GRADE 1 to 12 School Grade Level Grade 9

DAILY LESSON LOG Teacher Learning Area Science

Teaching Dates and Time Week # 1 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

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

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

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

C. Learning Competency /
Objectives S9-MT IIa-13 S9-MT IIa-13 S9-MT IIa-13 S9-MT IIa-13
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Pre-Assessment Bohr’s Model of the Atom
The 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
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
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)
 Conduct a pre-discussion on
the earlier concepts of the
atomic structure.
 Post the safety and
precautionary measures on
the board.
 Perform Activity 1, The Flame
Test
 Video presentation on the
structure of the atom
 Presentation of the results of
the activity “The Flame Test”
 Post activity discussion on the
students’ observation.
Based on the activity, complete
the table
Metal Salt Produc Color of
ing the
color flame
Bohr’s Model
Watch a video, Bohr’s Model of
an Atom
https://www.youtube.com/watc
h?v=Ic8OnvRonb0
In Bohr’s atomic model,
electrons move in orbits of
certain amounts of energy.
However, these findings showed
that it is not possible to tell
exact
Position of the electron an at
any given instant and how it
moves in the atom.
In this activity, the students will
use analogy to understand the
interpretation of Shrodingers’s
treatment of the atom.
 Perform Activity 2  Presentation of results by
 Fill up the data table. group.
 Plot the average distance  Relate the activity to the
from the center on the x- development of a better
axis and number of dots model of the atom
per sq. cm on the y-axis.
 Boric acid
Sodium
chloride
Calcium
chloride
Copper
(II) sulfate
Potassium
chloride
G. Finding practical application of Discuss the different colors seen in  Peaceful uses of an atom
concepts and skills in daily living a firework display.
H. Making generalizations and Explain how your observations in  How are your results similar to
abstractions about the lesson Activity 1 relate to Bohr’s Model of the distribution of electrons in
the Atom. an atom?
 Give the contribution of the
How does the Bohr atomic model following physicists in the
differ from Rutherford’s model? development of a better model
of the atom:
1. Louie de Broglie
2. Erwin Schrodinger
3. Wernel Karl Heisenberg
I. Evaluating learning Answer guide question 5 p. 103. Indicate the contribution of the
following physicists in the
development of a better model of
the atom:
1. Louie de Broglie
2. Erwin Schrodinger
3. Wernel Karl Heisenberg
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Checked by:
______________________________________________________
 GRADE 1 to 12 School Grade Level Grade 9
DAILY LESSON LOG Teacher Learning Area Science
Teaching Dates and Time Week # 2 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

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

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

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

C. Learning Competency / S9-MT IIb-14 S9-MT IIb-14 S9-MT IIa-13 and S9-MT IIb-14 S9-MT IIb-15
Objectives
Write the LC code for each.
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.
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
Learning Resource (LR)
portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Project EASE Module 11 Project EASE Module 11
Chemistry III Textbook. Mapa,
Amelia P., Ph.D., et al. 2001 p. 73
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.
How to determine the number of Electronic Configuration Review arrangement of elements
electrons using a periodic table in the periodic table.
Recall the developments that The arrangement of electrons in Ask students their house
have led to the quantum the orbitals of an atom is called numbers and the street where
mechanical model. Emphasize electron configuration. It is their house is located. This
that while the nuclear model is important for us to work out identifies the location of their
still popular among the general electron arrangement to be able house. A similar scheme is used
public, it is not accepted to understand more and predict for atoms. A number called
scientific model of the structure the properties of elements. valence electrons is required by
of the atom today. We shall use atoms indicating their capability
the atomic structure in locating to accept or give off electrons.
electrons in a system known as
electronic configuration. Every
electron has its own energy level
within the atom.

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

of the new lesson some elements

D. Discussing new concepts and
practicing new skills # 1
Unlocking of Terms:
1. Electron configuration
2. Valence electrons
3. Principal energy levels
4. Sub-levels
Discuss the following principles:
1. Aufbau Principle
2. Pauli’s Exclusion
Principle
3. Hund’s Rule
 Describe an atom by its  Define:
principal energy level, sub- Valence electrons
energy levels and atomic Ionization energy
orbitals. electronegativity
 Give examples.  Determining the number of
 Perform Activity 3. valence electrons.
 Post activity discussion on the  Observe the valence electrons
students’ observation. of metals, nonmetals and
noble gases.

