School FHINHS Grade Level 9

DAILY LESSON Teacher Rolinda L. Vete Learning Area SCIENCE

LOG Teaching Dates and November 21-25, 2022/ Quarter SECOND QUARTER
Time 9:45:10:45/10:45:11:45/1:00-2:00

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the development of atomic models that led to the description of the behavior
of electrons within the atoms.
B. Performance Standard • Describe how Bohr’s model of the atom improved Rutherford’s atomic model
• Explain how Quantum Mechanical Model of the atom describes the energies and positions of the electrons.
C. Learning S9MT-IIa-13
Competency/Objectives • Determine the Relate colors emitted Describe how it is Describe how it is • Write the
characteristic by salts to the likely to find the likely to find the electron
colors that metal structure of the atom electron in an atom by electron in an atom by configuration of
salts emit probability probability the elements in
the third period
• Determine
the pattern of
filling the orbitals
based on the
given distribution
for the first 10
elements
• Devise
rules in filling up
the orbitals
II. CONTENT FLAME TEST FLAME TEST PREDICTING THE PREDICTING THE ELECTRON
PROBABLE PROBABLE CONFIGURATION
LOCATION LOCATION
OF AN ELECTRON OF AN ELECTRON
III. LEARNING RESOURCES
A. References pp. 85-88 pp. 85-88
1. Teacher’s Guide pages pp. 83-85 pp. 83-85 pp. 104-108 pp. 104-108 pp. 88-89
2. Learner’s Materials pages pp. 100-104 pp. 100-104 pp. 108-109
3. Textbook pages Project Ease, Project Ease,
Chemistry Chemistry
 4. Additional Materials from Project Ease, Project Ease, Project Ease, Chemistry
Learning Resource Chemistry Chemistry

5. (LR)portal Module 10 What’s inside Module 10 What’s inside Module 11 Electron

the Atom? the Atom? Configuration
B. Other Learning Resource https://www.youtube.com/ https://www.youtube.com https://www.youtube.com/
watch?v=bmZ2bpJKXUI /watch?v=cKzh5yeQGjA watch?v=lqWL0WMtlYk
IV. PROCEDURES
A. Reviewing previous Discuss earlier concepts Draw an atom as Draw an atom as
lesson or presenting the of the atomic structure. describe by Niels Bohr. describe in
new lesson Quantum
Mechanical Model
B. Establishing a purpose for Let the students watch a Explain the fault in Compare clues in a
the lesson video about fireworks Bohr’s Model of the Atom treasure map with
competition. electron configuration.
C. Presenting Explain the reason of the Do Activity 2. Write the electron
examples/Instances of different colors from configuration of a
the new lesson fireworks. hypothetical element x
with atomic no. 30
D. Discussing new concepts Give important reminders Discuss Guide Do Activity 3
and practicing new skills when dealing with questions.
#1 chemicals.
E. Discussing new concepts Do Activity 1. Prove that Discuss Guide questions.
and practicing new skills “The Flame electrons found in
#2 Test”. definite orbits
around the
nucleus is not
accurate.
Introduce the
Quantum
Mechanical
Model of the
Atom.
F. Developing mastery Discuss Guide Discuss the Discuss Aufbau principle,
questions. quantum no. As Hund’s rule and Pauli’s
Explain what shown in table 2 Exclusion principle.
happens to an p.107
excited electron.
 G. Finding practical Explain that the
application of concepts color emitted by
and skills in daily living an element can
be used to
identify the
name of the
element.
H. Making generalizations Relate the color Infer that properties of
and abstractions about observed from elements depends on the
the lesson an element and arrangement of electrons
the structure of outside the nucleus.
atom.
I. Evaluating Learning How can the How quantum Write electron
energy of the mechanical model configuration of elements
electron be of the atom be in the 4th period.
compared to a compared to a
ladder? cloud?
J. Additional activities for Research about Watch videos Watch videos about
application or remediation Niels Bohr about quantum electron configuration.
Atomic Model mechanical model
and draw it in a of an atom.
1 whole sheet of
paper.
XIII. REMARKS Some parts of this day’s Some parts of this day’s
plan are not carried. plan are not carried.
XIV. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities
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?

