GRADE 11 School: FATIMA NATIONAL HIGH SCHOOL Grade Level: XI

DAILY LESSON LOG Teacher: MAURICIO P. LIGAN JR. Learning Area: PHYSICAL SCIENCE
K-12 Teaching Dates & Time: November 3-7, 2025 Quarter: 3rd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
1. the formation of the elements during the Big Bang and stellar evolution;
2. the distribution of the chemical elements and the isotopes in the universe.
B. Performance Standard The learners make a creative representation of the historical development of the atom or the chemical element in a timeline.
C. Learning Competency Give evidence for and explain Give evidence for and explain Give evidence for and explain Give evidence for and Give evidence for and
the formation of the light the formation of the light the formation of the light describe the formation of describe the formation
elements in the Big Bang theory. elements in the Big Bang theory. elements in the Big Bang heavier elements during star of heavier elements
theory. formation and evolution. during star formation
and evolution.
II. CONTENT How the elements found in the How the elements found in the How the elements found in How the elements found in How the elements
universe were formed. universe were formed. the universe were formed. the universe were formed. found in the universe
were formed.
III. LEARNING
RECOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages Shipman James T. et al. An Shipman James T. et al. An Shipman James T. et al. An Shipman James T. et al. An Shipman James T. et al.
Introduction to Physical Introduction to Physical Introduction to Physical Introduction to Physical An Introduction to
th th
Science, 14 edition, copyright Science, 14 edition, copyright Science, 14th edition, Science, 14th edition, Physical Science, 14th
2016, 2013, 2009 Cengage 2016, 2013, 2009 Cengage copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 edition, copyright 2016,
Learning. Learning. Cengage Learning. Cengage Learning. 2013, 2009 Cengage
Learning
4. Additional Materials
from Learning Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The teacher reviews the The teacher reviews the previous lesson and motivates the students leading to the topic
lesson or presenting the previous lesson and elicits
new lesson students various ideas about the
formation of the universe.
B. Establishing a purpose The teacher asks question, The teacher asks students how it The teacher lets the students The teacher discusses that The teacher discusses
for the lesson “Have you ever wondered how is important to study the describe the different steps after decoupling of matter that after decoupling of
the universe was created?” formation of light elements in in the formation of the and radiation, matter was matter and radiation,
the Big Bang theory. universe. subject only to gravitational matter was subject
force. only to gravitational
force.
C. Presenting examples / The teacher points out different The teacher gathers some ideas The teacher emphasize the The teacher then, added that The teacher then,
instances of the new views of the learners in the of the students about the pieces of evidence to support the distribution of matter added that the
lesson formation of light elements. formation of light elements Gamow’s hypothesis about during the decoupling time distribution of matter
the beginning of the was a little bit non-uniform. during the decoupling
universe. time was a little bit
non-uniform.
D. Discussing new The teacher introduces the Big The teacher introduces The teacher discusses what The teacher discusses the The teacher discusses
concepts and practicing bang nucleosynthesis, nebulae, significant personalities in measurements show that the Formation of Heavier the Formation of
new skills # 1 stars and the like. understanding the Big Bang. universe is expanding. Elements after the Big Bang. Heavier Elements after
the Big Bang.
E. Discussing new concepts
and practicing new skills #
2
F. Developing Mastery The teacher lets the students The teacher lets the students The teacher elicits students The teacher shows the The teacher shows the
(leads to formative realize the different collisions in
brainstorm and makes understanding on the simple helium fusion simple helium fusion
Assessment 3) the universe. generalization on Gamow’s discovery of the primordial reaction reaction
hypothesis on universe helium indicate?
primordial explosion the Big
Bang.
G. Finding practical The teacher stresses out that The teacher induces and The teacher reiterates the The students then explain The students then
applications of concepts understanding this concept may deduces the concept of formation of light elements that when the fuel is explain that when the
and skills in everyday living lead to a meaningful concept of Gamow’s hypothesis. in the Big Bang. exhausted, contraction sets fuel is exhausted,
the universe. in again increasing the contraction sets in
temperature so that other again increasing the
reactions can occur temperature so that
other reactions can
occur
H. Making generalizations The teacher deduces and The teacher lets the students The students are asks to The teacher then The teacher then
and abstractions about the induces student’s ideas on how discuss further the formation of make a reaction paper on the emphasizes that the emphasizes that the
lesson light elements formed. light elements based from the formation of light elements elements beyond A=56 elements beyond A=56
 hypothesis of the different in the Big Bang theory. cannot be produced through cannot be produced
personalities. fusion but produced through through fusion but
a process called the neutron- produced through a
capture process. process called the
neutron-capture
process.
I. Evaluating Learning
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 lessons
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 worked 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 use
to share with other
teachers?
 GRADE 11 School: FATIMA NATIONAL HIGH SCHOOL Grade Level: XI
DAILY LESSON LOG Teacher: MAURICIO P. LIGAN JR. Learning Area: PHYSICAL SCIENCE
K-12 Teaching Dates & Time: November 10-14, 2025 Quarter: 3rd
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
1. the formation of the elements during the Big Bang and stellar evolution;
2. the distribution of the chemical elements and the isotopes in the universe.
B. Performance Standard The learners make a creative representation of the historical development of the atom or the chemical element in a timeline.
C. Learning Competency Give evidence for and explain Give evidence for and explain Give evidence for and explain Give evidence for and Give evidence for and
the formation of the light the formation of the light the formation of the light describe the formation of describe the formation
elements in the Big Bang theory. elements in the Big Bang theory. elements in the Big Bang heavier elements during star of heavier elements
theory. formation and evolution. during star formation
and evolution.
II. CONTENT How the elements found in the How the elements found in the How the elements found in How the elements found in How the elements
universe were formed. universe were formed. the universe were formed. the universe were formed. found in the universe
were formed.
III. LEARNING
RECOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages Shipman James T. et al. An Shipman James T. et al. An Shipman James T. et al. An Shipman James T. et al. An Shipman James T. et al.
Introduction to Physical Introduction to Physical Introduction to Physical Introduction to Physical An Introduction to
Science, 14th edition, copyright Science, 14th edition, copyright Science, 14th edition, Science, 14th edition, Physical Science, 14th
2016, 2013, 2009 Cengage 2016, 2013, 2009 Cengage copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 edition, copyright 2016,
Learning. Learning. Cengage Learning. Cengage Learning. 2013, 2009 Cengage
Learning
4. Additional Materials
from Learning Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The teacher reviews the The teacher reviews the previous lesson and motivates the students leading to the topic
lesson or presenting the previous lesson and elicits
new lesson students various ideas about the
 formation of the universe.

