CC

GRADE 1 to 12 School Grade Level Grade 9

DAILY LESSON
Teacher Learning Area Science
LOG
Teaching Dates and Time Week # 1 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
Administer pre-assessment test. Relate the colors emitted by the Describe how it is likely to find the Describe how it is likely to find the
metal salts to the structure of the electron in an atom by probability. electron in an atom by probability
Determine the characteristics that atom.
metal salts emit. How does the Bohr atomic model What is the basis for the quantum
differ from Rutherford’s model? mechanical model of the atom?

A. Content Standard The learners demonstrate understanding of the development of atomic models that led to the description of the behavior of electrons within
atoms.

B. Performance Standard The learners should be able to describe how the Bohr’s model of the atom improved Rutherford’s atomic model.

C. Learning Competency /
Objectives S9-MT IIa-13 S9-MT IIa-13 S9-MT IIa-13 S9-MT IIa-13
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Pre-Assessment The Bohr’s Model of the Atom
Flame Test
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 83-84 p. 84 85-87 85-87
2. Learner’s Materials pages pp. 99-101 100-103 104-105 104-105
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resource Chemistry Textbook pp. 260-261 Chemistry Textbook pp. 260-263
 IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or • Conduct a pre-discussion on Video presentation on the Bohr’s Model
presenting the new lesson the earlier concepts of the structure of the atom Watch a video, Bohr’s Model of
atomic structure. an Atom
• Post the safety and https://www.youtube.com/watc
precautionary measures on h?v=Ic8OnvRonb0
the board.

B. Establishing a purpose for the In Bohr’s atomic model,

lesson electrons move in orbits of
certain amounts of energy.

However, these findings showed

that it is not possible to tell
exact
Position of the electron an at
any given instant and how it
moves in the atom.

In this activity, the students will

use analogy to understand the
interpretation of Shrodingers’s
treatment of the atom.
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and Perform Activity 1, The Flame • Presentation of the results of • Perform Activity 2 Fill • Presentation of results by
practicing new skills # 1 Test the activity “The Flame Test” up the data table. group.
• Post activity discussion on the • Plot the average • Relate the activity to the
students’ observation. distance from the development of a better model
center on the xaxis and of the atom
number of dots per sq.
cm on the y-axis.

E. Discussing new concepts and

practicing new skills # 2
F. Developing mastery Based on the activity, complete
(leads to Formative Assessment 3) the table
Metal Salt Produc Color of
ing the
color flame

Boric acid
Sodium
chloride
Calcium
chloride
Copper
(II) sulfate
Potassium
chloride
G. Finding practical application of Discuss the different colors seen in Peaceful uses of an atom
concepts and skills in daily living a firework display.
H. Making generalizations and Explain how your observations in • How are your results similar to
abstractions about the lesson Activity 1 relate to Bohr’s Model of the distribution of electrons in
the Atom. an atom?
• Give the contribution of the
How does the Bohr atomic model following physicists in the
differ from Rutherford’s model? development of a better model
of the atom:
1. Louie de Broglie
2. Erwin Schrodinger
3. Wernel Karl Heisenberg
I. Evaluating learning Answer guide question 5 p. 103. Indicate the contribution of the
following physicists in the
development of a better model of
the atom:
1. Louie de Broglie
2. Erwin Schrodinger
3. Wernel Karl Heisenberg
J. Additional activities for
application or remediation
 V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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
wish to share with other teachers?

Checked by:
____________________________________________
__________
 GRADE 1 to 12 DAILY School Grade Level Grade 9
LESSON LOG
Teacher Learning Area Science

Teaching Dates and Time Week # 2 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Write the electronic Devise rules in filling up the Administer a summative • Pre-Assessment
configuration of a certain atom orbitals assessment on Module 1. • Identify the number of valence
Electronic Structure of Matter electrons of atoms.
• Compare the electronegativity
and ionization energy values of
metals and nonmetals

A. Content Standard The learners demonstrate understanding of the development of atomic models that lead to the The learners demonstrate
description of the behavior of electrons within atoms. understanding of how atoms
combine with other atoms by
transferring or by sharing
electrons.

B. Performance Standard Explain how the Quantum Mechanical Model of the Atom describes the energies and positions of the Explain the formation of ionic and
electrons. covalent bonds.

C. Learning Competency / S9-MT IIb-14 S9-MT IIb-14 S9-MT IIa-13 and S9-MT IIb-14 S9-MT IIb-15
Objectives
Write the LC code for each.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT Electron Configuration Electron Configuration Electronic Structure of Matter Valence electrons
Electronegativity and Ionization
Energy

III. EARNING RESOURCES

A. References
1. Teacher’s Guide pages p. 88 pp. 88-89 pp. 83-89 pp. 90-91
2. Learner’s Materials pages pp. 106-108 pp. 106-108 p. 110 pp. 112-115
3. Textbook pages

4. Additional Materials from Project EASE Module 11 Project EASE Module 11

Learning Resource (LR)
portal
B. Other Learning Resource Chemistry III Textbook. Mapa,
Amelia P., Ph.D., et al. 2001 p. 73
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or How to determine the number of Electronic Configuration Review arrangement of elements
presenting the new lesson electrons using a periodic table in the periodic table.
B. Establishing a purpose for the Recall the developments that The arrangement of electrons in Ask students their house
lesson have led to the quantum the orbitals of an atom is called numbers and the street where
mechanical model. Emphasize electron configuration. It is their house is located. This
that while the nuclear model is important for us to work out identifies the location of their
still popular among the general electron arrangement to be able house. A similar scheme is used
public, it is not accepted to understand more and predict for atoms. A number called
scientific model of the structure the properties of elements. valence electrons is required by
of the atom today. We shall use atoms indicating their capability
the atomic structure in locating to accept or give off electrons.
electrons in a system known as
electronic configuration. Every
electron has its own energy level
within the atom.