Prepared by: Checked:

ROLINDA L. VETE ROMULO T. LAOREDEN
Subject Teacher Principal-II
 School FHINHS Grade Level 9
DAILY LESSON Teacher ROLINDA L. VETE Learning Area SCIENCE
LOG Teaching Dates and November 28-30-December 5-6, 2022/ Quarter SECOND
Time 9:45:10:45/10:45:11:45/1:00-2:00 QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VII. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
 How atoms combine with other atoms by transferring or by sharing
electrons  Forces that holds metals together
B. Performance The learners should be able to
Standard  Explain the formation of ionic and covalent bonds
 Recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness, polarity
and electrical and thermal conductivity
 Explain how ions are formed
C. Learning S9MT-IIb-14 S9MT-IIc-d-15 S9MT-IIe-f-16
Competency/ • Identify the • Write the Lewis • Illustrate • Explain • Make a
Objectives number of Symbol of the how an ionic how model of a
valence common metals bond formed covalent metallic bond
electrons of and non-metals • Show how bonding • Relate the
atoms • Show the ions are formed takes place properties of
• Compare the relationship • Illustrate metals to the kind
electronegativit among the the sharing of of bond they are
y and number of electrons made of
ionization valence
energy values electrons,
of metals and electronegativity,
nonmetals and ionization
energy
VIII. CONTENT MAPPING THE LEWIS SYMBOL IONIC BOND COVALENT BOND METALLIC BOND
PERIODIC TABLE
IX. LEARNING
RESOURCES
C. References
6. Teacher’s Guide pp. 90-92 pp. 92 pp. 93 pp. 93-96 pp. 96-97
pages
7. Learner’s Materials pp. 113-115 pp. 115-117 pp. 118-119 pp. 118-119 pp. 121-123
pages
8. Textbook pages
9. Additional Project Ease, Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry
Materials from Chemistry Module 14 Chemical Module 14 Chemical Module 14 Chemical Module 14 Chemical
Learning Module 14 Chemical Bonds Bonds Bonds Bonds
Resource Bonds
10. (LR)portal
D. Other Learning https:// https:// https:// https://
Resource www.youtube.com www.youtube.com/ www.youtube.com www.youtube.com/
/watch? watch?v=DEdRcfyYnSQ /watch?v=LkAykOv1foc watch?v=eVv3TpaQ2-A
v=Sk7W2VgbhO
g
X. PROCEDURES

K. Reviewing previous lesson Review the Bohr model What are valence Which type of element How ionic bond takes What type of
or presenting the new of the atom and point electrons? tends to loose place? bond will be
lesson out where the valence electron/s? formed from
electrons are. Gain electron/s? a metal and
non-metal?
What type of
bond will be
formed from
two
nonmetals?
L. Establishing a purpose for Show a periodic Operationally Ask students, if you Watch video about What type of
the lesson table.Ask the students, define have two sandwiches covalent bond bond will be
how are the elements electronegativity and you see your formed by
arranged in the periodic and ionization classmate don’t have two metals?
table?. energy. anything to eat, what
Discuss Lewis structure. would you do?
M. Presenting Ask the students,Why Show how to write the Get the difference of Get the Explain how
examples/Instances of atoms bond with other Lewis Structure of an the electronegativities electronegativity metallic bond
the new lesson atoms? element. of sodium and chlorine difference between happens.
and show the transfer Carbon and Oxygen.
of electrons .
N. Discussing new concepts Do Activity 1 Do Activity 2 Do Activity 3 Show how to Do Activity 5
and practicing new skills # construct the Lewis Fill in tables
1 structure of CO2 . 3 and 4
O. Discussing new concepts Discuss Guide Discuss Guide Discuss Guide Do Activity 4 Discuss
and practicing new skills # questions. questions. questions. Guide
2 questions.

P. Developing mastery Where are the metals Discuss the Octet Rule. What should be the When do covalent What are
and non-metals in the difference in the bond takes place? some
periodic table? electronegativity of two properties of
elements for it to metals?
become ionic? What are
some
common
uses of
metals?
Q. Finding practical application Show a picture of Elements wants to Relate the saying, Its Ask students, if you Why do
of concepts and skills in sodiuma very reactive become stable by better to give than to have a book and your we use
daily living metal, and chlorine -a having 8 valence receive to the topic. seatmate don’t have, gold in
very poisonous gas. electrons. Ask what would you do? making
Point out that when students, do you have jewelry?
these elements bond, your own goal? Why do
salt will be formed. we use
iron in
making
grills?
R. Making generalizations and What type of elements How do What element forms Metals are
abstractions about the has low ionization electronegativity and cation? Anion? Differentiate polar from malleable,
lesson energy? ionization energy plays non-polar covalent lustrous,
High electronegativity? an important role in bond ductile, and
chemical bonding? are good
conductor of
heat and
electricity.
Prepared by: Checked by:

