Personalisation of Education by AI and Big Data - Lourdes Guàrdia
2nd qrtr DLL-Grade_9.pdf
1. Recognize the general classes and uses of organic compound.
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I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of the type of bonds that carbon forms that result in the diversity of carbon compounds.
B. Performance Standard
C. Learning Competency/
Objectives
Write the LC code for each.
S9MT-IIh-18
Recognize the general
classes and uses of
organic compound.
Differentiate organic
compound by inorganic
compound.
Recognize the general
classes and uses of
organic compound.
Show oil and gas
formation.
Discuss the major
classes of organic
compounds.
Recognize the general
classes and uses of
organic compound.
Explain how carbon is
used or applied in
everyday life.
Recognize the general
classes and uses of
organic compound.
Perform guided
experiments in
determining the
properties of common
organic compounds.
Recognize the general
classes and uses of
organic compound.
Perform guided
experiments in
determining the
properties of common
organic compounds.
II. CONTENT
The variety of carbon compounds
Organic Compounds
III. LEARNING
RESOURCES
S9MT-II-18
A. References
1. Teacher’s Guide
pages
TG pp.105-106 TG pp.105-106 TG 107-108 TG 107-108
2. Learner’s Materials
pages
LM pp.127,129 LM pp.131-132,142-143 LM pp.131-132 LM132-135 LM132-135
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
GRADE 1 to 12
DAILY
LESSON LOG
School Grade Level 9
Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter Second
3. Recognize the general classes and uses of organic compound.
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phosphorus-151/nitrogen-
compounds-584-7505/
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Recall carbon atoms Review organic
compounds
How oil and gas formed? What are the important
uses of carbon compound?
Describe the physical
properties of matter.
B. Establishing a
purpose for the
lesson
Begin the lesson by writing
“organic”, inorganic”, and
“compound” on the board.
Ask the students to create a
concept map. Branching off
the sides will be the
students understanding of
the word.
Start the lesson by giving
short motivating activity.
Ask two volunteers to go
in front and match the
following to its
appropriate object.
(see attachment # 2)
Ask students if they had
an idea of where is
gasoline come from?
Introduce the lesson by
asking the students to
explain how carbon is used
or applied in their everyday
life?
Ask one
representative/volunteer
from the class to be blind
folded.( Use actual
lubricating oil, ethyl alcohol,
and gasoline ) and guess
the object using his sense
of smelling and touching.
Ask the students if they
finished answering their
experiment which was
done yesterday.
If not provide at least 10-15
minutes to answer the
questions in the activity.
C. Presenting
examples/Instances
of the new lesson
Show pictures of organic
and inorganic compound.
On the board let the
students classify them
according to its proper
group. (see attachment #1)
Let them identify each
household products and its
important uses
Let the students watch a
video clips about Oil and
Gas Formation.
Do activity # 1 Organic
Compounds: Are They
Useful ( See Attachment #
5 )
Let the student describe
the appearance/ properties
of each object.
4. Recognize the general classes and uses of organic compound.
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D. Discussing new
concepts and
practicing new skills
# 1
Show a video clips about
organic and inorganic
compounds..
Lead the students to
discover that gasoline is
only one of the sample
products of the major
classes of organic
compounds.
Presentation of the result of
the activity.
Before letting the students
do the experiments discuss
first the safety precautions
that the students should
take on the conduct of the
experiments.
Perform activity #2
Properties of Common
Organic Compounds
Let them go to their proper
groupings for the final
analysis and exchanging of
ideas.
E. Discussing new
concepts and
practicing new skills
# 2
Based from the video
presented, ask the students
to differentiate organic
compounds from inorganic
compounds.
Provide a photo copy of the
major classes of organic
compound.
Assign each group of
students to conceptualize
the major classes of
compounds, its functional
groups and its important
uses. (see attachment #3)
Students will answer the
some guide questions.
Checking and discussion of
the activity results.
Students were instructed to
observe and take down
notes while conducting an
experiments.
Presentation of the result of
the activity per group.
F. Developing mastery
(leads to Formative
Assessment )
What is organic compounds?
How is carbon compound
differ from inorganic
compounds?
What are carbon
compounds?
What are the important
uses of organic
compounds?
What are the important
uses of hydrocarbons?
The students will answer
guide questions. (see
attachment #6)
Checking of the result of
the activity.
Discuss the properties of
common organic
compounds.
G. Finding practical
application of
concepts and skills
in daily living
Why is it important to have
fat in your diet?
Why do some motorists
prepared to use unleaded
gasoline than any type of
gasoline?
Why do some motorists
prepared to use unleaded
gasoline than any type of
gasoline?
Why are some label
products of some
household materials has
remarkable word of “always
keep at room
temperature”?
Why are some label
products of some
household materials has
remarkable word of “always
keep at room
temperature”?
H. Making
generalizations and
abstractions about
the lesson
Why carbon so special
compared to other
elements?
What are carbon
compounds?
What are carbon
compounds?
What are the common
properties of organic
compounds?
What are the common
properties of organic
compounds?
5. Recognize the general classes and uses of organic compound.
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I. Evaluating learning Answer summative
assessment on LM p. 142-
143 (See attachment # 4)
See Rubrics See Rubrics See Rubrics
J. Additional activities
for application or
remediation
Construct the structure of
hydrocarbons assigned using
marshmallows, raisins and
toothpicks. The
marshmallows will be the
hydrogen atoms, raisins
should be the carbon atoms,
and toothpicks will be the
bond.
Enumerate other examples
of organic compounds that
you usually used in your
everyday living.
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?
6. Recognize the general classes and uses of organic compound.
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G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