B. Establishing a purpose The teacher asks question, The teacher asks students how it The teacher lets the students The teacher discusses that The teacher discusses
for the lesson “Have you ever wondered how is important to study the describe the different steps after decoupling of matter that after decoupling
the universe was created?” formation of light elements in in the formation of the and radiation, matter was of matter and
the Big Bang theory. universe. subject only to gravitational radiation, matter was
force. subject only to
gravitational force.
C. Presenting examples / The teacher points out different The teacher gathers some ideas The teacher emphasize the The teacher then, added that The teacher then,
instances of the new lesson views of the learners in the of the students about the pieces of evidence to support the distribution of matter added that the
formation of light elements. formation of light elements Gamow’s hypothesis about during the decoupling time distribution of matter
the beginning of the was a little bit non-uniform. during the decoupling
universe. time was a little bit
non-uniform.
D. Discussing new concepts The teacher introduces the Big The teacher introduces The teacher discusses what The teacher discusses the The teacher discusses
and practicing new skills # 1 bang nucleosynthesis, nebulae, significant personalities in measurements show that the Formation of Heavier the Formation of
stars and the like. understanding the Big Bang. universe is expanding. Elements after the Big Bang. Heavier Elements after
the Big Bang.
E. Discussing new concepts
and practicing new skills # 2
F. Developing Mastery The teacher lets the students The teacher lets the students The teacher elicits students The teacher shows the The teacher shows the
(leads to formative realize the different collisions in
brainstorm and makes understanding on the simple helium fusion simple helium fusion
Assessment 3) the universe. generalization on Gamow’s discovery of the primordial reaction reaction
hypothesis on universe helium indicate?
primordial explosion the Big
Bang.
G. Finding practical The teacher stresses out that The teacher induces and The teacher reiterates the The students then explain
The students then
applications of concepts understanding this concept may deduces the concept of formation of light elements that when the fuel isexplain that when the
and skills in everyday living lead to a meaningful concept of Gamow’s hypothesis. in the Big Bang. exhausted, contraction sets
fuel is exhausted,
the universe. in again increasing the
contraction sets in
temperature so that other
again increasing the
reactions can occur temperature so that
other reactions can
occur
H. Making generalizations The teacher deduces and The teacher lets the students The students are asks to The teacher then emphasizes The teacher then
and abstractions about the induces student’s ideas on how discuss further the formation of make a reaction paper on the that the elements beyond emphasizes that the
lesson light elements formed. light elements based from the formation of light elements A=56 cannot be produced elements beyond A=56
hypothesis of the different in the Big Bang theory. through fusion but produced cannot be produced
 personalities. through a process called the through fusion but
neutron-capture process. produced through a
process called the
neutron-capture
process.
I. Evaluating Learning
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 lessons
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 worked 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 use to
share with other teachers?

GRADE 11 School: FATIMA NATIONAL HIGH SCHOOL Grade Level: XI

 DAILY LESSON LOG Teacher: MAURICIO P. LIGAN JR. Learning Area: PHYSICAL SCIENCE
K-12 Teaching Dates & Time: November 24-28, 2025 Quarter: 3rd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
1. how the uses of different materials are related to their properties and structures;
2. the relationship between the function and structure of biological macromolecules.
B. Performance Standard
C. Learning Competency  Determine if the molecule is  Determine if the molecule is  Relate the polarity of a Relate the polarity of Relate the polarity of a
polar or non-polar given its polar or non-polar given its molecule to its properties. a molecule to its molecule to its
structure. structure. properties. properties.

