment
Reflective Assessment
Performance Task(Application)
o You are a chemist from DOST who is about to give a lecture to
college students taking up a physical science subject. Given the
diagram of buckminsterfullerene, create a ball-and-stick model of
molecules and a PowerPoint presentation. A buckminsterfullerene
is an allotrope of carbon. Graphite, diamond and coal are other
allotropes of carbon
In your PowerPoint presentation you need to answer the following questions:

1. What atom constitutes the molecule?

2. How many isotopes does carbon have? Enumerate them. What type of bond is exhibit
by the molecule?
3. Would you expect the molecule to be polar or nonpolar? Explain.
4. What type of intermolecular interaction does two or more molecules of
buckminsterfullerene exhibit?
5. What are the applications of buckminsterfullerene?

VI. ASSIGNMENT
Ask students to open their portal for their assignment given.

Prepared by: MILLADO, NORILYN B.

Teacher

Checked by: Mr. JOMARK REBOLLADO

Teacher/SHS Coordinator

Noted by: SR. CRESENCIA R. SANCHEZ

Principal
 GERONA CATHOLIC SCHOOL INC.
Poblacion 1, Gerona, Tarlac

Subject: PHYSICAL SCIENCE

Topic/s: The formation of the Elements
Content Standard: The learners demonstrate understanding of how the idea of the atom, along
with the idea of the elements evolved
Performance Standard: The learners make a creative representation of the historical
development of the atom or the the chemical element in a timeline
Most Essential Learning Competencies: Explain how the concept of atomic number led to the
synthesis of new elements in the laboratory
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Describe how elements heavier than iron are formed
2. Describe the ideas of the Ancient Greeks on the atom
3. Explain how the concept of atomic number led to the synthesis of new
elements in the laboratory
TIME ALLOTMENT: 1 Week
REFERENCE/s: Physical Science
Author : Ma. Cristina D. Padolina, et. Al.
LESSON OUTLINE
I. INTRODUCTION/ MOTIVATION
Introduce to students the topic and the learning objectives.
Motivational Activity
Video presentation
II. INSTRUCTION DELIVERY
Discuss with students the phow did the pieces of atom evolved and the
structure of atoms.

III. ACTIVITY
Answer true or false test

IV. ENRICHMENT
Answer identification type of test
Essay on the difference between ideas and theory
V. EVALUATION
Formative Assessment
Summative Assessment
Reflective Assessment
Performance Task(Application)
o Make a creative representation of the historical development of the
atom or the the chemical element in a timeline
VI. ASSIGNMENT
Ask students to open their portal for their assignment given.

Prepared by: MILLADO, NORILYN B.

Teacher

Checked by: Mr. JOMARK REBOLLADO

Teacher/SHS Coordinator

Noted by: SR. CRESENCIA R. SANCHEZ

Principal
 GERONA CATHOLIC SCHOOL INC.
Poblacion 1, Gerona, Tarlac

Subject: PHYSICAL SCIENCE

Topic/s: How the properties of matter relate to their chemical structure
Content Standard: The learners demonstrate understanding how the uses of different materials
are related to their properties and structures,
Performance Standard: The learners research materials that could be used to produce products
such as medical implants, sports equipment, electronic devices, construction supplies and
household gadget. And answer qustions regarding the research.
Most Essential Learning Competencies:
 Describe the general types of intermolecular forces
 Explain the effect of intermolecular forces on the properties of substances
 Explain how the structures of biological macromolecules such as
carbohydrates, lipids, nucleic acid, and proteins determine their properties
and functions
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Determine if a molecule is polar or non-polar given its structure
2. relate the polarity of a molecule to its properties
3. Give the type of intermolecular forces in the properties of substances
4. explain how the properties of the above materials are determined by their
structure
5. explain how the structures of biological macromolecules such as
carbohydrates, lipids, nucleic acid, and proteins determine their properties
and functions
TIME ALLOTMENT: 3 Weeks
REFERENCE/s: Physical Science
Author : Ma. Cristina D. Padolina, et. Al.
LESSON OUTLINE
I. INTRODUCTION/ MOTIVATION
Introduce to students the topic and the learning objectives.
Motivational Activity
Show students pictures and ask questions.
II. INSTRUCTION DELIVERY
Discuss with students the Structure of molecules, polarity and
intermolecular forces, and biological macromolecules

III. ACTIVITY
Answer true or false test

IV. ENRICHMENT
 Answer identification type of test
Essay
V. EVALUATION
Formative Assessment
Summative Assessment
Reflective Assessment
Performance Task(Application)
o Research on materials that could be used to produce products such
as medical implants, sports equipment, electronic devices,
construction supplies and household gadget. And answer qustions
regarding the research.