C. Presenting examples/Instances of Identify the group and period of

the new lesson some elements
D. Discussing new concepts and Unlocking of Terms: • Describe an atom by its • Define:
practicing new skills # 1 1. Electron configuration 2. principal energy level, Valence electrons
Valence electrons subenergy levels and atomic Ionization energy
3. Principal energy levels orbitals. electronegativity
4. Sub-levels • Give examples. • Determining the number of
Discuss the following principles: • Perform Activity 3. valence electrons.
1. Aufbau Principle • Post activity discussion on the • Observe the valence electrons
2. Pauli’s Exclusion students’ observation. of metals, nonmetals and
Principle noble gases.
3. Hund’s Rule

Infer the relationship of

valence electrons to the
electronegativity and
ionization energy of metals and
nonmetals using the periodic
table.
E. Discussing new concepts and Steps in writing the electronic
practicing new skills # 2 configuration of elements.
F. Developing mastery Work out the electron Answer Guide Question No. 4.
(leads to Formative Assessment 3) configurations of the following
atoms:
1. Be
2. Cl
3. Fe
4. Ba
G. Finding practical application of Importance of knowing the
concepts and skills in daily living arrangement of electrons in an
element.
H. Making generalizations and • Define electronic configuration. What do you think are some rules
abstractions about the lesson • Differentiate the three that apply in filling up the orbitals
principles: Aufbau’s Principle, ?
Pauli’s Exclusion Principle and
Hund’s Rule
I. Evaluating learning Work out the electron Work out the distribution of Given K and Br, which of the two
configurations of Ba. electrons in the orbitals of K. atoms will
a) have a higher
electronegativity value?
b) have a higher ionization
energy?
J. Additional activities for application Work out the electron Work out the distribution of Given the following data, describe
or remediation configurations of the following: electrons in the orbitals of Br. how the elements under each
1. Cl group will behave. You may
2. Xe describe the tendency of the
3. Ba atoms to release or accept
electrons.
Group No. of
valence
electrons
I 1
II 2
III 3
IV 4
V 5
VI 6
VII 7
VIII 8
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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
wish to share with other teachers?

Checked by:
____________________________________________
__________

GRADE 1 to 12 School Grade Level Grade 9

DAILY LESSON LOG
Teacher Learning Area Science

Teaching Dates and Time Week # 3 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
• Write the Lewis symbol of the • Illustrate how an ionic bond is • Explain how covalent bonding • Make a model of metallic
common metals and formed. takes place. bond.
nonmetals. • Show how ions are formed. • Illustrate the sharing of • Relate the properties of
• Show the relationship among electrons. metals to the kind of bond
the number of valence they are made of.
electrons, electronegativity
and ionization energy.
A. Content Standard The learners demonstrate understanding of how atoms combine with other atoms by transferring or by The learners demonstrate
sharing electrons. understanding of forces that
hold metals together.
B. Performance Standard The learners should be able to explain the formation of ionic and covalent bonds. The learners should be able to
explain properties of metals in
terms of their structure.

C. Learning Competency / S9MT-IIc-15 S9MT-IIc-15 S9MT-IIc-15 S9MT-IIc-17

Objectives
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Lewis Symbol
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 92 p. 93 p. 93 pp. 96-97
2. Learner’s Materials pages pp. 115-117 pp. 118 - 119 pp. 120 - 121 pp. 121 - 122
3. Textbook pages Chemistry III Textbook. Mapa, Chemistry III Textbook. Mapa,
Amelia P., Ph.D., et al. 2001. pp. Amelia P., Ph.D., et al. 2001. pp.
107-109 110 - 111

4. Additional Materials from EASE II. Chemistry Module 14.

Learning Resource (LR) Lesson 1. 2.
portal BEAM III. Unit 7. 18
Demonstrate Understanding of
the Processes. Bonding. Module
1. March 2009. 3. EASE Science
1. Module 6. Lesson 1.
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Ask students to give the Review the following: Review the following: Review the following:
presenting the new lesson number of valence electrons of 1. Electronic configuration 1. Electronic configuration 1. Metals in the periodic
some elements. 2. Valence electrons 2. Valence electrons table
3. Ions 3. Octet Rule 2. Valence electrons
3. Ionization energy
B. Establishing a purpose for the Reiterate to the students that Relate the properties of atoms Reiterate to the students that Metals have low ionization
lesson the valence electrons are the before and after combination there are compounds where the energy so they easily lose their
outermost electrons directly with that of humans before and combining atoms do not transfer outermost electrons. A large
involved in chemical bonding. after marriage. electrons or accept electrons. number of metal atoms can
Thus, they need to know how Instead, the combining atoms share their valence electrons
to represent the valence are held together by shared through a special type of bond
electrons through the Lewis electrons. called metallic bonding.
symbol. Introduce the concept of
bonding by sharing electrons
which is called covalent bond.
C. Presenting examples/Instances of Discuss Octet Rule and its Sodium chloride composed of Ask to recall Activity 2. The Lewis Identify common metals in the
the new lesson relation to Lewis Dot Structure. sodium and chlorine, is the symbols or electron dot formulas surrounding.
ordinary table salt used in the do not include the inner
kitchen. However, before the electrons of the atom. It only
combination, sodium ignites shows the valence electrons as
easily when it reacts with water dots. For example, fluorine has
while chlorine in large quantities seven valence electrons. Thus to
is hazardous to health. Both form the fluorine molecule, the
substances are highly reactive, two fluorine atoms will share
but together the compound electrons. Each fluorine atom
has eight electrons (an octet) in