ROLINDA L. VETE ROMULO T. LAORDEN

Subject Teacher Principal-II
 GRADE 1 to 12 School Grade Level 9
DAILY LESSON Teacher Learning Area
LOG

SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRI

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
 How atoms combine with other atoms by transferring or by sharing electrons 
Forces that holds metals together
B. Performance Standard The learners should be able to
 Explain the formation of ionic and covalent bonds
 Recognize different types of compounds(ionic or covalent) based on their properties such as melting point, hardness, pola
electrical and thermal conductivity
 Explain how ions are formed
C. Learning S9MT-IIe-f-16
Competency/Objectives  Recognize ionic
and covalent
compound based
on their physical
properties

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 98-102
2. Learner’s Materials pages pp. 123-124
3. Textbook pages
4. Additional Materials from Project Ease, Chemistry
Learning Resource Module 14 Chemical
5. (LR)portal Bonds
 B. Other Learning Resource https://www.youtube.com/
watch?v=SMBA7E6ZZjg
IV. PROCEDURES

A. Reviewing previous lesson or Differentiate ionic from

presenting the new lesson covalent bond based on
how they form.
B. Establishing a purpose for the Is there a way to
lesson distinguish ionic from
covalent compounds aside
from how they were
formed?
C. Presenting examples/Instances of Show how construct the
the new lesson improvised conductivity
apparatus .
D. Discussing new concepts and Do Activity 6
practicing new skills # 1

E. Discussing new concepts and Discuss findings through

practicing new skills # 2 group reporting.
F. Developing mastery Watch video about the
difference of ionic and
covalent compounds
G. Finding practical application of Explain why it is
concepts and skills in daily living dangerous to walk in
floodwater after a
typhoon.
H. Making generalizations and How can we distinguish
abstractions about the lesson ionic compounds from
covalent compounds base
on physical properties?
I. Evaluating learning Summative Test
J. Additional activities for
application or remediation
XIII. REMARKS
XIV. 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?
GRADE 1 to 12 School FHINHS Grade Level 9
 DAILY LESSON Teacher ROLINDA L. VETE Learning SCIENCE 9
LOG Area

Teaching Dates and December 5-9, 2022 Quarter SECOND

Time

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of forces that hold metals together

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 create.

C. Learning Competency S9MT-IIc-d15 S9MT-IIe-f16

/Objectives
Write the LC code for each. 1. Explain properties 1. Explain how ions are
of metals in terms formed.
of their structure.
II. CONTENT