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
J. Additional activities for
application or remediation
Steps in writing the electronic
configuration of elements.
Work out the electron
configurations of the following
atoms:
1. Be
2. Cl
3. Fe
4. Ba
Importance of knowing the
arrangement of electrons in an
element.
 Define electronic
configuration.
 Differentiate the three
principles: Aufbau’s Principle,
Pauli’s Exclusion Principle and
Hund’s Rule
Work out the electron
configurations of Ba.
Work out the electron
configurations of the following:
1. Cl
2. Xe
3. Ba
What do you think are some
rules that apply in filling up the
orbitals ?
Work out the distribution of
electrons in the orbitals of K.
Work out the distribution of
electrons in the orbitals of Br.
 Infer the relationship of
valence electrons to the
electronegativity and
ionization energy of metals
and nonmetals using the
periodic table.
Answer Guide Question No. 4.
Given K and Br, which of the two
atoms will
a) have a higher
electronegativity value?
b) have a higher ionization
energy?
Given the following data,
describe how the elements
under each group will behave.
You may describe the tendency
of the atoms to release or accept
electrons.
 Group No. of
valence
electrons
I 1
II 2
III 3
IV 4
V 5
VI 6
VII 7
VIII 8
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Checked by:
______________________________________________________
 GRADE 1 to 12 School Grade Level Grade 9
DAILY LESSON LOG Teacher Learning Area Science
Teaching Dates and Time Week # 3 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

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

B. Performance Standard The learners should be able to explain the formation of ionic and covalent bonds. The learners should be able to
explain properties of metals in
terms of their structure.

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

Objectives
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Lewis Symbol
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 92 p. 93 p. 93 pp. 96-97
2. Learner’s Materials pages pp. 115-117 pp. 118 - 119 pp. 120 - 121 pp. 121 - 122
3. Textbook pages Chemistry III Textbook. Mapa, Chemistry III Textbook. Mapa,
Amelia P., Ph.D., et al. 2001. pp. Amelia P., Ph.D., et al. 2001. pp.
107-109 110 - 111
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
EASE II. Chemistry Module 14.
Lesson 1. 2.
BEAM III. Unit 7. 18
Demonstrate Understanding of
the Processes. Bonding. Module
1. March 2009. 3. EASE Science
1. Module 6. Lesson 1.
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.
Ask students to give the number of Review the following:
valence electrons of some elements. 1. Electronic configuration
2. Valence electrons
3. Ions
Reiterate to the students that the Relate the properties of atoms
valence electrons are the outermost before and after combination
electrons directly involved in with that of humans before and
chemical bonding. Thus, they need after marriage.
to know how to represent the valence
electrons through the Lewis symbol.
Discuss Octet Rule and its Sodium chloride composed of
relation to Lewis Dot Structure. sodium and chlorine, is the
ordinary table salt used in the
kitchen. However, before the
combination, sodium ignites
easily when it reacts with water
while chlorine in large quantities
is hazardous to health. Both
substances are highly reactive,
but together the compound
Review the following: Review the following:
1. Electronic configuration 1. Metals in the periodic
2. Valence electrons table
3. Octet Rule 2. Valence electrons
3. Ionization energy
Reiterate to the students that Metals have low ionization
there are compounds where the energy so they easily lose their
combining atoms do not transfer outermost electrons. A large
electrons or accept electrons. number of metal atoms can
Instead, the combining atoms share their valence electrons
are held together by shared through a special type of bond
electrons. called metallic bonding.
Introduce the concept of
bonding by sharing electrons
which is called covalent bond.
Ask to recall Activity 2. The Lewis Identify common metals in the
symbols or electron dot formulas surrounding.
do not include the inner
electrons of the atom. It only
shows the valence electrons as
dots. For example, fluorine has
seven valence electrons. Thus to
form the fluorine molecule, the
two fluorine atoms will share
electrons. Each fluorine atom
has eight electrons (an octet) in

