pdfcoffee.com_dll-grade-9-matter-2nd-quarterpdf-pdf-free.pdf

GRADE 1 to 12
DAILY LESSON LOG
School Grade Level Grade 9
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.
Determine the characteristics that
metal salts emit.
Relate the colors emitted by the
metal salts to the structure of the
atom.
How does the Bohr atomic model
differ from Rutherford’s model?
Describe how it is likely to find the
electron in an atom by probability.
Describe how it is likely to find the
electron in an atom by probability
What is the basis for the quantum
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
Write the LC code for each.
S9-MT IIa-13 S9-MT IIa-13 S9-MT IIa-13 S9-MT IIa-13
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 Flame Test
Bohr’s Model of the Atom
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
 Conduct a pre-discussion on
the earlier concepts of the
atomic structure.
 Post the safety and
precautionary measures on
the board.
 Video presentation on the
structure of the atom
Bohr’s Model
Watch a video, Bohr’s Model of
an Atom
https://www.youtube.com/watc
h?v=Ic8OnvRonb0
B. Establishing a purpose for the
lesson
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.
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
 Perform Activity 1, The Flame
Test
 Presentation of the results of
the activity “The Flame Test”
 Post activity discussion on the
students’ observation.
 Perform Activity 2
 Fill up the data table.
 Plot the average distance
from the center on the x-
axis and number of dots
per sq. cm on the y-axis.
 Presentation of results by
group.
 Relate the activity to the
development of a better
model of the atom
E. Discussing new concepts and
F. Developing mastery
(leads to Formative Assessment 3)
Based on the activity, complete
the table
Metal Salt Produc
ing
color
Color of
the
flame

Boric acid
Sodium
chloride
Calcium
chloride
Copper
(II) sulfate
Potassium
chloride
G. Finding practical application of
concepts and skills in daily living
Discuss the different colors seen in
a firework display.
 Peaceful uses of an atom
H. Making generalizations and
abstractions about the lesson
Explain how your observations in
Activity 1 relate to Bohr’s Model of
the Atom.
How does the Bohr atomic model
differ from Rutherford’s model?
 How are your results similar to
the distribution of electrons in
an atom?
 Give 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
I. Evaluating learning Answer guide question 5 p. 103. Indicate the contribution of the
following physicists in the
development of a better model of
the atom:
1. Louie de Broglie
2. Erwin Schrodinger
3. Wernel Karl Heisenberg
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation

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

GRADE 1 to 12
DAILY LESSON LOG
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
configuration of a certain atom
Devise rules in filling up the
orbitals
Administer a summative
assessment on Module 1.
Electronic Structure of Matter
 Pre-Assessment
 Identify the number of valence
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
description of the behavior of electrons within atoms.
The learners demonstrate
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
electrons.
Explain the formation of ionic
and covalent bonds.
Objectives
S9-MT IIb-14 S9-MT IIb-14 S9-MT IIa-13 and S9-MT IIb-14 S9-MT IIb-15
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

portal
Project EASE Module 11 Project EASE Module 11
B. Other Learning Resource Chemistry III Textbook. Mapa,
Amelia P., Ph.D., et al. 2001 p. 73
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
electrons using a periodic table
Electronic Configuration Review arrangement of elements
in the periodic table.
lesson
Recall the developments that
have led to the quantum
mechanical model. Emphasize
that while the nuclear model is
still popular among the general
public, it is not accepted
scientific model of the structure
of the atom today. We shall use
the atomic structure in locating
electrons in a system known as
electronic configuration. Every
electron has its own energy level
within the atom.
The arrangement of electrons in
the orbitals of an atom is called
electron configuration. It is
important for us to work out
electron arrangement to be able
to understand more and predict
the properties of elements.
Ask students their house
numbers and the street where
their house is located. This
identifies the location of their
house. A similar scheme is used
for atoms. A number called
valence electrons is required by
atoms indicating their capability
to accept or give off electrons.
of the new lesson
Identify the group and period of
some elements
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
principal energy level, sub-
energy levels and atomic
orbitals.
 Give examples.
 Perform Activity 3.
 Post activity discussion on the
students’ observation.
 Define:
Valence electrons
Ionization energy
electronegativity
 Determining the number of
valence electrons.
 Observe the valence electrons
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.
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
Answer Guide Question No. 4.
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
What do you think are some
rules that apply in filling up the
orbitals ?
I. Evaluating learning Work out the electron
configurations of Ba.
Work out the distribution of
electrons in the orbitals of K.
Given K and Br, which of the two
atoms will
a) have a higher
electronegativity value?
b) have a higher ionization
energy?
Work out the electron
configurations of the following:
1. Cl
2. Xe
3. Ba
Work out the distribution of
electrons in the orbitals of Br.
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.
in the evaluation
with the lesson
require remediation
can help me solve?
Checked by:
______________________________________________________