Metallic Bond and the Formation of Ions

Properties of Metals

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 96- 97 p.93

pages
2. Learner’s Materials pp. 121- 122 pp. 116- 119
pages
3. Textbook pages
 4. Additional Materials with nonmetals
perform Activity and
# 5 Bonding bring
formation
ions fromtheirthe of
materials
electrically
food products in class
from Learning Among Metals.
nonmetals can bond to on the
charged
and drinks assigned
atomsthat will date.)
or molecules.
be
Resource (LR)portal nonmetals, is it possible for assigned to them by their
B. Other
F. Learning
Developing Resource
mastery (leads Go back Tell to theThey students that ions
metals towith
bondthe
withpictures you
metals?” Students
teacher. will be alsosharing
need their
to
to Formative have presented as examples research
can be in
grouped the class
as and
positively
IV. PROCEDURES group these ions as cation or
Assessment 3) for the answers
Solicit characteristics
from theof they
chargedare expected
ions or to discuss
cation and
anion
how and
they as
find an
ions atomuseful.or as a
metals,
students ask the students
and askclassify
them howto it negatively charged ions or
A. Reviewing previous lesson Let the students
explain the pictures based on molecule.
Demonstrate to the students an
or presenting the new will happen. anion. Mention also that ions
some
the compounds
concept as either
of metallic activity that shows the formation of
lesson bonding and the “sea of can be anmust
Students atomshare or it can the be a
ionic compound
(Answers must beor covalent
noted to ions in a solution (ex. Table salt in
electrons”. result
molecule. of their investigation in
compound.
be used as the lesson water
the class.can make the water a good
progresses). conductor
Explain to theof students that
Let them recall the definition electricity).
E. Discussing
G. Finding newpractical
concepts The
Ask students
the studentswill to
report their
suggest properties
Tell to
The classthe will ofAsk
ahave
students the an
solution students
thatopen how is
of ionic and covalent bond
and practicing
application new skills #
of concepts findings depends
this
canin forum change
on
aboutthe the
food type ofof ions
ofelectrical
some
basedwaysonontheir
the said they
on answer.
how activity
Ask aside from presence
that are
conductivity found on it.
2 skills in daily living
and the
use students
class.
the lesson
Another
to in
question
differentiate
their
to bedaily ions in foodsbecomes
supplement,
posted energy
vitamins
and drinks possible.
and that
these two types of bond. we drinks
eat, some
there answersare othertoand
they used
living.
is this “ Is the bond that exists how Gather the
( Note for any these things help them
among metals can be the important
students. uses of ions.
misconception
( Motivate them that
by may
giving in their daily lives.
reason for its properties?”
additional
arise during points for those
this procedure) Each group will investigate
C. Presenting Show theanswer
students some Let the
Post students
a list of ionsrecall on the first how
who can correctly) some uses of ions. Some of
examples/Instances of pictures
After theof metals which
students have able table salt
board as examples.forms.
the new lesson the possible topics to be
H. Making generalizations display
to report
Call some
for attheir of its
leastwork,
threeit is time To generalize the
assigned
Students
(The list mustwill the lesson
to recall
show students
that ask
the table salt
and abstractions about to explain to
characteristics. them Ask
volunteers that may sum upthe
them to the following to the following:
students:
( NaCl)
are
groupings is theaofproduct
ions as of ionic bonding
cation
the lesson answers
explain for the
what said activity.
characteristic of
the lesson. or the transfer
fluorescent of electron
light, neon from a
Any
metalmisunderstanding
is shown on the that and1. anion,What asiswellion?aswhich atoms
metal
lights, to a nonmetal
battery,ionization. ionosphere, causes
the teacher noted must be and molecules).
2. Define
The teacher can prepare
pictures. an electrically neutral atom of metal
explained thoroughly to the sickle
3. cellWhat anemia.
are the two
incomplete statements that to become positively charge and an
students until they grasp the
( Make
will a list byofthe these Present
be completed electrically to them
types neutral pictures
of ions? atom ofnonmetal
of
correct idea. The4.students
some food
Giveproducts will research
examples or of
drinkson
ions
students to guide
characteristics on them what
the board) to be negatively charge.
to generalize. that
how are
ions sources
are involved
as atom and as a of ions on
needed
each topic. by our body.
molecule.
5. What are some of the
D. Discussing new concepts Divide the class into small ( Assigning
Ask theuses studentsofofthese
ions topics
in
to form our6
B. Establishing a purpose
and practicing for#
new skills Post a question
groups and ask them must
on thetoboard small
Introducebe
groupsdone
lives? to the a day
for students before
the activity. the
the
1 lesson that says “If metals can bond The the lesson
process of so that
ionization
students will identify the the or the
students can research and
I. Evaluating learning The students may answer Use an exit paper for the
Table 5. Types of chemical evaluation. Ask the students
bond on page 122 of the to write what they have
LM. learned about ions.
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 wish
to share with other
teachers?
Prepared by: Checked:
ROLINDA L. VETE ROMULO T. LAOREDEN
Subject Teacher Principal-II
 School FHINHS Grade Level 9
DAILY LESSON LOG Teacher ROLINDA L. VETE Learning Area SCIENCE
Teaching Date and Time January 4-6, 2023 Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of the type of bonds that carbon forms that result in the diversity of carbon
compounds.

B. Performance Standard
C. Learning S9MT-IIh-18
Competency/Objectives
Write the LC code for each. • Recognize the • Recognize the • Recognize the • Recognize
• Recognize the general general classes and general classes general classes the general
classes and uses of uses of organic and uses of organic and uses of classes and
organic compound. compound. compound. organic uses of
• Differentiate organic • Show oil and gas • Explain how carbon compound. organic
compound by inorganic formation. is used or applied • Perform guided compound.
compound. • Discuss the major in everyday life. experiments in • Perform
classes of organic determining the guided
compounds. properties of experiments
common organic in
compounds determining
the
properties of
common
organic
compounds.
II. CONTENT The variety of carbon
compound (Organic
Compounds)
 III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages pp.105-106 pp.105-106 pp.107-108 pp.107-108