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
Perform Activity 2.
Discuss how to write Lewis Dot
Structures.
Answer the guide questions
Show the relationship among the
number of valence electrons,
electronegativity and ionization
energy.
Discuss the electrostatic force of
attraction existing between and
among atoms.
Draw the Lewis Structure f Na
and Mg.
How do you write Lewis Dot
Structures?
formed becomes useful to
people.
1. Show how the electron
configuration of an atom is
related to its tendency to
give up or gain electrons
during a chemical reaction.
2. Give at least two examples
of each element which give
up or gain electrons.
3. Emphasize to the learners
that ionic bond only exists
between metals and non-
metals.
Perform Activity 3.
Using the electronegativity
values in your periodic table,
identify compounds formed due
to ionic bonding.
Answering of the guide
questions.
Recognizing the need of others
to belong in a group and make
friends, strengthening friendship
and family bonds.
Why and how do atoms
combine?
Why do ions form after ionic
bonding?
its valence shell, just like the
electronic configuration of the
nearest noble gas element neon.
Perform Activity 4.
Answer the Guide Questions
Identify the type of bond formed
according to electronegativity
difference of bonded atoms.
Differentiate polar covalent
bond from nonpolar covalent
bond.
How common are covalent
compounds in our daily life
anyway? Examples: HCl, H2O,
H2O2, CH4
Recognizing the importance of
sharing one’s blessing.
How do covalent bonds form
between atoms?
Discuss why a metallic bond is
described as one with “sea of
electrons”.
Perform Activity 5.
Answer the guide questions.
Ask the students to draw how a
metallic bond looks like. This is in
order for you to find out their
mental models about metallic
bonding after explaining what
takes place in metallic bonding.
Complete the table 5 on p. 122.
Give the uses of the following
metals:
1. Silver
2. Uranium
3. Lead
4. Gold
5. aluminum
What do you think will make
bonding among metals possible?

I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
Using the electronegativity Differentiate polar covalent Give some properties of metals
values of elements, how can you bond from nonpolar covalent and explain why metals possess
tell that ionic bonding take place bond. those properties.
between metals and non-
metals?
Draw the Lewis Structures of the  Given the following electronic  Show how the sharing of Write the names of the correct
following: configuration: electrons form covalent bond metals in the spaces provided.
1. Potassium a. 1s2 2s1 in PCl5. 1. I am the metal that is a
2. Phosphorus b. 1s2 2s2 2p4  Calculate the electronegativity major component of steel.
3. Strontium c. 1s2 2s2 2p6 difference between the 2. I am a metal used in electrical
4. Chlorine d. 1s2 2s2 2p6 3s2 3p6 4s2 bonding atoms and classify the wiring. (copper)
5. oxygen 3d10 4p5 bond formed. If covalent, 3. I am an alloy of copper and
1. Which one has the specify if polar or nonpolar. tin. (bronze)
greatest tendency to 1. C-S 4. I am a metal used as roofing,
gain electrons? 2. H – Cl foil and cans.(tin)
2. Which has the tendency 3. C=O 5. I am a metal used in soft drink
to give away electrons? 4. S-O cans. (aluminum)
5. S-H 6. I am a metal used in lamp
filaments. (tungsten)
7. I am a metal used in nuclear
reactions. (uranium)
8. I am a metal used for Olympic
winners. (gold)
9. I am a metal used in many
coins. (silver)
10. I am a metal used in fine
jewelry. (platinum)
 Will all combinations of metals Show how the sharing of Give some uses of the following
and non-metals form ionic electrons form covalent bond in metals:
bond? BeF2 and SF6. 1. Mercury
2. Radium
3. brass
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.
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
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency /
Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
School Grade Level Grade 9
Teacher Learning Area Science
Teaching Dates and Time Week # 4 Quarter Second
DAY 1 DAY 2 DAY 3 DAY 4
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
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.
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
S9MT-IId-16 S9MT-IIa-d-15 -16 S9MT-IId-17
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.
pp. 98 - 102 pp. 90 - 102 pp. 127 - 130
pp. 123-124 pp. 111-126 p. 104
 4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
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
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.
Ionic and covalent bond
Knowledge about the type of bond helps Giving of instructions. Giving of instructions.
you 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!
Sing “The Chemical Bonds Song! –
Animated”
https://www.youtube.com/watch?v=QIfTT-
_-xLo
Perform Activity 6. Presentation of results by Test proper Test Proper.
group.
In performing the activity, remind the
students to wash the electrodes after every
use.
Answer the Guide Questions
Differentiate ionic bond from
covalent bond based on their
properties.
Make a general statement
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
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency /
Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resource
School Grade Level Grade 9
Teacher Learning Area Science
Teaching Dates and Time Week # 5 Quarter Second
DAY 1 DAY 2 DAY 3 DAY 4
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.
The learners demonstrate an understanding of the type of bonds that carbon forms which will result in the diversity of carbon compounds.
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
S9MT-IIe-17
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
pp. 105 - 106 pp. 107 - 108
pp. 131 - 132 pp. 132 - 135
EASE II. Module 14. EASE II. Module 14
 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
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
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.
Recall how covalent bond is Uses of some organic
produced between non-metallic compounds
atoms.
Show some common organic
compound and identify how they
are used.
Tell students that compounds Every organic compound has
are all around and they may be specific properties or
unaware but many things that characteristics. Although
they use on a daily basis is these compounds may show
actually an organic compound. similarities in some
properties, these
Show pictures of the following compounds do not have
products: gasoline, ethyl alcohol, exactly the same properties.
isopropyl alcohol, , LPG, acetone,
and acetic acid (vinegar)
Enumerate some common Gasoline, kerosene, diesel
covalent compounds and point oil, lubricating oil, vanillin,
out which are classified as acetic acid, and ethyl alcohol
organic compounds and their are organic compounds with
uses in day to day life. different properties.
Gasoline, for example, has a
strong odor, is volatile, and
highly flammable. In this
activity, you will find out
about the properties namely
odor, viscosity, volatility and
flammability of some other
common organic
compounds.
Perform activity 1. Presentation of output per group. Unlocking of terms:
Odor; viscosity; volatility and
flammability.

