1) The document outlines a physical science lesson plan for 11th grade students on the historical development of ideas about atoms and elements.
2) Students will make timelines showing how ideas evolved from Ancient Greeks to present and present their creative representations in groups.
3) An activity is described where students cut and grind fish parts and eyeballs to observe that matter can be divided into smaller pieces but at the atomic level cannot be further divided.
4) Students will discuss the importance of Empedocles' four element theory and identify rock classifications. The lesson aims to improve students' understanding of the concept of the atom.
1) The document outlines a physical science lesson plan for 11th grade students on the historical development of ideas about atoms and elements.
2) Students will make timelines showing how ideas evolved from Ancient Greeks to present and present their creative representations in groups.
3) An activity is described where students cut and grind fish parts and eyeballs to observe that matter can be divided into smaller pieces but at the atomic level cannot be further divided.
4) Students will discuss the importance of Empedocles' four element theory and identify rock classifications. The lesson aims to improve students' understanding of the concept of the atom.
1) The document outlines a physical science lesson plan for 11th grade students on the historical development of ideas about atoms and elements.
2) Students will make timelines showing how ideas evolved from Ancient Greeks to present and present their creative representations in groups.
3) An activity is described where students cut and grind fish parts and eyeballs to observe that matter can be divided into smaller pieces but at the atomic level cannot be further divided.
4) Students will discuss the importance of Empedocles' four element theory and identify rock classifications. The lesson aims to improve students' understanding of the concept of the atom.
1) The document outlines a physical science lesson plan for 11th grade students on the historical development of ideas about atoms and elements.
2) Students will make timelines showing how ideas evolved from Ancient Greeks to present and present their creative representations in groups.
3) An activity is described where students cut and grind fish parts and eyeballs to observe that matter can be divided into smaller pieces but at the atomic level cannot be further divided.
4) Students will discuss the importance of Empedocles' four element theory and identify rock classifications. The lesson aims to improve students' understanding of the concept of the atom.
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SENIOR HIGH SCHOOL
SCHOOL MTOT ROIII GRADE LEVEL 11
DAILY LESSON LOG MERRY TEACHER ANGEL E. LEARNING AREA Physical Science MINA-RAMOS TEACHING May 12, 2017 DATE AND QUARTER 1st Quarter 8:00AM TIME I. OBJECTIVES A. CONTENT The learners demonstrate the understanding of how the concept of atom STANDARDS evolved from the Ancient Greek to present B. PERFORMANCE The learners shall be able to make a creative representation of the STANDARDS historical development of the atom or the chemical element in a timeline.
D. LEARNING The learners describe the ideas of the Ancient Greeks of the Atom COMPETENCIES S11-12 PS-IIIa-b-5
II.CONTENT How the idea of the atom, along with the idea of the elements evolved
IV. LEARNING RESOURCES
Other Resources: PowerPoint presentation, manila paper
V. PROCEDURES Greetings Prayer Checking of Attendance A. REVIEW AND INTRODUCTION Review Guide Questions What elements where formed during and after supernova.
The class will be divided into six (6) groups based on proximity. The teacher will then post or present four images and the students will be asked to form a word. B. ESTABLISHING (4 Pics 1 Word). PURPOSE Fire Air
Water Earth FIRE hot dry C. Presenting examples or instances of AIR EARTH the new lesson wet cold
WATER D. Discussing Activity 1.1 Cutting Matter new concepts 1. Observe the head of a fried fish. and practicing a. Can you identify the lips? The eyes? The teeth? 2. Using a small knife, chop the head of a fried fish into smaller pieces. a. Can you still identify the lips? The eyes? The teeth? b. If not, what do you now have? 3. Grind the white eyeball into smaller pieces. Look at the newly formed pieces using a lens. a. Are the smaller pieces still similar with the original? Why? Why not? b. Can you still cut these pieces into smaller ones? c. Is it possible to keep on cutting and dividing these pieces?
new skills 1
The answer of atomists to the question in # 3 c. is obviously “No”. They
believe that all matter is made of atoms, which are bits of matter. You can cut and divide matter until you reach a point where the pieces cannot be cut nor divided anymore. This means that atoms cannot be split into smaller bits.
Group activity: The learners will be tasked to: Make a timeline on the Brief history on Matter and Atoms Presentation of the students output.
RUBRICS E. Criteria Discussing 4 3 2 1 new concepts Outstandin Very Satisfacto Needs and practicing g Satisfactory ry Improvemen t new skills 2 Creativity (Optional) Execution of the procedure Activity Output Presentation Collaboration Total Points
- The teacher, after all the presentations, ask some learners to
F. Developing make enhancement of the topic. Mastery Group activity G. APPLICATIONS Each group will list down the importance on the understanding of Empedocles’ four element theory in our daily life. H. GENERALIZATIO Three of the students will be asked to state the generalization they can NS/ ABSTRACTION make on the previous activities. The teacher will bring samples or show image of rocks then the students I. EVALUATION will identify its classifications. J. ACTIVITIES FOR REMEDIATION VI. REMARKS VI. REFLECTION NO. OF LEARNERS Section No. of learners Total Learners WHO EARNED 80%ON FORMATIVE ASSESSMENT NO. OF LEARNERS REQUIRE REMEDIATION Did the lesson work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these work? What difficulties did I encounter with my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?
Prepared by: Checked by:
MERRY ANGEL E. MINA- RAMOS WILLIAM RODERICK R. FALLORIN Trainee EPS, CID, Trainer Noted: LIBRADA M. RUBIO EPS II,CLMD, DepEdROIII