formed becomes useful to its valence shell, just like the

people. electronic configuration of the
nearest noble gas element neon.
D. Discussing new concepts and Perform Activity 2. 1. Show how the electron Perform Activity 4. Discuss why a metallic bond is
practicing new skills # 1 Discuss how to write Lewis Dot configuration of an atom is Answer the Guide Questions described as one with “sea of
Structures. related to its tendency to electrons”.
Answer the guide questions give up or gain electrons
during a chemical reaction. Perform Activity 5.
2. Give at least two examples of Answer the guide questions.
each element which give up
or gain electrons.
3. Emphasize to the learners
that ionic bond only exists
between metals and
nonmetals.
E. Discussing new concepts and Show the relationship among the Perform Activity 3. Identify the type of bond formed Ask the students to draw how a
practicing new skills # 2 number of valence electrons, Using the electronegativity according to electronegativity metallic bond looks like. This is in
electronegativity and ionization values in your periodic table, difference of bonded atoms. order for you to find out their
energy. identify compounds formed due mental models about metallic
Discuss the electrostatic force of to ionic bonding. bonding after explaining what
attraction existing between and takes place in metallic bonding.
among atoms.
F. Developing mastery Draw the Lewis Structure f Na and Answering of the guide Differentiate polar covalent Complete the table 5 on p. 122.
(leads to Formative Assessment 3) Mg. questions. bond from nonpolar covalent
bond.
G. Finding practical application of Recognizing the need of others How common are covalent Give the uses of the following
concepts and skills in daily living to belong in a group and make compounds in our daily life metals:
friends, strengthening friendship anyway? Examples: HCl, H2O, 1. Silver
and family bonds. H2O2, CH4 2. Uranium
3. Lead
Recognizing the importance of 4. Gold
sharing one’s blessing. 5. aluminum

H. Making generalizations and How do you write Lewis Dot Why and how do atoms How do covalent bonds form What do you think will make
abstractions about the lesson Structures? combine? between atoms? bonding among metals possible?
Why do ions form after ionic
bonding?

Using the electronegativity Differentiate polar covalent Give some properties of metals
values of elements, how can you bond from nonpolar covalent and explain why metals possess
tell that ionic bonding take place bond. those properties.
between metals and nonmetals?
 I. Evaluating learning Draw the Lewis Structures of the Given the following electronic • Show how the sharing of Write the names of the correct
following: configuration: electrons form covalent bond metals in the spaces provided.
2 1
1. Potassium a. 1s 2s in PCl5. 1. I am the metal that is a major
2 2 4
2. Phosphorus b. 1s 2s 2p • Calculate the electronegativity component of steel.
3. Strontium c. 1s 2s 2p6
2 2
difference between the 2. I am a metal used in electrical
4. Chlorine d. 1s2 2s2 2p6 3s2 3p6 4s2 bonding atoms and classify wiring. (copper)
5. oxygen 3d10 4p5 the bond formed. If covalent, 3. I am an alloy of copper and
1. Which one has the specify if polar or nonpolar. tin. (bronze)
greatest tendency to 1. C-S 4. I am a metal used as roofing,
gain electrons? 2. H – Cl foil and cans.(tin)
2. Which has the tendency 3. C=O 5. I am a metal used in soft drink
to give away electrons? 4. S-O cans. (aluminum)
5. S-H 6. I am a metal used in lamp
filaments. (tungsten)
7. I am a metal used in nuclear
reactions. (uranium)
8. I am a metal used for Olympic
winners. (gold)
9. I am a metal used in many
coins. (silver)
10. I am a metal used in fine
jewelry. (platinum)
J. Additional activities for Will all combinations of metals Show how the sharing of Give some uses of the following
application or remediation and non-metals form ionic electrons form covalent bond in metals:
bond? BeF2 and SF6. 1. Mercury
2. Radium
3. brass
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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
wish to share with other teachers?

Checked by:
____________________________________________
__________
 GRADE 1 to 12 School Grade Level Grade 9
DAILY LESSON
Teacher Learning Area Science
LOG
Teaching Dates and Time Week # 4 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
Recognize ionic and covalent compound based on their physical properties Administer a summative test Pre-assessment

A. Content Standard The learners demonstrate understanding of how atoms combine with other atoms by transferring or by The learners demonstrate an
sharing electrons. understanding of the type of
bonds that carbon forms that
result in the diversity of
carbon compounds.

B. Performance Standard The learners should be able to recognize the different types of compounds (ionic or covalent) based on their The learners shall be able to
properties such as melting point, hardness, polarity and electrical and thermal conductivity. analyze the percentage
composition of different
brands of two food products
and decide on the products’
appropriate percentage
composition

C. Learning Competency /
Objectives S9MT-IId-16 S9MT-IIa-d-15 -16 S9MT-IId-17
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Differences between ionic and covalent compound based on their physical
properties.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 98 - 102 pp. 90 - 102 pp. 127 - 130
2. Learner’s Materials pages pp. 123-124 pp. 111-126 p. 104

3. Textbook pages
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resource

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Ionic and covalent bond
presenting the new lesson
B. Establishing a purpose for the Knowledge about the type of bond helps you Giving of instructions. Giving of instructions.
lesson to realize the basic properties of the
compound. Like what you have with metallic
bonding, ionic and covalent compounds also
have properties which show the type of
chemical bond the compound has. Do you
want to find out these properties on your
own? Go and perform the next activity!
C. Presenting examples/Instances Sing “The Chemical Bonds Song! –
of the new lesson Animated”
https://www.youtube.com/watch?v=QIfTT_-
xLo
D. Discussing new concepts and Perform Activity 6. Presentation of results by Test proper Test Proper.
practicing new skills # 1 group.
In performing the activity, remind the
students to wash the electrodes after every
use.