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
J. Additional activities for
application or remediation
Discuss first the safety
precautions that the
students should take on the
conduct of the experiments.
Enumerate some common covalent Perform Activity 2 Group presentation
compounds and point out which are
classified as organic compounds and
their uses in day to day life.
How are these compounds
produced?
Answer the guide questions.
Give the importance of the following
compounds in your everyday life:
Gasoline; ethyl alcohol; acetone;
LPG; and acetic acid.
When do you say a compound can How can you relate the
be classified as organic compound? properties of some common
organic compounds to their
uses?
Give the uses of the following Why is there a need to know the
organic compounds: properties of an organic
1. Gasoline compound?
2. Ethyl alcohol
3. Acetone
4. LPG
5. Kerosene
6. Acetic acid
Search for the useful
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?

Checked by:
______________________________________________________
 GRADE 1 to School Grade Level Grade 9
12 Teacher Learning Area Science
DAILY LESSON Teaching Dates and Second
Week # 6 Quarter
LOG 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 ethyne alcohols.
Identify the types of bonds formed in alkanes. can ripen fruits faster than the
natural way. Identify similarities in the
Relate the structures of alkanes to their properties. structures of different kinds of
alcohols.

Relate these similarities to the

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

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

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

The Hydrocarbons Which Bananas Will Ripen Faster? Alcohols and their Uses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 108 - 110 pp. 111 - 112 pp. 113 - 114
2. Learner’s Materials pp. 135 - 137 pp. 137 - 138 pp. 138 - 139
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the new
lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 356-
367.
Science and Technology III. NISMED. 1997. pp. 331-340. 3. Science and
Technology
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.
Uses of common hydrocarbons
Covalent bonding Recall the uses of ethyl alcohol.
particularly ethyne or acetylene.
In this activity, you will investigate Provide each group with labels or
(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.
Define hydrocarbons
Define the following: Discuss the safety tips. Perform Activity 5.
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.
Give clear instructions about what Ask a group to present work Discuss the uses of the alcohol
they are going to do exactly in the infront of the class. When the and the relationship between
activity. Explain to them the group is done with its their structures and properties.
objectives of the task and make presentation, make sure to clarify
clarifications on the questions they answers regarding the trends of Discuss the functional group of an
are likely to get confused with, the properties of the compounds alcohol.
without leading them to the exact in the tables of data.
answers.
 Perform Activity 3. Introduce alkanes, alkenes, and
alkynes.

Answering of the guide questions

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

H. Making generalizations and Video presentation Identify similarities in the

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

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Checked by:
______________________________________________________
 GRADE 1 to 12 School Grade Level Grade 9
DAILY LESSON LOG Teacher Learning Area Science
Teaching Dates and Time Week # 7 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

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

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

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

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

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 111 - 112 pp. 114 - 115 pp. 103 - 115
2. Learner’s Materials pages pp. 137 - 138 p. 140 pp. 127 - 144
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resource Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 356-
367. *

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

and Technology

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Textbook for Third Year. Mapa, Amelia P., Ph.D., et al. 1999. pp. 367-
373.
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.
Uses of common hydrocarbons Structure formula of alcohol
particularly ethyne or acetylene.

