CC

GRADE 1 to School Grade Level Grade 9

12
Teacher Learning Area Science
DAILY
LESSON
Teaching Dates and Time Week # 1 Quarter Second
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 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 electron in an atom by probability. electron in an atom by probability
Determine the characteristics that the 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 Watch a video, Bohr’s Model of
structure of the atom
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, electrons

lesson 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 up • Presentation of results by
practicing new skills # 1 Test the activity “The Flame Test” the data table. group.
• Post activity discussion on the • Plot the average distance • Relate the activity to the
students’ observation. from the center on the development of a better model
xaxis and number of dots of the atom
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 rvations in • How are your results similar to
abstractions about the lesson obse Activity 1 relate hr’s Model of the distribution of electrons in
to Bo the Atom. an atom?
• Give the contribution of the
How does the Bohratomic following physicists in the
differ from model ’s development of a better model
Rutherford 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 School Grade Level Grade 9
DAILY LESSON
Teacher Learning Area Science
LOG
Second
Teaching Dates and Time Week # 2 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.
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-15

Objectives
Write the LC code for each.
S9-MT IIb-14 S9-MT IIb-14 S9-MT IIa-13 and S9-MT IIb-14
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 scientific to understand more and predict for atoms. A number called
model of the structure of the the properties of elements. valence electrons is required by
atom today. We shall use the atoms indicating their capability
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
Valence electrons subenergy levels and atomic electrons
3. Principal energy levels orbitals. Ionization energy
• Give examples. electronegativity
4. Sub-levels
Discuss the following principles: • Perform Activity 3. • Determining the number of
1. Aufbau Principle • Post activity discussion on the valence electrons.
2. Pauli’s Exclusion Principle students’ observation. • Observe the valence electrons
3. Hund’s Rule of metals, nonmetals
and noble gases.

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,
or remediation configurations of the following: electrons in the orbitals of Br. describe how the elements under
1. Cl each group will behave. You may
2. Xe describe the tendency of the
atoms to release or accept
3. Ba
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
Teacher Learning Area Science
LOG
Second
Teaching Dates and Time Week # 3 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.
 • Write the Lewis symbol of the • Illustrate how an ionic bond is • Explain how covalent • Make a model of metallic
bonding 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. the number of valence electrons, electronegativity metals to the kind of bond
and ionization energy. they are made of.

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 share
Thus, they need to know how Instead, the combining atoms are their valence electrons through a
to represent the valence held together by shared special type of bond called
electrons through the Lewis electrons. 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 relation Sodium chloride composed of Ask to recall Activity 2. The Lewis Identify common metals in the
the new lesson 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 give electrons”.
Answer the guide questions 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 values according to electronegativity metallic bond looks like. This is in
electronegativity and ionization in your periodic table, identify difference of bonded atoms. order for you to find out their
energy. compounds formed due to ionic mental models about metallic
Discuss the electrostatic force of 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 questions. Differentiate polar covalent bond Complete the table 5 on p. 122.
(leads to Formative Assessment 3) Mg. from nonpolar covalent bond.

G. Finding practical application of Recognizing the need of others to How common are covalent Give the uses of the following
concepts and skills in daily living 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 values Differentiate polar covalent Give some properties of metals
of elements, how can you tell bond from nonpolar covalent and explain why metals possess
that ionic bonding take place bond. those properties.
between metals and nonmetals?
 I. Evaluating learning Draw the Lewis Structures of the the following electronic • Show how the sharing of Write the names of the correct
following: uration:
config 2 1 electrons form covalent bond metals in the spaces provided.
1. Potassium a. 1s2 2s2 4 in PCl5. 1. I am the metal that is a major
2. Phosphorus b. 1s 2s 2p • Calculate the electronegativity component of steel.
c. 1s 2s 2p
2 2 6
3. Strontium difference between the 2. I am a metal used in
d. 1s 2s 2p 3s 3p 4s
2 2 6 2 6 2
4. Chlorine bonding atoms and classify the electrical wiring. (copper)
10
3d 4p 5
bond formed. If covalent,
5. oxygen 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. Which has the tendency 2. H – Cl foil and cans.(tin)
to give away electrons? 3. C=O 5. I am a metal used in soft
4. S-O drink 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 metals:
bond? in 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 School Grade Level Grade 9
12
DAILY LESSON Teacher Learning Area Science
LOG Second
Teaching Dates and Time Week # 4 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.
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! – Animated”
of the new lesson 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
(leads to Formative Assessment from covalent bond based
3) on their 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