E. Discussing new concepts and Answer the Guide Questions

practicing new skills # 2
F. Developing mastery Differentiate ionic bond from
(leads to Formative Assessment covalent bond based on their
3) properties.
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and Make a general statement
abstractions about the lesson about the properties of ionic
and covalent compounds.
I. Evaluating learning Briefly differentiate ionic
bond from covalent bond
based on their properties.
J. Additional activities for Review for a summative test. Research on the uses of the
application or remediation following compounds:
gasoline, acetic acid,
lubricating oil, liquefied
petroleum gas (LPG), ethyl
alcohol, diesel oil, acetone and
kerosene.

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 wish to share with other
teachers?

Checked by:
______________________________________________________

GRADE 1 to 12 DAILY LESSON LOG School Victoria Integrated School Grade Level Grade 9

Teacher Raiza Lainah L. Miano Learning Area Science

Teaching Dates and Time January 9-13, 2022/11:00-12:00 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Recognize the uses of common organic compounds. Observe the properties of common organic compounds.

Relate these properties to their uses.

A. Content Standard The learners demonstrate an understanding of the type of bonds that carbon forms which will result in the diversity of carbon compounds.

B. Performance Standard The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’
appropriate percentage composition

C. Learning Competency /
Objectives S9MT-IIe-17
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

Organic Compounds: are they useful? Properties of Common Organic Compounds

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Learning Activity Sheets Quarter 2 Week 7 Learning Activity Sheets Quarter Learning Activity Sheets Quarter
2 Week 7 2 Week 7
 3. Textbook pages
4. Additional Materials from
Learning Resource (LR) EASE II. Module 14. EASE II. Module 14
portal
B. Other Learning Resource • Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. • Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp.
343-356. * 343-356. *
• Science and Technology. NISMED. 1997. pp. 334-340. • Science and Technology. NISMED. 1997. pp. 334-340.
• Science and Technology III: Chemistry Textbook for Third Year. • Science and Technology III: Chemistry Textbook for Third Year.
Mapa, Amelia P., Ph.D., et al. 1999. pp. 349-353. * Mapa, Amelia P., Ph.D., et al. 1999. pp. 349-353. *

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Recall how covalent bond is Uses of some organic
presenting the new lesson produced between non-metallic compounds
atoms.
Show some common organic
compound and identify how they
are used.
B. Establishing a purpose for the Tell students that compounds Every organic compound has
lesson are all around and they may be specific properties or
unaware but many things that characteristics. Although
they use on a daily basis is these compounds may show
actually an organic compound. similarities in some
properties, these
Show pictures of the following compounds do not have
products: gasoline, ethyl alcohol, exactly the same properties.
isopropyl alcohol, , LPG, acetone,
and acetic acid (vinegar)
C. Presenting examples/Instances of Enumerate some common Gasoline, kerosene, diesel
the new lesson covalent compounds and point oil, lubricating oil, vanillin,
out which are classified as acetic acid, and ethyl alcohol
organic compounds and their are organic compounds with
uses in day to day life. different properties.
Gasoline, for example, has a
strong odor, is volatile, and
highly flammable. In this
activity, you will find out
about the properties namely
odor, viscosity, volatility and
flammability of some other
common organic
compounds.
D. Discussing new concepts and Perform activity 1. Presentation of output per group. Unlocking of terms:
practicing new skills # 1 Odor; viscosity; volatility and
flammability.

Discuss first the safety

precautions that the students
should take on the conduct of
the experiments.
E. Discussing new concepts and Enumerate some common covalent Perform Activity 2 Group presentation
practicing new skills # 2 compounds and point out which are
classified as organic compounds and
their uses in day to day life.

How are these compounds

produced?

F. Developing mastery Answer the guide questions.

(leads to Formative Assessment 3)
G. Finding practical application of Give the importance of the following
concepts and skills in daily living compounds in your everyday life:
Gasoline; ethyl alcohol; acetone; LPG;
and acetic acid.
H. Making generalizations and When do you say a compound can be How can you relate the
abstractions about the lesson classified as organic compound? properties of some common
organic compounds to their uses?

I. Evaluating learning Give the uses of the following organic Why is there a need to know the
compounds: properties of an organic
1. Gasoline compound?
2. Ethyl alcohol
3. Acetone
4. LPG
5. Kerosene
6. Acetic acid
J. Additional activities for Search for the useful
application or remediation characteristics of carbon atoms
and the relationship of the
structures and properties of the
special group of another type of
organic compounds, the
hydrocarbons.
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
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
wish to share with other teachers?

Prepare by: Noted:

RAIZA LAINAH L. MIANO AMOR J. MAHINAY

Teacher I School Principal

School Grade Level Grade 9

Teacher Learning Science

Area
 Teaching Dates and Second
GRADE 1 to Time
12 Week # 6 Quarter
DAILY LESSON
LOG
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
Recognize common kinds of alkanes and their uses. Investigate how a common Recognize the uses of common
organic compound namely ethyne alcohols.
Identify the types of bonds formed in alkanes. can ripen fruits faster than the
natural way. Identify similarities in the
Relate the structures of alkanes to their properties. structures of different kinds of
alcohols.

Relate these similarities to the

common properties they have.
A. Content Standard The learners demonstrate an understanding of the type of bonds that carbon forms which will result in the diversity of carbon compounds.