GRADE 1 to 12
DAILY LESSON LOG
 Write the Lewis symbol of the
common metals and non-
metals.
 Show the relationship among
the number of valence
electrons, electronegativity
and ionization energy.
 Illustrate how an ionic bond is
formed.
 Show how ions are formed.
 Explain how covalent bonding
takes place.
 Illustrate the sharing of
electrons.
 Make a model of metallic
bond.
 Relate the properties of
metals to the kind of bond
they are made of.
A. Content Standard The learners demonstrate understanding of how atoms combine with other atoms by transferring or by
sharing electrons.
The learners demonstrate
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.
Objectives
S9MT-IIc-15 S9MT-IIc-15 S9MT-IIc-15 S9MT-IIc-17
Lewis Symbol
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,
Amelia P., Ph.D., et al. 2001. pp.
107-109
Chemistry III Textbook. Mapa,
110 - 111

portal
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.
B. Other Learning Resource
Ask students to give the number of
valence electrons of some elements.
Review the following:
1. Electronic configuration
3. Ions
1. Electronic configuration
3. Octet Rule
1. Metals in the periodic
table
3. Ionization energy
lesson
Reiterate to the students that the
valence electrons are the outermost
electrons directly involved in
chemical bonding. Thus, they need
to know how to represent the valence
electrons through the Lewis symbol.
Relate the properties of atoms
before and after combination
with that of humans before and
after marriage.
Reiterate to the students that
there are compounds where the
combining atoms do not transfer
electrons or accept electrons.
Instead, the combining atoms
are held together by shared
electrons.
Introduce the concept of
bonding by sharing electrons
which is called covalent bond.
Metals have low ionization
energy so they easily lose their
outermost electrons. A large
number of metal atoms can
share their valence electrons
through a special type of bond
called metallic bonding.
of the new lesson
Discuss Octet Rule and its
relation to Lewis Dot Structure.
Sodium chloride composed of
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
Ask to recall Activity 2. The Lewis
symbols or electron dot formulas
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
Identify common metals in the
surrounding.

formed becomes useful to
people.
its valence shell, just like the
electronic configuration of the
nearest noble gas element neon.
Perform Activity 2.
Discuss how to write Lewis Dot
Structures.
Answer the guide questions
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 4.
Answer the Guide Questions
Discuss why a metallic bond is
described as one with “sea of
electrons”.
Perform Activity 5.
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.
Perform Activity 3.
Using the electronegativity
values in your periodic table,
identify compounds formed due
to ionic bonding.
Identify the type of bond formed
according to electronegativity
difference of bonded atoms.
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.
Draw the Lewis Structure f Na
and Mg.
Answering of the guide
questions.
Differentiate polar covalent
bond from nonpolar covalent
bond.
Complete the table 5 on p. 122.
Recognizing the need of others
to belong in a group and make
friends, strengthening friendship
and family bonds.
How common are covalent
compounds in our daily life
anyway? Examples: HCl, H2O,
H2O2, CH4
Recognizing the importance of
sharing one’s blessing.
Give the uses of the following
metals:
1. Silver
2. Uranium
3. Lead
4. Gold
5. aluminum
How do you write Lewis Dot
Structures?
Why and how do atoms
combine?
Why do ions form after ionic
bonding?
How do covalent bonds form
between atoms?
What do you think will make
bonding among metals possible?

Using the electronegativity
values of elements, how can you
tell that ionic bonding take place
between metals and non-
metals?
Differentiate polar covalent
bond from nonpolar covalent
bond.
Give some properties of metals
and explain why metals possess
those properties.
I. Evaluating learning Draw the Lewis Structures of the
following:
1. Potassium
2. Phosphorus
3. Strontium
4. Chlorine
5. oxygen
 Given the following electronic
configuration:
a. 1s2
2s1
b. 1s2
2s2
2p4
c. 1s2
2s2
2p6
d. 1s2
2s2
2p6
3s2
3p6
4s2
3d10
4p5
1. Which one has the
greatest tendency to
gain electrons?
2. Which has the tendency
to give away electrons?
 Show how the sharing of
electrons form covalent bond
in PCl5.
 Calculate the electronegativity
difference between the
bonding atoms and classify the
bond formed. If covalent,
specify if polar or nonpolar.
1. C-S
2. H – Cl
3. C=O
4. S-O
5. S-H
Write the names of the correct
metals in the spaces provided.
1. I am the metal that is a
major component of steel.
2. I am a metal used in electrical
wiring. (copper)
3. I am an alloy of copper and
tin. (bronze)
4. I am a metal used as roofing,
foil and cans.(tin)
5. I am a metal used in soft drink
cans. (aluminum)
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
and non-metals form ionic
bond?
Show how the sharing of
electrons form covalent bond in
BeF2 and SF6.
Give some uses of the following
metals:
1. Mercury
2. Radium
3. brass
V. REMARKS
in the evaluation