2. Learner’s Materials pp.127,129 pp.131-132,142-143 pp.131-132 pp.132-135 pp.132-135

pages
3. Textbook pages

4. Additional Materials from

Learning Resource
(LR)portal

B. Other Learning Resource http://www.srv34.youtubein https://www.youtube.com http://2012books.lardbuck

mp4.com/download.php?r=c /watch?v=8YHsxXEVB1 et.org/books/principles-
6p2q5CgGi2RUk7Dsa6IckD M ofgeneral-chemistryv1.0/s
P 28-01-functionalgroups-
https://www.youtube.com and-classes-.html
https://www.youtube.com/wa /watch?v=q7pTbt_-KPY
t tch?v=0WAV47hsCpY
http://2012books.lardbuck
et.org./books/principlesof-
general chemistryv1.0/s28-
01-functionalgroups-and-
classes-html
IV. PROCEDURES

A. Reviewing previous lesson Recall carbon atoms Review organic How oil and gas formed? What are the Describe the
or presenting the new compounds important uses of physical
lesson carbon compound? properties of
matter.
B. Establishing a purpose for Begin the lesson by Start the lesson by Introduce the lesson by Ask one Ask the
the lesson writing “organic”, giving short motivating asking the students to representative/ students if
inorganic”, and activity. explain how carbon is volunteer from the they finished
Ask two volunteers to used or applied in their class to be blind
“compound” on the board. answering
everyday life? folded.( Use actual
go in front and match lubricating oil, ethyl their
Ask the students to create a the following to its experiment
alcohol, and
concept map. Branching off appropriate object. gasoline ) and guess which was
the sides will be the
(see attachment # 2) the object using his done
students understanding of
sense of smelling yesterday.
the word.
Ask students if they had and touching.
an idea of where is If not
gasoline come from? provide
at least
10-15
minutes
to
answer
the
questions
in the
activity.
C. Presenting Show pictures of organic Let the students watch Do activity # 1 Organic Let the student
examples/Instances of and inorganic compound. a Compounds: Are They describe the
the new lesson. On the board let the video clips about Oil and Useful ( See Attachment # appearance/
students classify them Gas Formation. 5) properties of each
according to its proper
object.

group. (see attachment

#1)

Let them identify each

household products and its
important uses
D. Discussing new concepts and Show a video clips about Lead the students to Presentation of Before letting the students Let them go to
practicing new skills # 1 organic and inorganic discover that gasoline is the result of the do the experiments, their proper
compounds.. only one of the sample activity discuss first the safety groupings for
products of the major the final
precautions that the
classes of organic analysis and
compounds. students should take on exchanging of
the conduct of the ideas.
experiments.

Perform activity #2
Properties of Common
Organic Compounds

E. Discussing new concepts and Based from the video Provide a photo copy of Checking and Students were instructed to Presentation
practicing new skills # 2 presented, ask the students the major classes of discussion of observe and take down of the result of
to differentiate organic organic compound. the activity notes while conducting an the activity per
compounds from results experiments. group.
inorganic compounds. Assign each group of
students to
conceptualize the major
classes of compounds,
its functional groups and
its important uses. (see
attachment #3)

Students will answer the

some guide questions.

F. Developing mastery How is carbon What are the important What are the important The students will Checking of
(leads to Formative compound differ from uses of organic uses of hydrocarbons? answer guide the result of
Assessment 3) inorganic compounds? compounds? questions. (see the activity.
attachment #6)
Discuss the
properties of
common
organic
compounds.
G. Finding practical Why is it important to have Why do some motorists Why do some motorists Why are some label Why are
application of concepts and fat in your diet? prepared to use prepared to use products of some some label
skills in daily living unleaded gasoline than unleaded gasoline than household materials products of
any type of gasoline? any type of gasoline? some
has remarkable word of
household
“always keep at room materials has
temperature”? remarkable
word of
“always keep
at room
temperature”?
H. Making generalizations and Why carbon so special Can you describe major What are carbon What are the common What are the
abstractions about the compared to other classes of organic compounds? properties of organic common
lesson elements? compounds? compounds? properties of
organic
compounds?
I. Evaluating learning Short Quiz See Rubrics See Rubrics See Rubrics
(See Attachment)
J. Additional activities for Construct the structure of Enumerate other
application or remediation hydrocarbons assigned examples of organic
using marshmallows, compounds that you
raisins and toothpicks. The usually used in your
marshmallows will be the everyday living.
hydrogen atoms, raisins
should be the carbon
atoms, and toothpicks will
be the bond.
IV. REMARKS

V. 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?

Prepared by: Checked by:

