Learning Planner
Integrated 1hour35min
Subject Week 4 Duration Form SHS
Science s
1
Metals and Non- Sub- Physical and chemical properties of metals
Strand
Metals Strand and non-metals.
Content Students will be able to: distinguish between metals and non-metals
Standard based on their physical and chemical properties.
By the end of the lesson, students will be able to:(1) Classify materials
Learning
into metals and non-metals. (2) state two physical and chemical
Outcome(s)
properties of metals and non-metals.
Students will be able to: (1) List two examples of metals (e.g., iron,
Learning
copper) and non-metals (e.g., sulfur, carbon).
Indicator(s)
1. What makes a material a metals and a non-metals?
Essential 2. How do the properties of metals and non-metals influence their uses
Question(s) in our daily lives?
Pedagogical Inquiry-based learning, demonstration, group discussion, direct
Strategies instruction.
Teaching &
Learning Nail, blade, plastic, magnet, periodic table and textbook.
Resources
Key Notes on Differentiation
Visual learners: use diagrams, charts, and video demonstration. Kinesthetic
learners: allow students to handle the material samples and conduct simple tests.
Auditory learners: facilitate group discussions and question-and-answer sessions.
Metals, Non-metals, Physical properties, Chemical properties, Electrical
Keywords
conductivity, thermal conductivity,
Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
The teacher displays various objects and Students examine the objects and sort
materials (e.g., a nail, blade, plastic and them into two groups based on
magnet) and asks students to sort them observable features. They discuss
into two groups. The teacher asks their sorting criteria in pairs or
students to justify their sorting criteria. small groups.
Introductory Activity (15 minutes) Introductory Activity (15 minutes)
I. The introduces the I. Students listen and take notes. They
concepts of “metals” and" participate in a quick question-and-
non-metals” based on the answer session to share their existing
students’ sorting activity. knowledge. Students locate the metal
The teacher asks students and non-metal on the periodic table.
to define these terms
based on their prior
knowledge and provides a Activity 1 (20 minutes)
formal definition. The
teacher displays the I. Student observe the teacher’s
periodic table and points demonstrations and record their
out the locations of metals observations in a table provided on
and non-metals. their worksheet. They participate in
discussions about the differences in
properties.
Activity 1 (20 minutes)
I. The teacher demonstrates the Activity 2 (20 minutes)
physical properties of metals and
non-metals using the materials. I. Students observe the chemical
reactions carefully. They record the
changes they see and try to write down
Activity 2 (20 minutes) the word equations guided by the
I. The teacher demonstrates teacher.
the chemical properties of
metals and non-metals.
Reaction with Oxygen:
Heats a magnesium
ribbon to show it burns
brightly, forming a white
powder.
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
DoK 1 (Recall): Define metals and list two examples of metals. DoK 2 (Skill/Concept):
compare the physical properties of copper and sulfur in a table. DoK 3 (Strategic
Thinking): if a new material is discovered that is a poor conductor of heat and breaks
when hammered, would you classify it as a metal or non-metal? Justify your answer.
Lesson Closure
Activity (15 minutes)
The teacher facilitates a group discussion or a think pair share to summarize the key
properties of metals and non-metals. The teacher asks a few students to provide a summary
of the lesson. The teacher assigns homework: research the uses of a specific metal and
non-metal and how their properties relate to their uses.
Reflection & Remarks