B. Performance Standard The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate
percentage composition.

C. Learning Competency /
Objectives S9MT-IIf 18 S9MT-IIf 18 S9MT-IIf 18
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

The Hydrocarbons Which Bananas Will Ripen Faster? Alcohols and their Uses

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 108 - 110 pp. 111 - 112 pp. 113 - 114
2. Learner’s Materials pp. 135 - 137 pp. 137 - 138 pp. 138 - 139
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal

B. Other Learning Resource Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 356367.

Science and Technology III. NISMED. 1997. pp. 331-340. 3. Science and
Technology

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson Uses of common hydrocarbons
Covalent bonding Recall the uses of ethyl alcohol.
or presenting the new lesson particularly ethyne or acetylene.
B. Establishing a purpose for In this activity, you will investigate Provide each group with labels or
the lesson (acetylene), a hydrocarbon. pictures of the following: one
antiseptic or disinfectant that
What types of bonds do contains ethyl alcohol, one
nonmetals form in compounds? antiseptic that contain isopropyl
alcohol, one beverage that
contain ethyl alcohol and one
denatured alcohol.
C. Presenting
examples/Instances of the new Define hydrocarbons
lesson
D. Discussing new concepts Define the following: Discuss the safety tips. Perform Activity 5.
and practicing new skills # 1 1. Structural formula Answer Guide Questions 13-16.
2. Condensed formula After the activity, select students
3. Molecular formula Perform activity 4. from a group to present their
4. Boiling point answers in front of the class.
Results and discussion will be
done after three days.
E. Discussing new concepts and Give clear instructions about what Ask a group to present work Discuss the uses of the alcohol
practicing new skills # 2 they are going to do exactly in the infront of the class. When the and the relationship between
activity. Explain to them the group is done with its their structures and properties.
objectives of the task and make presentation, make sure to clarify
clarifications on the questions they answers regarding the trends of Discuss the functional group of an
are likely to get confused with, the properties of the compounds alcohol.
without leading them to the exact in the tables of data.
answers.

Perform Activity 3. Introduce alkanes, alkenes, and

alkynes.

Answering of the guide questions

F. Developing mastery Give the general formula of
(leads to Formative alkanes, alkenes and alkynes.
Assessment 3)
G. Finding practical application Give some uses of gaseous Give the uses of common alcohol.
of concepts and skills in daily hydrocarbon compounds and
living liquid hydrocarbon compounds.

H. Making generalizations and Video presentation Identify similarities in the

abstractions about the lesson “Hydrocarbons” structures of different kinds of
https://www.youtube.com/watch alcohol.
?v=1UE3hZ7cOP0
Differentiate alkanes, alkenes and Relate these similarities to the
alkynes. common properties they have.
I. Evaluating learning Identify the type of hydrocarbon in Give the formula of the following
the following: alcohols and their uses:
1. C4H10 (alkane) 1. Ethyl alcohol
2. C10H18 (alkyne) 2. Isopropyl alcohol
3. C7H14 (alkene) 3. Methyl alcohol
4. C6H12 (alkene)
5. C5H12 (alkane)
6. C13H24 (alkyne)
7. C9H20 (alkane)
8. C15H28 (alkyne)
9. C20H22 (alkane)
10. C12H24 (alkene)
Give the condensed formula
of octane.
J. Additional activities for Give the condensed formula of
application or remediation the following:
1. Nonane
2. 3-Octene
3. 1-Hexyne
4. Butane
5. 2-decene
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 wish to share with other
teachers?

Checked by:
____________________________________________
__________

GRADE 1 to 12 School Grade Level Grade 9

DAILY LESSON LOG
Teacher Learning Area Science

Teaching Dates and Time Week # 7 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Investigate how a common Give the common uses of acetone, and formalin. Administer a summative test.
organic compound namely
ethyne can ripen fruits faster Relate the structures of acetone, and formalin to the carbonyl
than the natural way. compounds where they belong.
A. Content Standard The learners demonstrate an understanding of the type of bonds which will carbon forms that result in the diversity of carbon compounds.

B. Performance Standard The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’
appropriate percentage composition.

C. Learning Competency / S9MT-IIe-g -17 - 18

Objectives S9MT-IIg- 18 S9MT-IIg- 18
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Which bananas will ripen first? What is common between acetone and formalin?

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 111 - 112 pp. 114 - 115 pp. 103 - 115
2. Learner’s Materials pages pp. 137 - 138 p. 140 pp. 127 - 144
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resource Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp.
356367. *

Science and Technology III. NISMED. 1997. pp. 331-340. 3. Science and
Technology

Textbook for Third Year. Mapa, Amelia P., Ph.D., et al. 1999. pp.
367373.
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Uses of common hydrocarbons Structure formula of alcohol
presenting the new lesson particularly ethyne or acetylene.
B. Establishing a purpose for the What happened to the bananas In this activity, the students will
lesson put in boxes in activity 4? be made to recognize other
different important organic
compounds: acetone and
formaldehyde. These
compounds are commonly used
at home and at school.
C. Presenting examples/Instances of Show a bottle of formaldehyde
the new lesson (formalin) with a preserved
animal or insect in it. For
acetone, demonstrate how to
remove nail polish using the
compound.
D. Discussing new concepts and Group presentation of data. Identify the functional group of Discuss the instructions.
practicing new skills # 1 aldehydes and ketones
Answer the guide questions. Test Proper
Explain the instructions.