ROLINDA L. VETE ROMULO T. LAORDEN

Subject Teacher Principal-II
 School Grade Level 9
DAILY LESSON Teacher Learning Area
LOG

SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRI

I. OBJECTIVES
A. Content Standard Use the unit mole that quantitatively measures the number of very small particles of matter.
B. Performance Standard Analyse the percentage composition of different brand of two food products and decide on products on appropriate percen
composition.
C. Learning S9MT-Iii-19
Competency/Objectives • Assess students’ prior • Measure the mass of Calculate the mass of Describe the Apply the mo
knowledge about mole a given number of one mole of a substance relationships among the completing a
concept and objects. using the periodic table number of moles, mass, data.
percentage • Record the mass with of elements. and number of particles.
composition of the correct number of
compounds. significant figures.
• Measure the mass of
an object.
• Record the mass with
the correct number of
significant figures.
• Relate the mass of the
object to the number of
pieces per item.
II. CONTENT Mole Concept Molar Mass Inter-conversions Among Mass, M
Number of Particles
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 117-119 120-121 121-123 125-129 125
2. Learner’s Materials pages 145-149 149-150 151-152 152-153 152
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal

B. Other Learning Resource https://www.youtube.com/

watch?v=g_BelGwRxG8&spf
reload=5

IV. PROCEDURES
A. Reviewing previous lesson or Ask how scientists count • Based on the previous • Ask how chemists • Describe molar mass. Recall on
presenting the new lesson very small particles such activity, ask how large count tiny particles • Have students count parti
as atoms, ions and quantities of objects can such as atoms and perform the Molar substances fr
be counted conveniently. molecules. • Ask what Mass Relay. (See masses.
molecules.
• Ask what counting unit Avogadro’s number is. attachment #2 for the
Before answering the is used by chemists in • Ask if one mole of mechanics.)
question, let them answer counting tiny particles different substances
the Pre-Assessment in the such as atoms and have the same mass.
LM on page 145. molecules and its
equivalent number.
B. Establishing a purpose for the • Ask students the • Ask why the unit mole • Ask how many Tell the students to Tell the stud
lesson equivalence of the consists of a very hydrogen atom and come to their to their c
following counting units: large number oxygen atom are corresponding group group mates
A Pair of shoes = ___ compared to case, there in one molecule
mates to perform this this activity.
ream, and dozen. of water or the atomic
A Dozen of eggs = ___ • Ask if one mole of ratio. (2:1) activity. The first group group to ans
sulfur has the same • Ask the total no. of to answer correctly will will be given
A Case of coke = ___ mass as one mole of atoms of hydrogen be given an artificial gold golden cup
aluminum. and oxygen in a medal (prize is optional). optional).
A Ream of paper = ___ dozen molecules of
water. (24 atoms of H Show them a picture of aShow them a
• Ask them the advantage
and 12 atoms of O). gold medal thru a slide.golden cup.
of using these units in
• Ask what will be the (See attachment #3) that this
counting too many
number of atoms of H
objects compared to contains 3.01
and O in one mole of A pure gold medal has a (See attachm
counting them one by
one. water molecules. (2 mass of 591 g.
moles or 1.21 x 1024
Ask them what other Questions:
ways to make counting H atoms and 1 mole 1.) How many moles of
too many objects easier or gold atoms are there in 1. How many
and faster. 6.02 x 1023 O atoms) are there? (5