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
What happened to the bananas
put in boxes in activity 4?
Group presentation of data.
Answer the guide questions.
In this activity, the students will
be made to recognize other
different important organic
compounds: acetone and
formaldehyde. These
compounds are commonly used
at home and at school.
Show a bottle of formaldehyde
(formalin) with a preserved
animal or insect in it. For
acetone, demonstrate how to
remove nail polish using the
compound.
Identify the functional group of Discuss the instructions.
aldehydes and ketones
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
practicing new skills # 2
Let the two students from two
different groups give their
answers in the class. After the
students’ presentation of their
answers, start facilitating a
discussion by showing the

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
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
students the compounds,
acetone, and formalin.
What is the practical use of
ethyne or acetylene in the
market?
Give the structural and Give the common uses of
condensed formula of ethyne. acetone, and formalin.
How is ethyne use in the Relate the structures of acetone,
activity? and formalin to the carbonyl
compounds where they belong.
Give the properties of ethyne
and explain how it can introduce
ripening of fruits.
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?
Give some uses of ethyne or Review for a summative test.
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
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.
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 Teacher Learning Area Science
DAILY LESSON Teaching Dates and Second
Week # 8 Quarter
LOG 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.
Administer a pre-assessment on Measure the mass of an object. Relate the mass of the object to Determine the molecular mass of
Module 4. the number of pieces per item. compounds.
Record the mass with the correct
number of significant figures.

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

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

C. Learning Competency / S9MT-IIh-19

Objectives
Write the LC code for each.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Pre-Assessment Total Count vs. Mass Molar Mass
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 117 pp. 118 - 119 pp. 118 - 119
2. Learner’s Materials pp. 146 - 147 pp. 147 - 148 pp. 147 - 148
pages
3. Textbook pages
4. Additional Materials EASE Science II. Chemistry
from Learning Module 16. Lesson
Resource (LR) portal
OHSP. Chemistry Module 16.
Lesson 2.
B. Other Learning Resource Chemistry for the Millennium.
Soriano, Santisteban and Elauria.
2000. Pp. 168-170

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the new
lesson
D. Discussing new concepts and
practicing new skills # 1
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.
Units of Mass
Elements in the periodic table
Purpose of the pre-assessment Have a bowl of marbles and ask
examination. the students who can give the
nearest answer will be given a
prize.
Remind the students of the
laboratory techniques in using the
platform balance.
Let the students manipulate the
triple beam balance.
Discussion of the instructions. Give examples on significant
figures.
Science and Technology III:
Chemistry Textbook. NISMED.
2012. pp. 84-91.
Science and Technology III.
NISMED. 1997. pp. 112-123.
Chemistry III Textbook. Mapa,
Amelia P., Ph.D., et al. 2001. pp.
174-183.
Activity 1 Mass
Atomic mass of elements
When you say that the molecular
mass of CO2. You know that the
atoms and molecules are so
small that it would be
challenging task to determine
how many of these are
contained in a tip of a pencil.
How then were chemists able to
keep track of the number of
atoms or molecules that enter a
chemical reaction?
What do you think is the
difference between atomic mass
and molecular mass?
Group presentations What is the unit of molar mass
or molecular mass?
Answer the guide questions.

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
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
Discuss what to remember when
performing the activity.
Perform Activity 1
Importance of knowing accurate
measurement
What are the units of mass?
How will you determine the
correct significant figure in
measurement?
Give two units of mass.
How will you determine the
correct significant figure in
measurement?
Answer the guide questions.
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.
Relate the mass of the object to
the number of pieces per item?
How is mass being used in the
market?
How will you relate the mass of
the object to the number of pieces
per item?
Solve for the molecular mass of
the following compounds:
1. CaCO3
2. C2H5OH
3. (C2H5)2O
4. Al2(SO4)3
Solve for the molecular mass of
CuSO4 . 5H2O
Differentiate atomic mass from
molecular mass?
How do you compute for the
molecular mass of a compound?
Solve for the molecular mass of
the following compounds:
1. H2O
2. (NH4)3 PO4
What is Avogadro’s Number?
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 Teacher Learning Area Science
DAILY LESSON Second
Teaching Dates and Time Week # 9 Quarter
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.
Use the mole concept to express Describe the relationships among Solve problems involving the Present a concept map on the
mass of substances the number of moles, mass and number of moles, mass and mole concept.
number of particles. number of particles.
A. Content Standard The learners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matter