Have the learners work in groups

so that they will be able to share
their ideas and assignments with
one another.
E. Discussing new concepts and Let the two students from two
practicing new skills # 2 different groups give their
answers in the class. After the
students’ presentation of their
answers, start facilitating a
discussion by showing the

students the compounds,

acetone, and formalin.
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of What is the practical use of
concepts and skills in daily living ethyne or acetylene in the
market?
H. Making generalizations and Give the structural and Give the common uses of
abstractions about the lesson condensed formula of ethyne. acetone, and formalin.

How is ethyne use in the activity? Relate the structures of acetone,

and formalin to the carbonyl
Give the properties of ethyne compounds where they belong.
and explain how it can introduce
ripening of fruits.

I. Evaluating learning Explain briefly how ethyne or Give some uses of acetone and
acetylene can make banana formalin.
ripen faster.
What types of bonds do the
common compounds have in
their structures?
J. Additional activities for Give some uses of ethyne or Review for a summative test.
application or remediation acetylene.

Search for the compounds that

are present in the following
products: common brand of
acetone and formalin. Search
also for the uses of the products

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 wish to share
with other teachers?

Checked by:
______________________________________________________

School Grade Level Grade 9

Teacher Learning Area Science

 Teaching Dates and Second
GRADE 1 to Time
12 Week # 8 Quarter
DAILY
LESSON LOG
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
Administer a pre-assessment on Measure the mass of an object. Relate the mass of the object to Determine the molecular mass of
Module 4. the number of pieces per item. compounds.
Record the mass with the correct
number of significant figures.

A. Content Standard The learners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matte

B. Performance Standard The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate
percentage composition

C. Learning Competency / S9MT-IIh-19

Objectives
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Pre-Assessment Total Count vs. Mass Molar Mass
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 117 pp. 118 - 119 pp. 118 - 119
2. Learner’s Materials pages pp. 146 - 147 pp. 147 - 148 pp. 147 - 148

3. Textbook pages
4. Additional Materials EASE Science II. Chemistry
from Learning Module 16. Lesson
Resource (LR) portal
OHSP. Chemistry Module 16.
Lesson 2.
B. Other Learning Resource Chemistry for the Millennium.
Soriano, Santisteban and Elauria.
2000. Pp. 168-170

Science and Technology III:

Chemistry Textbook. NISMED.
2012. pp. 84-91.

Science and Technology III.

NISMED. 1997. pp. 112-123.

Chemistry III Textbook. Mapa,

Amelia P., Ph.D., et al. 2001. pp.
174-183.
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Units of Mass Activity 1 Mass
presenting the new lesson Elements in the periodic table
Atomic mass of elements
B. Establishing a purpose for the Purpose of the pre-assessment Have a bowl of marbles and ask When you say that the molecular
lesson examination. the students who can give the mass of CO2. You know that the
nearest answer will be given a atoms and molecules are so
prize. small that it would be
challenging task to determine
how many of these are
contained in a tip of a pencil.
How then were chemists able to
keep track of the number of
atoms or molecules that enter a
chemical reaction?
C. Presenting Remind the students of the What do you think is the
examples/Instances of the new laboratory techniques in using the difference between atomic mass
lesson platform balance. and molecular mass?

Let the students manipulate the

triple beam balance.
D. Discussing new concepts and Discussion of the instructions. Give examples on significant Group presentations What is the unit of molar mass or
practicing new skills # 1 figures. molecular mass?
Answer the guide questions.

Solve for the molecular mass of

Relate the mass of the object to the following compounds:
the number of pieces per item? 1. CaCO3
2. C2H5OH
3. (C2H5)2O
4. Al2(SO4)3

E. Discussing new concepts and Discuss what to remember when

practicing new skills # 2 performing the activity.

Perform Activity 1
F. Developing mastery Solve for the molecular mass of
(leads to Formative Assessment CuSO4 . 5H2O
3)
G. Finding practical application Importance of knowing accurate How is mass being used in the
of concepts and skills in daily measurement market?
living

H. Making generalizations and What are the units of mass? How will you relate the mass of the Differentiate atomic mass from
abstractions about the lesson object to the number of pieces per molecular mass?
How will you determine the item?
correct significant figure in How do you compute for the
measurement? molecular mass of a compound?
I. Evaluating learning Give two units of mass. Solve for the molecular mass of
the following compounds:
How will you determine the 1. H2O
correct significant figure in 2. (NH4)3 PO4
measurement?
J. Additional activities for Answer the guide questions. What is Avogadro’s Number?
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 wish to share with other
teachers?

Checked by:
______________________________________________________
 School Grade Level Grade 9
GRADE 1 to
Teacher Learning Science
12 Area
DAILY Second
LESSON LOG Teaching Dates and Time Week # 9 Quarter

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
Use the mole concept to express Describe the relationships among Solve problems involving the Present a concept map on the
mass of substances the number of moles, mass and number of moles, mass and mole concept.
number of particles. number of particles.
A. Content Standard The learners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matter

B. Performance Standard The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate
percentage composition

C. Learning Competency / S9MT-IIi-19 S9MT-IIi-19 S9MT-IIi-19 S9MT-IIi-19

Objectives
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Avogadro’s Number The Relationships among Number The Chemist’s Mole
Mass of One Mole of a Substance of Moles and Number of Particles

III. LEARNING RESOURCES

A. References
 1. Teacher’s Guide pages pp. 119 - 123 p. 125 pp. 126 - 129 p. 130
2. Learner’s Materials pages pp. 148 - 151 pp. 152 - 153 pp. 153 - 154 p. 155