Second
Teaching Dates and Time January 9-13, 2022/11:00-12:00 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.
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 are Every organic compound has
lesson 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 compounds
Show pictures of the following do not have exactly the same
products: gasoline, ethyl alcohol, properties.
 isopropyl alcohol, , LPG, acetone,
and acetic acid (vinegar)
C. Presenting examples/Instances of Enumerate some common Gasoline, kerosene, diesel oil,
the new lesson covalent compounds and point lubricating oil, vanillin, acetic
out which are classified as organic acid, and ethyl alcohol are
compounds and their uses in day organic compounds with
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 application Search for the useful
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
 DAILY School Grade Level Grade 9
LESSON LOG
Learning
Teacher Science
Area
Teaching Dates and Second
Week # 6 Quarter
Time

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 alcohols.
Identify the types of bonds formed in alkanes. ethyne 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 or Uses of common hydrocarbons
Covalent bonding Recall the uses of ethyl alcohol.
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 in alcohol.
without leading them to the exact 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 the
application or remediation 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
Teacher Learning Area Science
LOG
Second
Teaching Dates and Time Week # 7 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.
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:
______________________________________________________
 DAILY LESSON LOG School Victoria Integrated School Grade Level Grade 9

Teacher Raiza Lainah L. Miano Learning Area Science

Teaching Dates and Second
January 16-20, 2023/11:00-12:00 Quarter
Time

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.
Measure the mass of an object. Relate the mass of the object to Determine the molecular mass of
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.
Total Count vs. Mass Molar Mass
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
ADMINISTRATION OF
2. Learner’s Materials pages LAS Quarter 2 Science 9 Week 8 LAS Quarter 2 Science 9 Week 8 SUMMATIVE TEST NO. 4

3. Textbook pages
4. Additional Materials from EASE Science II. Chemistry EASE Science II. Chemistry EASE Science II. Chemistry
Learning Module 16. Lesson Module 16. Lesson Module 16. Lesson
Resource (LR) portal
OHSP. Chemistry Module 16. OHSP. Chemistry Module 16. OHSP. Chemistry Module 16.
Lesson 2. Lesson 2. Lesson 2.
B. Other Learning Resource Science and Technology III: Science and Technology III: Science and Technology III:
Chemistry Textbook. NISMED. Chemistry Textbook. NISMED. Chemistry Textbook. NISMED.
2012. pp. 84-91. 2012. pp. 84-91. 2012. pp. 84-91.

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.

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.
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 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 Have a bowl of marbles and ask When you say that the molecular
lesson the students who can give the mass of CO2. You know that the
nearest answer will be given a atoms and molecules are so small
prize. 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 examples/Instances Remind the students of the What do you think is the difference
of the new lesson laboratory techniques in using the between atomic mass and
platform balance. molecular mass?

Let the students manipulate the

triple beam balance.

D. Discussing new concepts and 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.

Relate the mass of the object to Solve for the molecular mass of
the number of pieces per item? the following compounds:
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 of Importance of knowing accurate How is mass being used in the
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 Differentiate atomic mass from
abstractions about the lesson the object to the number of pieces molecular mass?
How will you determine the per 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 (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?