S11/12PS-IIIc-15 S11/12PS-IIIc-15 S11/12PS-IIIc-16

II. CONTENT How the idea of atom along with the idea of the elements evolved.
III. LEARNING
RECOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages  Shipman James T. et al. An  Shipman James T. et al. An  Shipman James T. et al. An  Shipman James T. et  Shipman James T.
Introduction to Physical Introduction to Physical Introduction to Physical al. An Introduction to et al. An
Science, 14th edition, Science, 14th edition, Science, 14th edition, Physical Science, 14th Introduction to
copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 edition, copyright Physical Science,
Cengage Learning. Cengage Learning. Cengage Learning. 2016, 2013, 2009 14th edition,
 Caintic, Helen E. Ph.D.  Caintic, Helen E. Ph.D.  Caintic, Helen E. Ph.D. Cengage Learning. copyright 2016,
Physical Science. C&E Physical Science. C&E Physical Science. C&E Caintic, Helen E. Ph.D. 2013, 2009 Cengage
Publishing Inc. 2016. Publishing Inc. 2016. Publishing Inc. 2016. Physical Science. C&E Learning.
Publishing Inc. 2016. Caintic, Helen E. Ph.D.
Physical Science. C&E
Publishing Inc. 2016.
4. Additional Materials
from Learning Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES
 A. Reviewing previous The teacher reviews the previous lesson and motivates the students leading to the topic
lesson or presenting the
new lesson

B. Establishing a purpose The teacher asks about their The teacher asks about their The teacher emphasizes on how The teacher emphasizes The teacher
for the lesson ideas on polar and nonpolar ideas on polar and nonpolar it relate the polarity of a on how it relate the emphasizes on how it
molecules. molecules. molecule to its properties. polarity of a molecule to relate the polarity of a
its properties. molecule to its
properties.

C. Presenting examples / The teacher then discusses and The teacher then discusses and The teacher then relate the The teacher then relate The teacher then relate
instances of the new lesson explains if a molecule is explains if a molecule is polarity of a molecule to its the polarity of a molecule the polarity of a
classified as polar or nonpolar. classified as polar or nonpolar. properties. to its properties. molecule to its
properties.
D. Discussing new concepts The teacher discusses about The teacher discusses about The teacher then relate the The teacher then relate The teacher then relate
and practicing new skills # 1 how to determine if the how to determine if the polarity of a molecule to its the polarity of a molecule the polarity of a
molecule is polar or non-polar molecule is polar or non-polar properties. to its properties. molecule to its
given its structure. given its structure. properties.

E. Discussing new concepts

and practicing new skills # 2
F. Developing Mastery The teacher elicits students The teacher elicits students The students relate the polarity The students relate the The students relate the
(leads to formative understanding if a molecule is understanding if a molecule is of a molecule to its properties. polarity of a molecule to polarity of a molecule
Assessment 3) classified as polar or nonpolar classified as polar or nonpolar its properties. to its properties.
G. Finding practical The teacher reiterates how to The teacher reiterates how to The teacher cite some The teacher cite some The teacher cite some
applications of concepts determine if the molecule is determine if the molecule is interesting facts about chemical interesting facts about interesting facts about
and skills in everyday living polar or non-polar given its polar or non-polar given its elements. chemical elements. chemical elements.
structure. structure.
H. Making generalizations The students explains how to The students explains how to The students are asks to The students are asks to The students are asks
and abstractions about the determine if the molecule is determine if the molecule is research more on to relate the research more on to to research more on to
lesson polar or non-polar given its polar or non-polar given its polarity of a molecule to its relate the polarity of a relate the polarity of a
structure. structure. properties. molecule to its molecule to its
properties. properties.
I. Evaluating Learning
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 lessons
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 worked 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 use to
share with other teachers?
 GRADE 11 School: FATIMA NATIONAL HIGH SCHOOL Grade Level: XI
DAILY LESSON LOG Teacher: MAURICIO P. LIGAN JR. Learning Area: PHYSICAL SCIENCE
K-12 Teaching Dates & Time: December 1-5, 2025 Quarter: 3rd
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
1. how the uses of different materials are related to their properties and structures;
2. the relationship between the function and structure of biological macromolecules.
B. Performance Standard
C. Learning Competency  Determine if the molecule is  Determine if the molecule is  Relate the polarity of a Relate the polarity of a Relate the polarity
polar or non-polar given its polar or non-polar given its molecule to its properties. molecule to its of a molecule to its
structure. structure. properties. properties.