VI. ASSIGNMENT
Ask students to open their portal for their assignment given.

Prepared by: MILLADO, NORILYN B.

Teacher

Checked by: Mr. JOMARK REBOLLADO

Teacher/SHS Coordinator

Noted by: SR. CRESENCIA R. SANCHEZ

Principal
 GERONA CATHOLIC SCHOOL INC.
Poblacion 1, Gerona, Tarlac

Subject: PHYSICAL SCIENCE

Topic/s: How chemical changes take place
Content Standard: The learners demonstrate understanding
Performance Standard: The learners make either a poster, a flyer, or a brochure on a
product(such as fuels, household, or personal care products) indicating its uses, properties, mode
of action, and precautions
Most Essential Learning Competencies:
 Use simple collision theory to explain the effects of concentration,
temperature, and particle size on the rate of reaction
 Define catalyst and describe how it affects reaction rate
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Explains hoe chemical reaction takes place
TIME ALLOTMENT: 1 Week
REFERENCE/s: Physical Science
Author : Ma. Cristina D. Padolina, et. Al.
LESSON OUTLINE
I. INTRODUCTION/ MOTIVATION
Introduce to students the topic and the learning objectives.
Motivational Activity
Video about chemical changes
II. INSTRUCTION DELIVERY
Discuss with students about how chemical changes takes place.

III. ACTIVITY
Answer true or false test
Problem solving

IV. ENRICHMENT
Answer identification type of test
Essay on the formation of elements
V. EVALUATION
Formative Assessment
Summative Assessment
Reflective Assessment
Performance Task(Application)
o Students will make either a poster, a flyer, or a brochure on a
product(such as fuels, household, or personal care products)
indicating its uses, properties, mode of action, and precautions.
VI. ASSIGNMENT
Ask students to open their portal for their assignment given.

Prepared by: MILLADO, NORILYN B.

Teacher

Checked by: Mr. JOMARK REBOLLADO

Teacher/SHS Coordinator

Noted by: SR. CRESENCIA R. SANCHEZ

Principal
 GERONA CATHOLIC SCHOOL INC.
Poblacion 1, Gerona, Tarlac

Subject: PHYSICAL SCIENCE

Topic/s: How chemistry contributes to the understanding of household and personal care
products
Content Standard: The learners demonstrate understanding of the properties and mode of
action of the following consumer products: a. cleaning materials b. cosmetics
Performance Standard: The learners examine labels on brands of household cleaning products
and identify the essential ingredients in each type of product and determine the formula,
function, and possible hazard of each ingredient.
Most Essential Learning Competencies:
 Describe how energy is harnessed from different sources:
o A. Fossil fuels
o B. Biogas
o C. Geothermal
o D. Hydrothermal
o E. Batteries
o F. Solar cells
o G. Biomass
 From product labels, identify the active ingredient(s) of cleaning products used at
home
 Give the use of the other ingredients in cleaning agents
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Give common examples of cleaning materials for the house and for
personal care
2. Give common examples of personal care products used to enhance the
appearance of the human body
3. Explain the precautionary measures indicated in various cleaning products
and cosmetics
TIME ALLOTMENT: 1 Week
REFERENCE/s: Physical Science
Author : Ma. Cristina D. Padolina, et. Al.
LESSON OUTLINE
I. INTRODUCTION/ MOTIVATION
Introduce to students the topic and the learning objectives.
Motivational Activity
Identify uses of materials that will be shown in the powerpoint
presentation
II. INSTRUCTION DELIVERY
 Discuss with students about how chemistry contributes to the
understanding of household and personal care products

III. ACTIVITY
Answer true or false test
Multiple choice

IV. ENRICHMENT
Answer identification type of test
Essay on the formation of elements
V. EVALUATION
Formative Assessment
Summative Assessment
Reflective Assessment
Performance Task(Application)
o Examine labels on brands of household cleaning products and
identify the essential ingredients in each type of product and
determine the formula, function, and possible hazard of each
ingredient.

VI. ASSIGNMENT
Ask students to open their portal for their assignment given.

Prepared by: MILLADO, NORILYN B.

Teacher

Checked by: Mr. JOMARK REBOLLADO

Teacher/SHS Coordinator

Noted by: SR. CRESENCIA R. SANCHEZ

Principal