3. Textbook pages
4. Additional Materials from EASE Science II. Chemistry EASE Science II. Chemistry EASE Science II. Chemistry Module EASE Science II. Chemistry
Learning Resource Module 16. Lesson Module 16. Lesson 16. Lesson Module 16. Lesson
(LR) portal
OHSP. Chemistry Module 16. OHSP. Chemistry Module 16. OHSP. Chemistry Module 16. OHSP. Chemistry Module 16.
Lesson 2. Lesson 2. Lesson 2. Lesson 2.
B. Other Learning Resource Chemistry for the Millennium. Chemistry for the Millennium. Chemistry for the Millennium. Chemistry for the Millennium.
Soriano, Santisteban and Elauria. Soriano, Santisteban and Elauria. Soriano, Santisteban and Elauria. Soriano, Santisteban and Elauria.
2000. Pp. 168-170 2000. Pp. 168-170 2000. Pp. 168-170 2000. Pp. 168-170

Science and Technology III: Science and Technology III: Science and Technology III: Science and Technology III:
Chemistry Textbook. NISMED. Chemistry Textbook. NISMED. Chemistry Textbook. NISMED. Chemistry Textbook. NISMED.
2012. pp. 84-91. 2012. pp. 84-91. 2012. pp. 84-91. 2012. pp. 84-91.

Science and Technology III. Science and Technology III. Science and Technology III. Science and Technology III.
NISMED. 1997. pp. 112-123. NISMED. 1997. pp. 112-123. NISMED. 1997. pp. 112-123. NISMED. 1997. pp. 112-123.

Chemistry III Textbook. Mapa, Chemistry III Textbook. Mapa, Chemistry III Textbook. Mapa, Chemistry III Textbook. Mapa,
Amelia P., Ph.D., et al. 2001. pp. Amelia P., Ph.D., et al. 2001. pp. Amelia P., Ph.D., et al. 2001. pp. Amelia P., Ph.D., et al. 2001. pp.
174-183. 174-183. 174-183. 174-183.
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Molecular mass/Molar mass Use the mole concept to express The Relationships among Number The Relationships among
presenting the new lesson Scientific notations mass of substances. of Moles and Number of Particles Number of Moles and Number of
Particles
B. Establishing a purpose for the Sing “Mole as a Unit” It is important that you see the Yesterday you have learned the Can you show the relationship
lesson https://www.youtube.com/watch connections/relationships among connections and relationships between the following
?v=PvT51M0ek5c the mass, number of moles and among the mass, number of moles properties using a concept map?
number of particles for a good and the molar mass of some a. Mass and number of moles
assimilation of the mole concept. substances. You can easily figure b. Number of moles and number
out its amount in terms of its mass, of particles
the number of moles and the
number of particles. Can you state
the relationship between the
following properties?
a. Mass and number of
moles
b. Number of moles and
number of particles
C. Presenting examples/Instances You have experienced in Activity You will now see the relationships
of the new lesson 1 how chemists determine the among mass, number of particles
number of particles by getting the and number of moles.
mass. It is impossible to count the
number of atoms present in a

gold bar or the number of

molecules present in a glass of
water but by knowing their
masses, computations can be
done which will eventually give
the number of particles with the
use of a number called
Avogadro’s number.
D. Discussing new concepts and In a storytelling, discuss the origin Do Activity 4. Solve problems converting: Do Activity 6.
practicing new skills # 1 of mole concept. • the number of particles to mass
Group presentation. and vice versa; Group presentation
• number of moles to mass and
Answering of the guide vice versa; and
questions. • number of particles to number
of moles and vice versa.
E. Discussing new concepts and Discuss the Avogadro’s number. Do Activity 5. Each group will be
practicing new skills # 2 assigned one substance each.
Solve problems converting mass of
substances to mole. Group presentation

Do Activity 3.
F. Developing mastery How many grams are equivalent to Answer the guide questions.
(leads to Formative Assessment 20 moles of H2O?
3)
G. Finding practical application Realize that in a quantitative Explain why one tablespoon of Applying the mole concept can
of concepts and skills in daily experiment, the use of different substances does not Understanding this concept gives be a useful quantitative tool in
living tablespoon and other measuring have the same mass in grams (g), you an idea of how many daily life.
devices alike are not advisable the same number of moles and molecules of vitamins and or
because it will yield undesirable the number of particles. medicines are introduced inside
results. our body. Given the mass, you also
have a clearer idea of how many
molecules of pollutants are
produced and released in the
environment due to human
activities though your unaided
eyes cannot see them.

H. Making generalizations and How do you convert mass to How do you convert the following: Present a concept map on the
abstractions about the lesson mole? Describe the relationships among • the number of particles to mass mole concept.
the number of moles, mass and and vice versa;
number of particles. • number of moles to mass and
vice versa; and
• number of particles to number
of moles and vice versa.
I. Evaluating learning How many moles are in 400 g Describe the relationships among 1. A cancer patient needs to Present a concept map on the
MgO? the number of moles, mass and increase his ascorbic acid mole concept.
number of particles. (C6H12O6) intake to fight
cancer cells. a) How many
moles of ascorbic acid does he
need to complete the doctor’s
prescription of 13.00g of
intravenous ascorbic acid every
day for one month? b) How
many molecules of ascorbic
acid does he need everyday to
fight the cancer cells?
2. During exercise, lactic acid
(C3H6O3) forms in the muscles
causing muscle cramp. If 5.0 g
of lactic acid (C3H6O3)
concentrate in your leg
muscles, how many moles of
lactic acid (C3H6O3) is causing
you pain?
J. Additional activities for State the relationship between 1. Aspartame (C14H18N2O5)is
application or remediation the following properties? synthetic table sugar substitute
a. Mass and number of moles in food and drinks. If a food
b. Number of moles and number product needs 0.25 g of
of particles C14H18N2O5 to sweeten the
Chemitriacupcake, and you ate
this food product, how many
molecules of aspartame have
you eaten?
2. Paraffin (C22H46)is a wax used in
candle making. During
combustion, a 20.0 g candle
produces 1.42 moles of CO2.
How many molecules of CO2 are
released in the atmosphere
after using the candle?
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 wish to share with other
teachers?