S11/12PS-IIIc-15 S11/12PS-IIIc-15 S11/12PS-IIIc-16

II. CONTENT How the idea of atom along with the idea of the elements evolved.
III. LEARNING
RECOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages  Shipman James T. et al. An  Shipman James T. et al. An  Shipman James T. et al. An Shipman James T. et al. Shipman James T. et
Introduction to Physical Introduction to Physical Introduction to Physical An Introduction to al. An Introduction
Science, 14th edition, Science, 14th edition, Science, 14th edition, Physical Science, 14th to Physical Science,
copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 edition, copyright 2016, 14th edition,
Cengage Learning. Cengage Learning. Cengage Learning. 2013, 2009 Cengage copyright 2016,
 Caintic, Helen E. Ph.D.  Caintic, Helen E. Ph.D.  Caintic, Helen E. Ph.D. Learning. 2013, 2009 Cengage
Physical Science. C&E Physical Science. C&E Physical Science. C&E Learning.
Publishing Inc. 2016. Publishing Inc. 2016. Publishing Inc. 2016.
4. Additional Materials
from Learning Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The teacher reviews the previous lesson and motivates the students leading to the topic
lesson or presenting the
new lesson
B. Establishing a purpose The teacher asks about their The teacher asks about their The teacher emphasizes on how The teacher emphasizes on The teacher
for the lesson ideas on polar and nonpolar ideas on polar and nonpolar it relate the polarity of a how it relate the polarity of a emphasizes on how
molecules. molecules. molecule to its properties. molecule to its properties. it relate the polarity
of a molecule to its
properties.

C. Presenting examples / The teacher then discusses and The teacher then discusses and The teacher then relate the The teacher then relate the The teacher then
instances of the new explains if a molecule is explains if a molecule is polarity of a molecule to its polarity of a molecule to its relate the polarity
lesson classified as polar or nonpolar. classified as polar or nonpolar. properties. properties. of a molecule to its
properties.
D. Discussing new The teacher discusses about The teacher discusses about The teacher then relate the The teacher then relate the The teacher then
concepts and practicing how to determine if the how to determine if the polarity of a molecule to its polarity of a molecule to its relate the polarity
new skills # 1 molecule is polar or non-polar molecule is polar or non-polar properties. properties. of a molecule to its
given its structure. given its structure. properties.

E. Discussing new concepts

and practicing new skills #
2
F. Developing Mastery The teacher elicits students The teacher elicits students The students relate the polarity The students relate the The students relate
(leads to formative understanding if a molecule is understanding if a molecule is of a molecule to its properties. polarity of a molecule to its the polarity of a
Assessment 3) classified as polar or nonpolar classified as polar or nonpolar properties. molecule to its
properties.
G. Finding practical The teacher reiterates how to The teacher reiterates how to The teacher cite some The teacher cite some The teacher cite
applications of concepts determine if the molecule is determine if the molecule is interesting facts about chemical interesting facts about some interesting
and skills in everyday living polar or non-polar given its polar or non-polar given its elements. chemical elements. facts about
structure. structure. chemical elements.
H. Making generalizations The students explains how to The students explains how to The students are asks to The students are asks to The students are
and abstractions about the determine if the molecule is determine if the molecule is research more on to relate the research more on to relate asks to research
lesson polar or non-polar given its polar or non-polar given its polarity of a molecule to its the polarity of a molecule to more on to relate
structure. structure. properties. its properties. the polarity of a
molecule to its
properties.
I. Evaluating Learning
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 lessons
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 worked 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 use
to share with other
teachers?