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

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

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

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 119 - 123 p. 125 pp. 126 - 129 p. 130
2. Learner’s Materials pp. 148 - 151 pp. 152 - 153 pp. 153 - 154 p. 155
pages
3. Textbook pages
4. Additional Materials EASE Science II. Chemistry EASE Science II. Chemistry EASE Science II. Chemistry Module EASE Science II. Chemistry
from Learning Resource Module 16. Lesson Module 16. Lesson 16. Lesson Module 16. Lesson
(LR) portal
OHSP. Chemistry Module 16. OHSP. Chemistry Module 16. OHSP. Chemistry Module 16. OHSP. Chemistry Module 16.
Lesson 2. Lesson 2. Lesson 2. Lesson 2.
B. Other Learning Resource Chemistry for the Millennium. Chemistry for the Millennium. Chemistry for the Millennium. Chemistry for the Millennium.
Soriano, Santisteban and Elauria. Soriano, Santisteban and Elauria. Soriano, Santisteban and Elauria. Soriano, Santisteban and Elauria.
2000. Pp. 168-170 2000. Pp. 168-170 2000. Pp. 168-170 2000. Pp. 168-170

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the new
lesson
Science and Technology III: Science and Technology III:
Chemistry Textbook. NISMED. Chemistry Textbook. NISMED.
2012. pp. 84-91. 2012. pp. 84-91.
Science and Technology III. Science and Technology III.
NISMED. 1997. pp. 112-123. NISMED. 1997. pp. 112-123.
Chemistry III Textbook. Mapa, Chemistry III Textbook. Mapa,
Amelia P., Ph.D., et al. 2001. pp. Amelia P., Ph.D., et al. 2001. pp.
174-183. 174-183.
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.
Molecular mass/Molar mass Use the mole concept to express
Scientific notations mass of substances.
Sing “Mole as a Unit” It is important that you see the
https://www.youtube.com/watch connections/relationships among
?v=PvT51M0ek5c the mass, number of moles and
number of particles for a good
assimilation of the mole concept.
You have experienced in Activity You will now see the relationships
1 how chemists determine the among mass, number of particles
number of particles by getting the and number of moles.
mass. It is impossible to count the
number of atoms present in a
Science and Technology III:
Chemistry Textbook. NISMED.
2012. pp. 84-91.
Science and Technology
NISMED. 1997. pp. 112-123.
Chemistry III Textbook. Mapa,
Amelia P., Ph.D., et al. 2001. pp.
174-183.
The Relationships among Number
of Moles and Number of Particles
Yesterday you have learned the
connections and relationships
among the mass, number of moles
and the molar mass of some
substances. You can easily figure
out its amount in terms of its
mass, the number of moles and
the number of particles. Can you
state the relationship between the
following properties?
a. Mass and number of
moles
b. Number of moles and
number of particles
Science and Technology III:
Chemistry Textbook. NISMED.
2012. pp. 84-91.
III. Science and Technology III.
NISMED. 1997. pp. 112-123.
Chemistry III Textbook. Mapa,
Amelia P., Ph.D., et al. 2001. pp.
174-183.
The Relationships among
Number of Moles and Number of
Particles
Can you show the relationship
between the following
properties using a concept map?
a. Mass and number of moles
b. Number of moles and number
of particles