Checked by:
______________________________________________________

School Grade Level Grade 9

GRADE 1 to
Teacher Learning Science
12 Area
DAILY Second
LESSON LOG Teaching Dates and Time Week # 10 Quarter

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
Determine the percentage composition. Apply the concept of percentage Administer a summative test.
composition in choosing grocery
items.

Realize that the amount of

substance intake can be
monitored with the use of
percentage composition.
A. Content Standard The learners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matter

B. Performance Standard The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate
percentage composition

C. Learning Competency / S9MT-IIj-20 S9MT-IIj-20 S9MT-IIj-20 S9MT-IIh-j-19 - 20

Objectives
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Percentage Composition It’s Grocery Time

III. LEARNING RESOURCES

A. References
5. Teacher’s Guide pages pp. 130 - 133 p. 133 p. 133
6. Learner’s Materials pages pp. 155 - 157 pp. 157 - 158 pp. 159 - 160

7. Textbook pages
8. Additional Materials from EASE Science II. Chemistry Module 16. Lesson 4. EASE Science II. Chemistry Module
Learning Resource (LR) 16. Lesson 4.
portal OHSP. Chemistry Module 16. Lesson 4.

. OHSP. Chemistry Module 16.

Lesson 4.
B. Other Learning Resource Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 174183. Chemistry III Textbook. Mapa,
* Amelia P., Ph.D., et al. 2001. pp.
174-183. *
Science and Technology III. NISMED. 1997. pp. 112-123.
Science and Technology III.
Science and Technology III: Chemistry Textbook for Third Year. Mapa, NISMED. 1997. pp. 112-123.
Amelia P., Ph.D., et al. 1999. pp. 157-158
Science and Technology III:
Chemistry Textbook for Third Year.
Mapa, Amelia P., Ph.D., et al. 1999.
pp. 157-158
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Molecular mass/Molar mass Use the mole concept to express Percentage composition
presenting the new lesson mass of substances.

B. Establishing a purpose for the Are you interested to know how It is important that you see the This is the final activity in this
lesson much of an element is present in connections/relationships among module. It is designed for you to
a compound? the mass, number of moles and appreciate the topics discussed in
number of particles for a good this module. Through this activity
You can answer this question by assimilation of the mole concept. you will be able to realize that
determining percentage chemistry concepts can be of great
composition. help in the usual activities they are
doing regularly specifically in
choosing grocery products and
monitoring the amount of
substance intake.
C. Presenting examples/Instances In answering the problems
of the new lesson involving the percentage
composition, you always start
with the computation of molar
mass if it is not given in the
problem.
 Let us compare it in a classroom
situation. You are 50 in your
section with 21 boys and 29 girls.
If you will be asked how many
percent of the class are boys and
how many percent are girls, how
are you going to compute for the
answer? If your answer is 42%
boys and 58% girls, you got it
correctly! Let us have an example
for the compound which is so
important to all of us, water
(H2O). The computation below
shows the molar mass of water. If
you will be asked to compute for
the percentage of oxygen and
hydrogen in water, how are you
going to do it?
D. Discussing new concepts and Discuss percentage composition. Solve more problems involving Perform Activity 7 by group. Discuss the instructions.
practicing new skills # 1 percentage composition.
Solve problems involving Group presentation Test Proper
percentage composition.
Answer the guide questions.
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery Soil that is already depleted with
(leads to Formative Assessment nutrients needs fertilizer. One of
3) the nutrients needed to replenish
the soil is nitrogen. If you are an
agricultural technician helping a
farmer, which among these
fertilizers are you going to use.
Show your computations to
convince the farmer of your
choice.
a. ammonia (NH3)
b. ammonium sulfate (NH4)2SO4
c. ammonium nitrate, NH4NO3
G. Finding practical application In what other ways can we use In what other ways can you make
of concepts and skills in daily percentage composition in our use of the concept on percentage
living daily lives? Can you give composition?
suggestions for its practical use?
H. Making generalizations and How do find the percentage Give the importance of knowing
abstractions about the lesson composition of a compound? percentage composition in the
following:
1. Choosing the fertilizer
2. Buying T-shirt
3. Fruit juice in can
I. Evaluating learning Calculate the percentage Give two ways you make use of
composition of Al (NO3)2. the concept on percentage
composition.
J. Additional activities for Glucose (C6H12O6) is a six-carbon Review for a summative test.
application or remediation sugar (hexose) which is also
known as the blood sugar. It is an
energy source that fuels our
body. How many percent of
carbon is present in glucose?
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 wish to share with other
teachers?

Checked by:
______________________________________________________
 Republic of the Philippines
Department of Education
Region I
SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL
San Carlos City, Pangasinan

PROTOTYPE DAILY LESSON LOG FOR

GRADE 8 SCIENCE
Prepared by:

Teacher Quarter Subject

AMALIA C. GARCIA I FORCE, MOTION AND ENERGY
EDDIE A. CABATBAT II EARTH AND SPACE
GELAN M. PARAYNO III MATTER

Republic of the Philippines

Department of Education
Region I
SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL
San Carlos City, Pangasinan
 PROTOTYPE DAILY LESSON LOG FOR

GRADE 10 SCIENCE
QUARTER II – EARTH AND SPACE

Prepared by:

EDDIE A. CABATBAT
Head Teacher III, SEPNAS