• How can you calculate the gold medal if its molar 2. What is the
the mass of 1 mole of mass is 197 g? (3 moles) golden cup?
water molecules? mass of gold
2.) How many atoms of the mass is 9
• The first who will gold are present? (1.81
answer correctly will x10 24 atoms) Let them show
be given a prize. solution.
Let them show their
solution.
C. Presenting Mang Juan is constructing Present one mole of Present table 3 on page Ask how they convert a Ask how the
examples/Instances of the new his bahay kubo and he sulfur and one mole of 150 of the module. given mass to moles given number
lesson needs to buy a lot of iron aluminum. The mass of then to number of mass in gram
one mole of sulfur is • Ask how the molar particles.
nails.
32.01 g while the mass mass of oxygen gas
How are iron nails bought of one mole of aluminum O2, sugar, and
from a hardware store, by is 27.00 g. Ask why one hydrogen peroxide is
number or by mass? Why mole of different determined.
are they usually sold by substances have • Ask if the same
mass? What instrument is different masses. process is used as
used for getting the mass what they did with the
of objects like iron nails? mass of 1 mole of
Is it possible to determine water.
the exact number of iron Ask them how they will
nails he bought for his prepare exactly 6.02 x
bahay-kubo using a 1023 molecules or 1 mole
weighing scale? How? of table sugar.
D. Discussing new concepts and Perform Activity1: Perform Activity 2: Perform Activity 3: Perform Activity 4: Perform A
practicing new skills # 1
“Counting by Getting the “Total Count Vs. Mass” “The Mass of One Mole “The Relationship “The Chemis
Mass of an Object” of a Substance” Among Mole, Mass and
Number of Particles”
(Demonstrate the proper
use of the platform
balance first.)
E. Discussing new concepts and Answer the guide Answer the guide Answer the guide Answer the guide Answer
practicing new skills # 2 questions. questions. questions. questions. ques
F. Developing mastery • Discussion on the • Discussion on • Discussion on the • Discussion on the • Discussion
results of the activity. the results of the results of the activity. results of the activity. of the activ
• Ask what counting unit activity. • Discuss how to derive • Ask what • Ask what
is used by chemists in • Present table 3 on the molar mass of mathematical operation
counting tiny particles page 150 of the LM. different substances operation is used to convert a
such as atoms and • Ask what tool using the periodic table. convert a given mass atoms into
molecules and its provides information on into no. of moles. (division)
equivalent number. the mass of one mole of (division) • Ask what
• Emphasize that an element. (Ans. : the • Ask what operation
scientists are able to periodic table of mathematical convert a
count very small elements) operation is used to into mass.
particles by means of a convert no. of moles (multiplicat
platform balance and to particles.
the periodic table. Listed (multiplication)
on the periodic table the
mass of 1 mole of an
element.
• Ask why the equivalent
number is called
Avogadro’s number.
Present and discuss the
sample problem in the
module on page 149.
G. Finding practical application Ask what can be Ask if 50 g of gold and 50 • Ask them to arrange Ask how many CO2 Ask what mus
of concepts and skills in daily a convenient way g of silver have the same the following molecules are released of methane (C
living of counting large number of atoms and substances from the into the atmosphere if to produce 5
explain their answer. lightest to heaviest. 32g of methane (CH4) if burning 1 m
quantities of objects.
Ne, N2, H2, He,CO2 reacts with 128 g of methane prod
(counting by oxygen gas and produce of carbon diox
getting the mass) (Answer: H2, He, 88g of CO2 along with 72 many CO2 m
CH4, Ne, N2, CO2, ) g of water vapor. released out o
In what ways in your daily
• Ask which can be used (Convert 88 g CO2 into methane. (Sh
life can you apply this
to fill up a balloon that moles and to no. of chemical equ
procedure? particles, the answer is attachment #5
can rise
up in the air. (H2, He, 1.20x1024 molecules). they think it w
and CH4 because their environment,
molar mass is lighter action must b
than oxygen gas).
 Ask why hydrogen and
methane gas is not used in
party balloons. (They are
both flammable, He is an
inert gas).
H. Making generalizations and Ask if they think scientists • Ask them to Ask how to determine the Ask how to determine the Ask how to det
abstractions about the lesson do the same way (in the describe molar mass. mass of one mole an no. of moles and particles no. of moles an
activity) when counting the element and a compound from a given mass of from a given m
number of very small • Ask if moles of substance. substance and
particles such as atoms and different substances have
molecules and what are the the same mass.
instruments used. (periodic
table and platform balance)

I. Evaluating learning Solve the problems on page Give a short quiz. (See Present table 5 in the LM
149 of the LM. attachment #1) on page 152 and give it as
a quiz.
J. Additional activities for Watch the video “ One
application or remediation Mole and Avogadro’s
Number” from
https://www.youtube.com/
watch?v=g_BelGwRxG8&spf
reload=5
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?
 DAILY School Grade Level 9
LESSON LOG Teacher Learning Area

SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRI

I. OBJECTIVES
A. Content Standard Use the unit mole that quantitatively measures the number of very small particles of matter.

B. Performance Standard Analyse the percentage composition of different brand of two food products and decide on products on appropriate percentage
composition.