GRADE 11 School: FATIMA NATIONAL HIGH SCHOOL Grade Level: XI

DAILY LESSON LOG Teacher: MAURICIO P. LIGAN JR. Learning Area: PHYSICAL SCIENCE
K-12 Teaching Dates & Time: December 8-12, 2025 Quarter: 3rd
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
1. how the uses of different materials are related to their properties and structures;
2. the relationship between the function and structure of biological macromolecules.
B. Performance Standard
C. Learning Competency  Describe the general  Describe the general types  Give the type of  Give the type of  Give the type of
types of intermolecular of intermolecular forces. intermolecular forces in intermolecular intermolecular forces.
forces. the properties of forces.
S11/12PS-IIIc-d-17 substances. S11/12PS-IIIe-18
S11/12PS-IIIc-d-17 S11/12PS-IIIe-18
S11/12PS-IIIe-18
II. CONTENT How the idea of atom along with the idea of the elements evolved.
III. LEARNING
RECOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages  Shipman James T. et al.  Shipman James T. et al. An  Shipman James T. et al.  Shipman James T. et  Shipman James T. et al.
An Introduction to Introduction to Physical An Introduction to al. An Introduction to An Introduction to
th th th
Physical Science, 14 Science, 14 edition, Physical Science, 14 Physical Science, 14th Physical Science, 14th
edition, copyright 2016, copyright 2016, 2013, 2009 edition, copyright 2016, edition, copyright edition, copyright 2016,
2013, 2009 Cengage Cengage Learning. 2013, 2009 Cengage 2016, 2013, 2009 2013, 2009 Cengage
Learning.  Caintic, Helen E. Ph.D. Learning. Cengage Learning. Learning.
 Caintic, Helen E. Ph.D. Physical Science. C&E  Caintic, Helen E. Ph.D.  Caintic, Helen E. Caintic, Helen E. Ph.D.
Physical Science. C&E Publishing Inc. 2016. Physical Science. C&E Ph.D. Physical Physical Science. C&E
Publishing Inc. 2016. Publishing Inc. 2016. Science. C&E Publishing Inc. 2016.
Publishing Inc. 2016.
4. Additional Materials
from Learning Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The teacher reviews the previous lesson and motivates the students leading to the topic
lesson or presenting the
new lesson
B. Establishing a purpose The teacher emphasizes on The teacher emphasizes on how The teacher give the type of The teacher give the type The teacher give the type of
for the lesson how it relate the polarity of it relate the polarity of a intermolecular forces in the of intermolecular forces intermolecular forces in the
a molecule to its properties. molecule to its properties. properties of substances. in the properties of properties of substances.
substances.
C. Presenting examples / The teacher then relate the The teacher then relate the The teacher then explain the The teacher then explain The teacher then explain the
instances of the new polarity of a molecule to its polarity of a molecule to its type of intermolecular forces the type of type of intermolecular forces
lesson properties. properties. in the properties of intermolecular forces in in the properties of
substances. the properties of substances.
substances.
D. Discussing new The teacher then relate the The teacher then relate the The teacher then relate the The teacher then relate The teacher then relate the
concepts and practicing polarity of a molecule to its polarity of a molecule to its type of intermolecular forces the type of type of intermolecular forces
new skills # 1 properties. properties. in the properties of intermolecular forces in in the properties of
substances. the properties of substances.
substances.
E. Discussing new concepts More additional inputs Summarizes the additional Additional inputs with Additional inputs with
and practicing new skills # inputs regards to the type of regards to the type of
2 intermolecular foces. intermolecular foces.
F. Developing Mastery The students relate the The students relate the polarity The students relate the type The students relate the The students relate the type
(leads to formative polarity of a molecule to its of a molecule to its properties. of intermolecular forces in the type of intermolecular of intermolecular forces in
Assessment 3) properties. properties of substances. forces in the properties of the properties of substances.
substances.
G. Finding practical The teacher cite some The teacher cite some The teacher cite some The teacher cite some The teacher cite some
applications of concepts interesting facts about interesting facts about chemical application of the topic. application of the topic. application of the topic.
and skills in everyday living chemical elements. elements.
H. Making generalizations The students are asks to The students are asks to The students explains the type The students explains the The students explains the
and abstractions about the research more on to relate research more on to relate the of intermolecular forces in the type of intermolecular type of intermolecular forces
lesson the polarity of a molecule polarity of a molecule to its properties of substances. forces in the properties of in the properties of
to its properties. properties. substances. substances.
I. Evaluating Learning Oral Recitation The students describe the The students give the type of The students give the
general types of intermolecular intermolecular forces in the type of intermolecular
forces in the properties of properties of substances. forces in the properties of
substances substances.
J. Additional activities for Individual Pacing Group Dynamics Individual Pacing Group work
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 lessons
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 worked 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 use
to share with other
teachers?