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
gold bar or the number of
molecules present in a glass of
water but by knowing their
masses, computations can be
done which will eventually give
the number of particles with the
use of a number called
Avogadro’s number.
In a storytelling, discuss the origin
of mole concept.
Discuss the Avogadro’s number.
Solve problems converting mass
of substances to mole.
Do Activity 3.
How many grams are equivalent
to 20 moles of H2O?
Realize that in a quantitative
experiment, the use of
tablespoon and other measuring
devices alike are not advisable
because it will yield undesirable
results.
Do Activity 4.
Group presentation.
Answering of the guide
questions.
Explain why one tablespoon of
different substances does not
have the same mass in grams (g),
the same number of moles and
the number of particles.
Solve problems converting: Do Activity 6.
 the number of particles to
mass and vice versa; Group presentation
 number of moles to mass and
vice versa; and
 number of particles to number
of moles and vice versa.
Do Activity 5. Each group will be
assigned one substance each.
Group presentation
Answer the guide questions.
Applying the mole concept can
Understanding this concept gives be a useful quantitative tool in
you an idea of how many daily life.
molecules of vitamins and or
medicines are introduced inside
our body. Given the mass, you also
have a clearer idea of how many
molecules of pollutants are
produced and released in the
environment due to human
activities though your unaided
eyes cannot see them.
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
How do you convert mass to
mole?
How many moles are in 400 g
MgO?
Describe the relationships among
the number of moles, mass and
number of particles.
Describe the relationships among
the number of moles, mass and
number of particles.
State the relationship between
the following properties?
a. Mass and number of moles
b. Number of moles and number
of particles
How do you convert the following: Present a concept map on the
 the number of particles to mole concept.
mass and vice versa;
 number of moles to mass and
vice versa; and
 number of particles to number
of moles and vice versa.
1. A cancer patient needs to Present a concept map on the
increase his ascorbic acid mole concept.
(C6H12O6) intake to fight
cancer cells. a) How many
moles of ascorbic acid does he
need to complete the doctor’s
prescription of 13.00g of
intravenous ascorbic acid every
day for one month? b) How
many molecules of ascorbic
acid does he need everyday to
fight the cancer cells?
2. During exercise, lactic acid
(C3H6O3) forms in the muscles
causing muscle cramp. If 5.0 g
of lactic acid (C3H6O3)
concentrate in your leg
muscles, how many moles of
lactic acid (C3H6O3) is causing
you pain?
1. Aspartame (C14H18N2O5)is
synthetic table sugar substitute
in food and drinks. If a food
product needs 0.25 g of
C14H18N2O5 to sweeten the
Chemitriacupcake, and you ate
this food product, how many
molecules of aspartame have
you eaten?
 2. Paraffin (C22H46)is a wax used
in candle making. During
combustion, a 20.0 g candle
produces 1.42 moles of CO2.
How many molecules of CO2
are released in the atmosphere
after using the candle?
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Checked by:
______________________________________________________
 GRADE 1 to School Grade Level Grade 9
12 Teacher Learning Area Science
DAILY LESSON Second
Teaching Dates and Time Week # 10 Quarter
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.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Percentage Composition It’s Grocery Time

III. LEARNING RESOURCES

A. References
5. Teacher’s Guide pages pp. 130 - 133 p. 133 p. 133
6. Learner’s Materials pp. 155 - 157 pp. 157 - 158 pp. 159 - 160
pages
7. Textbook pages
8. Additional Materials EASE Science II. Chemistry Module 16. Lesson 4. EASE Science II. Chemistry Module
from Learning Resource 16. Lesson 4.
(LR) portal OHSP. Chemistry Module 16. Lesson 4.
 . OHSP. Chemistry Module 16.
Lesson 4.

B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 174- Chemistry III Textbook. Mapa,
183. * 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
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.
Molecular mass/Molar mass Use the mole concept to express Percentage composition
mass of substances.

B. Establishing a purpose for the Are you interested to know how
lesson much of an element is present in
a compound?
You can answer this question by
determining percentage
composition.
C. Presenting In answering the problems
examples/Instances of the new involving the percentage
lesson composition, you always start
with the computation of molar
mass if it is not given in the
problem.
It is important that you see the
connections/relationships among
the mass, number of moles and
number of particles for a good
assimilation of the mole concept.
This is the final activity in this
module. It is designed for you to
appreciate the topics discussed in
this module. Through this activity
you will be able to realize that
chemistry concepts can be of great
help in the usual activities they are
doing regularly specifically in
choosing grocery products and
monitoring the amount of
substance intake.

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)
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?
Discuss percentage composition. Solve more problems involving Perform Activity 7 by group. Discuss the instructions.
percentage composition.
Solve problems involving Group presentation Test Proper
percentage composition.
Answer the guide questions.
Soil that is already depleted with
nutrients needs fertilizer. One of
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
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
In what other ways can we use
percentage composition in our
daily lives? Can you give
suggestions for its practical use?
How do find the percentage
composition of a compound?
Calculate the percentage
composition of Al (NO3)2.
Glucose (C6H12O6) is a six-carbon
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?
In what other ways can you make
use of the concept on percentage
composition?
Give the importance of knowing
percentage composition in the
following:
1. Choosing the fertilizer
2. Buying T-shirt
3. Fruit juice in can
Give two ways you make use of
the concept on percentage
composition.
Review for a summative test.

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