Prepare by: Noted:

RAIZA LAINAH L. MIANO AMOR J. MAHINAY

Teacher I School Principal
 School Victoria Integrated School Grade Grade 9
Level
12
DAILY LESSON LOG Learning
Teacher Raiza Lainah L. Miano Science
Area
Second
Teaching Dates and Time January 23-27,2023/11:00-12:00 Quarter

DAY 1 DAY 2 DAY 3 DAY 4 DAY 4

I. OBJECTIVES
Use the mole concept to Describe the relationships
express mass of substances among the number of moles,
mass and number of
particles.
A. Content Standard The learners demonstrate an understanding of the unit,
mole, that quantitatively measures the number of very small CONDUCT OF
particles of matter RVIEW FOR THE ADMINISRATION OF 2ND
The learners demonstrate an understanding of the unit, 2ND PERIODICAL PERIODICAL EXAM
mole, that quantitatively measures the number of very small EXAM
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
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
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
Mass of One Mole of a Number of Moles and
Substance Number of Particles

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials EASE Science II. Chemistry EASE Science II. Chemistry
from Module 16. Lesson Module 16. Lesson
Learning Resource
(LR) portal OHSP. Chemistry Module OHSP. Chemistry Module
16. 16.
Lesson 2. Lesson 2.
B. Other Learning Resource

IV. PROCEDURES Conduct remediation on the Least Learned Competency

during the 4th Summative Test
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson `
C. Presenting Activity 1: Converting from
examples/Instances of the Particle to Mass
new lesson Activity 2: From Particle to
Mole
Activity 3: From Mass to
Particle
Activity 4: From Mole to
Particle
Activity 5:From Mass to Mole
Activity 6: From Mole to Mass

D. Discussing new concepts

and practicing new skills # 1

E. Discussing new concepts

and practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment
3)
G. Finding practical
application of concepts and
skills in daily
living

H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning A. Describe the
relationships among the
number of moles, mass
and number of particles

B. Conduct Remedial Test

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?
Prepare by: Noted:

RAIZA LAINAH L. MIANO AMOR J. MAHINAY

Teacher I School Principal

School Victoria Integrated School Grade Grade 8

Level
12
Learning
Teacher Raiza Lainah L. Miano Science
DAILY LESSON LOG Area
January 30-February 3,2023/3:00- Second
Teaching Dates and Time Quarter
4:00

DAY 1 DAY 2 DAY 3 DAY 4 DAY 4

I. OBJECTIVES

A. Content Standard the formation of typhoons and their movement within the
ADMINISTRATION AND COMPILATION OF THE PAR
FOLLOWING REPORTS:
B. Performance Standard 1. demonstrate precautionary measures before, during, and
after a typhoon, including following advisories, storm
 ITEM ANALYSIS FOR SCIENCE 7-10, and ESP 7 signals, and calls for evacuation given by government
 MPS WITH LEAST LEARNED COMPETENCIES agencies in charge
 MPS FOR 21ST CENTURY SKILLS IN SCIENCE 7- 2. participate in activities that lessen the risks brought by
C. Learning Competency / 10  Trace the path of typhoons that enter the Philippine
Objectives Area of Responsibility (PAR) using a map and
Write the LC code for each. tracking data. S8ES-IIf- 21
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.

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Self Learning Modules Science 8
Learning Resource Learning Activity Sheets (LAS) Science 8 Quarter 2
(LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous
lesson or presenting the Conduct remediation on the Least Leaned Competency
new lesson during the 2nd Periodical Exam.
B. Establishing a purpose
for the lesson `
C. Presenting
examples/Instances of the
new lesson

D. Discussing new concepts Students will perform different activities to master the least
and practicing new skills # 1 learned competency:
E. Discussing new concepts
and practicing new skills # 2  Trace the path of typhoons that enter the Philippine
F. Developing mastery Area of Responsibility (PAR) using a map and
(leads to Formative tracking data. S8ES-IIf- 21
Assessment
3)
G. Finding practical
application of concepts and
skills in daily
living

H. Making generalizations
and abstractions about the
lesson

I. Evaluating learning Conduct remediation

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?

Prepare by: Noted:

RAIZA LAINAH L. MIANO AMOR J. MAHINAY

Teacher I School Principal
 School Grade Lev el Grade 9
GRADE
Learning
1 to Teacher Area
Science
12
Second
DAILY Teaching Dates and Time Week # 10 Quart er
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.
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.
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 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
abstractions about the lesson composition of a compound? knowing percentage
composition in the following:
1. Choosing the fertilizer
2. Buying T-shirt
3. Fruit juice in can
I. Evaluating learning Calculate the Give two ways you make use of
percentage composition of the concept on percentage
Al (NO3)2. 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