GRADE 11 School: FATIMA NATIONAL HIGH SCHOOL Grade Level: XI

DAILY LESSON LOG Teacher: MAURICIO P. LIGAN JR. Learning Area: PHYSICAL SCIENCE
K-12 Teaching Dates & Time: January 5-9, 2026 Quarter: 3rd
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
1. how the uses of different materials are related to their properties and structures;
2. the relationship between the function and structure of biological macromolecules.
B. Performance Standard
C. Learning Competency From product labels, identify the active ingredient(s) of cleaning products used at home S11/12PS-IIIi-j-31
II. CONTENT Active ingredients in Cleaning Products Used at Home
III. LEARNING
RECOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages  Shipman James T. et al. An  Shipman James T. et al. An  Shipman James T. et al. An  Shipman James T. et
Introduction to Physical Introduction to Physical Introduction to Physical al. An Introduction to
th th th
Science, 14 edition, Science, 14 edition, Science, 14 edition, Physical Science, 14th
copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 edition, copyright
Cengage Learning. Cengage Learning. Cengage Learning. 2016, 2013, 2009
 Caintic, Helen E. Ph.D.  Caintic, Helen E. Ph.D.  Caintic, Helen E. Ph.D. Cengage Learning.
Physical Science. C&E Physical Science. C&E Physical Science. C&E  Caintic, Helen E. Ph.D.
Publishing Inc. 2016. Publishing Inc. 2016. Publishing Inc. 2016. Physical Science. C&E
Publishing Inc. 2016.
4. Additional Materials
from Learning Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The teacher reviews the previous lesson and motivates the students leading to the topic
lesson or presenting the
new lesson
B. Establishing a purpose Ask students: Ask students: The teacher emphasizes on how The teacher emphasizes
for the lesson Have you ever wondered why Have you ever wondered why the effects Active ingredients in on how the effects Active
soap removes grease or why soap removes grease or why Cleaning Products Used at Home ingredients in Cleaning
bleach kills germs? bleach kills germs? Products Used at Home
Explain that today’s lesson will Explain that today’s lesson will
help them understand what help them understand what
 makes cleaning products makes cleaning products
effective and safe. effective and safe.
C. Presenting examples / Present real or labeled samples Present real or labeled samples The teacher then explain the The teacher then explain
instances of the new of: of: effect Active ingredients in the effect Active
lesson Laundry detergent Laundry detergent Cleaning Products Used at Home ingredients in Cleaning
Dishwashing liquid Dishwashing liquid Products Used at Home
Bleach Bleach
Toilet bowl cleaner Toilet bowl cleaner
Let students read the active Let students read the active
ingredients listed on the labels. ingredients listed on the labels.
D. Discussing new Discuss active ingredients and Discuss active ingredients and The teacher then relate the The teacher then relate
concepts and practicing their functions: their functions: effect Active ingredients in the effect Active
new skills # 1  Surfactants – remove  Surfactants – remove Cleaning Products Used at Home ingredients in Cleaning
grease and dirt (e.g., grease and dirt (e.g., Products Used at Home
sodium lauryl sulfate) sodium lauryl sulfate)
 Acids – remove mineral  Acids – remove mineral
deposits (e.g., deposits (e.g.,
hydrochloric acid) hydrochloric acid)
 Bases – break down  Bases – break down
grease (e.g., sodium grease (e.g., sodium
hydroxide) hydroxide)
Explain how polarity and Explain how polarity and
chemical reactions help in chemical reactions help in
cleaning. cleaning.
E. Discussing new concepts Discuss disinfecting agents: Discuss disinfecting agents:
and practicing new skills #  Sodium hypochlorite  Sodium hypochlorite
2 (bleach) – kills bacteria (bleach) – kills bacteria
and viruses and viruses
 Alcohol  Alcohol
(ethanol/isopropanol) – (ethanol/isopropanol) –
denatures proteins of denatures proteins of
microbes microbes
Emphasize chemical hazards Emphasize chemical hazards and
and safety precautions. safety precautions.
F. Developing Mastery Activity: Matching Type Activity: Matching Type The students relate the effect of The students relate the
(leads to formative Match the cleaning product Match the cleaning product with Active ingredients in Cleaning effect of Active
Assessment 3) with its active ingredient and its active ingredient and Products Used at Home ingredients in Cleaning
function. function. Products Used at Home
G. Finding practical Group discussion: Group discussion: The teacher cite some The teacher cite some
applications of concepts Why should bleach never be Why should bleach never be application of the topic. application of the topic.
and skills in everyday living mixed with acids? mixed with acids?
Which cleaning product is safest Which cleaning product is safest
for everyday use? for everyday use?
Relate lesson to home safety Relate lesson to home safety
and environmental awareness. and environmental awareness.
H. Making generalizations Guide students to conclude: Guide students to conclude: The students explains the effect The students explains the
and abstractions about the  Cleaning products work  Cleaning products work Active ingredients in Cleaning effect Active ingredients
lesson because of specific because of specific Products Used at Home in Cleaning Products Used
chemical ingredients. chemical ingredients. a. at Home
 Proper knowledge  Proper knowledge
prevents health risks prevents health risks
and accidents. and accidents.
Ask students to complete the Ask students to complete the
sentence: sentence:
Active ingredients are Active ingredients are important
important because because ____________.
____________.
I. Evaluating Learning Short quiz (5–10 items): Short quiz (5–10 items): Collaborative Learning Collaborative Learning
Multiple choice and short Multiple choice and short
answer answer

J. Additional activities for Assignment: Assignment:

application or remediation Bring an empty cleaning Bring an empty cleaning product
product container and list its container and list its active
active ingredients and uses. ingredients and uses.
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 lessons
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 worked 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 use to share with other
teachers?