C. Learning S9MT-Iii-19 S9MT-IIj-20

Competency/Objectives Covert given mass Prepare a concept map Calculate the • .Apply the concept of • Recall p
into moles and on the Mole Concept. percentage composition percentage • Answer
number of particles by mass of compounds composition in correctly
and vice versa. choosing grocery
given their chemical
items.
formula. • Realize that the
amount of substances
intake can be monitored
with the use of
percentage
composition.
II. CONTENT Inter-conversions
Among Mass, Moles and
Number of Mole Concept Percentage Composition of a Compound Summative A
Particles

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp.126-129 p. 130 pp. 130-132 p.
2. Learner’s Materials pages p.154 p. 155 pp. 155-157 p.
3. Textbook pages
 4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource https://www.youtube.com https://www.youtube.com/
/watch?v=wqZSxErQ7Ck watch?v=ZAxl502Yl9g

IV. PROCEDURES
A. Reviewing previous lesson or How do you convert a Recall on how to Recall on how to solve for Recall on how to solve
presenting the new lesson given mass of a determine the no. of molar mass of a for the percentage
substance into number of moles and particles from compound. composition of
moles and number of a given mass of compounds
particles? substance and vice
versa.
B. Establishing a purpose for the As a group, they will Let them watch the video • Ask the total number Ask: “Have you given the
lesson construct their own “What is a Mole?” from of students in the task by your parents to
concept map on how to https://www.youtube.com class and how many buy groceries in the
/watch?v=wqZSxErQ7Ck are males and supermarket? Do you
easily convert mass to
females. Ask the take time to look at the
mole and to number of percentage of male nutritional facts of an
particles and vice versa and female in the item before buying it?
using a marker and class. Why is it important to
cartolina. Let them explain • Ask on the percentage look at the nutritional
their answer (5 pts.). by mass of hydrogen facts before buying or
in one mole of water, consuming a product?”
given that in 18g of
water there is 2 g of
hydrogen.
C. Presenting Let them explain their Based on the previous • Show the video “How Present a label of
examples/Instances of the new concept map. activities, ask how they to Calculate canned goods such as
lesson will organize their Percentage Mass” corned beef or meat loaf.
knowledge on the from Ask if all of the
concept of mole. https://www.youtube.co ingredients are good to
m/watch?v=ZAxl502Yl one’s health. Ask how
9g one can regulate the
• Present the formula for amount of food to be
determining the taken in order to keep a
percentage healthy lifestyle.
composition by mass
of a compound.

• Give more examples on

calculating the
percentage
composition of
compounds.
D. Discussing new concepts and Part I Perform Activity 6 Perform the problem Perform Activity 7:
practicing new skills # 1 solving on page 157 of the
Perform the “Mole “Mole Map” LM. “It’s Grocery Time!”
Relay” (See attachment
#6 for the mechanics.)

Part II

Give the set of problems

from page 154 of the LM
to be answered
individually.
E. Discussing new concepts and Answer the guide
practicing new skills # 2 questions.
F. Developing mastery Discussion on the results Discussion on the results Discussion on the results Discussion on the result
of the activity of the activity 6. of the activity. of the activity.

Have students recite

their answers to the
guide questions.
G. Finding practical application Ask why 6.02x1023 Follow up their search The roots of the plants • Calcium is important in
of concepts and skills in daily particles called the about the scientists absorb the nutrients from our diet because it
living involved in the the soil. Potassium is the makes our bones
Avogadro’s Number.
development of mole mineral responsible for a healthier.
concept. Have a healthy root system. If Which calcium
Instruct them to search on
discussion regarding this you were a farmer, which supplements contain
the contributions of
matter. of the following fertilizers the highest
Amedeo Avogadro in
are you going to use?
science. Ask them what percentage of
K2SO4, KCl, K2O, or
they think are the good Calcium? (Ans:
K2CO3?
qualities of Avogadro and CaCO3)
other scientists involved in Calcium carbonate:
the development of the CaCO3, Calcium
 concept of mole that they citrate: Ca3(C6H5O7)2,
want to emulate. Calcium gluconate:
Ca(C6H11O7)2
Remember that the
decision on which
supplement should
take depends on side
effects and the advice
of a physician.
Calcium carbonate is
used as an antacid, so
it decreases the
acidity in the stomach.
Nutritionists
recommend that it
should be taken with
meals. (Meals cause
stomach acid to be
produced for
digestion).

• Ask in what other ways

they can make use of
the concept on
percentage
composition.
H. Making generalizations and Ask how to do conversions Ask the importance of Ask how to solve for the Ask why knowledge on
abstractions about the lesson of mass to mole and to using the mole concept percentage composition percentage composition
number of particles and and molar mass of a of a compound. of substances is
vice versa. compound in expressing important.
amount of substance.
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 wish to share with other
teachers?