GRADE 11 School: FATIMA NATIONAL HIGH SCHOOL Grade Level: XI

DAILY LESSON LOG Teacher: MAURICIO P. LIGAN JR. Learning Area: PHYSICAL SCIENCE
K-12 Teaching Dates & Time: January 19-22, 2026 (12:50-1:40, 3:20-4:10) Quarter: 3rd
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
 I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
1. how the uses of different materials are related to their properties and structures;
2. the relationship between the function and structure of biological macromolecules.
B. Performance Standard
C. Learning Competency From product labels, identify the active ingredient(s) of cleaning products used at home S11/12PS-IIIi-j-31
II. CONTENT Active ingredients in Cleaning Products Used at Home
III. LEARNING
RECOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages  Shipman James T. et al. An  Shipman James T. et al. An  Shipman James T. et al. An  Shipman James T. et
Introduction to Physical Introduction to Physical Introduction to Physical al. An Introduction to
Science, 14th edition, Science, 14th edition, Science, 14th edition, Physical Science, 14th
copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 edition, copyright
Cengage Learning. Cengage Learning. Cengage Learning. 2016, 2013, 2009
 Caintic, Helen E. Ph.D.  Caintic, Helen E. Ph.D.  Caintic, Helen E. Ph.D. Cengage Learning.
Physical Science. C&E Physical Science. C&E Physical Science. C&E  Caintic, Helen E. Ph.D.
Publishing Inc. 2016. Publishing Inc. 2016. Publishing Inc. 2016. Physical Science. C&E
Publishing Inc. 2016.
4. Additional Materials
from Learning Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The teacher reviews the previous lesson and motivates the students leading to the topic
lesson or presenting the
new lesson
B. Establishing a purpose Ask students: Ask students: The teacher emphasizes on how The teacher emphasizes
for the lesson Have you ever wondered why Have you ever wondered why the effects Active ingredients in on how the effects Active
soap removes grease or why soap removes grease or why Cleaning Products Used at Home ingredients in Cleaning
bleach kills germs? bleach kills germs? Products Used at Home
Explain that today’s lesson will Explain that today’s lesson will
help them understand what help them understand what
makes cleaning products makes cleaning products
effective and safe. effective and safe.
C. Presenting examples / Present real or labeled samples Present real or labeled samples The teacher then explain the The teacher then explain
instances of the new of: of: effect Active ingredients in the effect Active
lesson Laundry detergent Laundry detergent Cleaning Products Used at Home ingredients in Cleaning
Dishwashing liquid Dishwashing liquid Products Used at Home
Bleach Bleach
Toilet bowl cleaner Toilet bowl cleaner
Let students read the active Let students read the active
ingredients listed on the labels. ingredients listed on the labels.
D. Discussing new Discuss active ingredients and Discuss active ingredients and The teacher then relate the The teacher then relate
concepts and practicing their functions: their functions: effect Active ingredients in the effect Active
new skills # 1  Surfactants – remove  Surfactants – remove Cleaning Products Used at Home ingredients in Cleaning
grease and dirt (e.g., grease and dirt (e.g., Products Used at Home
sodium lauryl sulfate) sodium lauryl sulfate)
 Acids – remove mineral  Acids – remove mineral
deposits (e.g., deposits (e.g.,
hydrochloric acid) hydrochloric acid)
 Bases – break down  Bases – break down
grease (e.g., sodium grease (e.g., sodium
hydroxide) hydroxide)
Explain how polarity and Explain how polarity and
chemical reactions help in chemical reactions help in
cleaning. cleaning.
E. Discussing new concepts Discuss disinfecting agents: Discuss disinfecting agents:
and practicing new skills #  Sodium hypochlorite  Sodium hypochlorite
2 (bleach) – kills bacteria (bleach) – kills bacteria
and viruses and viruses
 Alcohol  Alcohol
(ethanol/isopropanol) – (ethanol/isopropanol) –
denatures proteins of denatures proteins of
microbes microbes
Emphasize chemical hazards Emphasize chemical hazards and
and safety precautions. safety precautions.
F. Developing Mastery Activity: Matching Type Activity: Matching Type The students relate the effect of The students relate the
(leads to formative Match the cleaning product Match the cleaning product with Active ingredients in Cleaning effect of Active
Assessment 3) with its active ingredient and its active ingredient and Products Used at Home ingredients in Cleaning
function. function. Products Used at Home

G. Finding practical Group discussion: Group discussion: The teacher cite some The teacher cite some
applications of concepts Why should bleach never be Why should bleach never be application of the topic. application of the topic.
and skills in everyday living mixed with acids? mixed with acids?
Which cleaning product is safest Which cleaning product is safest
for everyday use? for everyday use?
Relate lesson to home safety Relate lesson to home safety
and environmental awareness. and environmental awareness.
H. Making generalizations Guide students to conclude: Guide students to conclude: The students explains the effect The students explains the
and abstractions about the  Cleaning products work  Cleaning products work Active ingredients in Cleaning effect Active ingredients
lesson because of specific because of specific Products Used at Home in Cleaning Products Used
chemical ingredients. chemical ingredients. b. at Home
 Proper knowledge  Proper knowledge
prevents health risks prevents health risks
and accidents. and accidents.
Ask students to complete the Ask students to complete the
sentence: sentence:
Active ingredients are Active ingredients are important
important because because ____________.
____________.
I. Evaluating Learning Short quiz (5–10 items): Short quiz (5–10 items): Collaborative Learning Collaborative Learning
Multiple choice and short Multiple choice and short
answer answer

J. Additional activities for Assignment: Assignment:

application or remediation Bring an empty cleaning Bring an empty cleaning product
product container and list its container and list its active
active ingredients and uses. ingredients and uses.
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 lessons
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 worked 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 use to share with other
teachers?

GRADE 11 School: FATIMA NATIONAL HIGH SCHOOL Grade Level: XI

DAILY LESSON LOG Teacher: MAURICIO P. LIGAN JR. Learning Area: PHYSICAL SCIENCE
K-12 Teaching Dates & Time: January 12-16, 2026 (12:50-1:40, 3:20-4:10) Quarter: 3rd
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
3. how the uses of different materials are related to their properties and structures;
4. the relationship between the function and structure of biological macromolecules.
B. Performance Standard
C. Learning Competency From product labels, identify the active ingredient(s) of cleaning products used at home S11/12PS-IIIi-j-31
II. CONTENT Active ingredients in Cleaning Products Used at Home
III. LEARNING
RECOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages  Shipman James T. et al. An  Shipman James T. et al. An  Shipman James T. et al. An  Shipman James T. et
Introduction to Physical Introduction to Physical Introduction to Physical al. An Introduction to
Science, 14th edition, Science, 14th edition, Science, 14th edition, Physical Science, 14th
copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 copyright 2016, 2013, 2009 edition, copyright
Cengage Learning. Cengage Learning. Cengage Learning. 2016, 2013, 2009
 Caintic, Helen E. Ph.D.  Caintic, Helen E. Ph.D.  Caintic, Helen E. Ph.D. Cengage Learning.
Physical Science. C&E Physical Science. C&E Physical Science. C&E  Caintic, Helen E. Ph.D.
Publishing Inc. 2016. Publishing Inc. 2016. Publishing Inc. 2016. Physical Science. C&E
Publishing Inc. 2016.
4. Additional Materials
from Learning Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The teacher reviews the previous lesson and motivates the students leading to the topic
lesson or presenting the
new lesson
B. Establishing a purpose Ask students: Ask students: The teacher emphasizes on how The teacher emphasizes
for the lesson Have you ever wondered why Have you ever wondered why the effects Active ingredients in on how the effects Active
soap removes grease or why soap removes grease or why Cleaning Products Used at Home ingredients in Cleaning
bleach kills germs? bleach kills germs? Products Used at Home
Explain that today’s lesson will Explain that today’s lesson will
help them understand what help them understand what
makes cleaning products makes cleaning products
effective and safe. effective and safe.
C. Presenting examples / Present real or labeled samples Present real or labeled samples The teacher then explain the The teacher then explain
instances of the new of: of: effect Active ingredients in the effect Active
lesson Laundry detergent Laundry detergent Cleaning Products Used at Home ingredients in Cleaning
Dishwashing liquid Dishwashing liquid Products Used at Home
Bleach Bleach
Toilet bowl cleaner Toilet bowl cleaner
Let students read the active Let students read the active
ingredients listed on the labels. ingredients listed on the labels.
D. Discussing new Discuss active ingredients and Discuss active ingredients and The teacher then relate the The teacher then relate
concepts and practicing their functions: their functions: effect Active ingredients in the effect Active
new skills # 1  Surfactants – remove  Surfactants – remove Cleaning Products Used at Home ingredients in Cleaning
grease and dirt (e.g., grease and dirt (e.g., Products Used at Home
sodium lauryl sulfate) sodium lauryl sulfate)
 Acids – remove mineral  Acids – remove mineral
deposits (e.g., deposits (e.g.,
hydrochloric acid) hydrochloric acid)
 Bases – break down  Bases – break down
grease (e.g., sodium grease (e.g., sodium
hydroxide) hydroxide)
Explain how polarity and Explain how polarity and
chemical reactions help in chemical reactions help in
cleaning. cleaning.
E. Discussing new concepts Discuss disinfecting agents: Discuss disinfecting agents:
and practicing new skills #  Sodium hypochlorite  Sodium hypochlorite
2 (bleach) – kills bacteria (bleach) – kills bacteria
and viruses and viruses
 Alcohol  Alcohol
(ethanol/isopropanol) – (ethanol/isopropanol) –
denatures proteins of denatures proteins of
microbes microbes
Emphasize chemical hazards Emphasize chemical hazards and
and safety precautions. safety precautions.
F. Developing Mastery Activity: Matching Type Activity: Matching Type The students relate the effect of The students relate the
(leads to formative Match the cleaning product Match the cleaning product with Active ingredients in Cleaning effect of Active
Assessment 3) with its active ingredient and its active ingredient and Products Used at Home ingredients in Cleaning
function. function. Products Used at Home

G. Finding practical Group discussion: Group discussion: The teacher cite some The teacher cite some
applications of concepts Why should bleach never be Why should bleach never be application of the topic. application of the topic.
and skills in everyday living mixed with acids? mixed with acids?
 Which cleaning product is safest Which cleaning product is safest
for everyday use? for everyday use?
Relate lesson to home safety Relate lesson to home safety
and environmental awareness. and environmental awareness.
H. Making generalizations Guide students to conclude: Guide students to conclude: The students explains the effect The students explains the
and abstractions about the  Cleaning products work  Cleaning products work Active ingredients in Cleaning effect Active ingredients
lesson because of specific because of specific Products Used at Home in Cleaning Products Used
chemical ingredients. chemical ingredients. c. at Home
 Proper knowledge  Proper knowledge
prevents health risks prevents health risks
and accidents. and accidents.
Ask students to complete the Ask students to complete the
sentence: sentence:
Active ingredients are Active ingredients are important
important because because ____________.
____________.
I. Evaluating Learning Short quiz (5–10 items): Short quiz (5–10 items): Collaborative Learning Collaborative Learning
Multiple choice and short Multiple choice and short
answer answer

J. Additional activities for Assignment: Assignment:

application or remediation Bring an empty cleaning Bring an empty cleaning product
product container and list its container and list its active
active ingredients and uses. ingredients and uses.
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 lessons
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 worked 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 use to share with other
teachers?