GRADE 1 to 12
DAILY LESSON LOG
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
sharing electrons.
The learners demonstrate an
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
properties such as melting point, hardness, polarity and electrical and thermal conductivity.
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
Objectives
S9MT-IId-16 S9MT-IIa-d-15 -16 S9MT-IId-17
Differences between ionic and covalent compound based on their physical
properties.
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
Ionic and covalent bond
lesson
Knowledge about the type of bond helps
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!
Giving of instructions. Giving of instructions.
of the new lesson
Sing “The Chemical Bonds Song! –
Animated”
https://www.youtube.com/watch?v=QIfTT-
_-xLo
Perform Activity 6.
In performing the activity, remind the
students to wash the electrodes after every
use.
Presentation of results by
group.
Test proper Test Proper.
Answer the Guide Questions
(leads to Formative Assessment
3)
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.
Review for a summative test. Research on the uses of the
following compounds:
gasoline, acetic acid,
lubricating oil, liquefied
petroleum gas (LPG), ethyl
alcohol, diesel oil, acetone
and kerosene.
V. REMARKS
A. No. of learners who earned
80% in the evaluation
additional activities for
remediation who scored below
80%
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?
materials did I use/discover
which I wish to share with other
teachers?
Checked by:
______________________________________________________

GRADE 1 to 12
DAILY LESSON LOG
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
Objectives
S9MT-IIe-17
Organic Compounds: are they useful? Properties of Common Organic Compounds
A. References
1. Teacher’s Guide pages pp. 105 - 106 pp. 107 - 108
2. Learner’s Materials pages pp. 131 - 132 pp. 132 - 135
3. Textbook pages
portal
EASE II. Module 14. EASE II. Module 14
B. Other Learning Resource  Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp.
343-356. *
 Science and Technology. NISMED. 1997. pp. 334-340.
 Science and Technology III: Chemistry Textbook for Third Year.
Mapa, Amelia P., Ph.D., et al. 1999. pp. 349-353. *
 Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp.
343-356. *
 Science and Technology. NISMED. 1997. pp. 334-340.
 Science and Technology III: Chemistry Textbook for Third Year.
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.
Recall how covalent bond is
produced between non-metallic
atoms.
Show some common organic
compound and identify how they
are used.
Uses of some organic
compounds
lesson
Tell students that compounds
are all around and they may be
unaware but many things that
they use on a daily basis is
actually an organic compound.
Show pictures of the following
products: gasoline, ethyl alcohol,
isopropyl alcohol, , LPG, acetone,
and acetic acid (vinegar)
Every organic compound has
specific properties or
characteristics. Although
these compounds may show
similarities in some
properties, these
compounds do not have
exactly the same properties.
of the new lesson
Enumerate some common
covalent compounds and point
out which are classified as
organic compounds and their
uses in day to day life.
Gasoline, kerosene, diesel
oil, lubricating oil, vanillin,
acetic acid, and ethyl alcohol
are organic compounds with
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.

Discuss first the safety
precautions that the
students should take on the
conduct of the experiments.
Enumerate some common covalent
compounds and point out which are
classified as organic compounds and
their uses in day to day life.
How are these compounds
produced?
Perform Activity 2 Group presentation
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
be classified as organic compound?
How can you relate the
properties of some common
organic compounds to their
uses?
I. Evaluating learning Give the uses of the following
organic compounds:
1. Gasoline
2. Ethyl alcohol
3. Acetone
4. LPG
5. Kerosene
6. Acetic acid
Why is there a need to know the
properties of an organic
compound?
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.
in the evaluation
with the lesson
require remediation
can help me solve?
Checked by:
______________________________________________________

GRADE 1 to
12
DAILY LESSON
LOG
Teaching Dates and
Time
Week # 6 Quarter
Second
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.
Identify the types of bonds formed in alkanes.
Relate the structures of alkanes to their properties.
Investigate how a common
organic compound namely ethyne
can ripen fruits faster than the
natural way.
Recognize the uses of common
alcohols.
Identify similarities in the
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.
appropriate percentage composition.
Objectives
S9MT-IIf 18 S9MT-IIf 18 S9MT-IIf 18
The Hydrocarbons Which Bananas Will Ripen Faster? Alcohols and their Uses
A. References
pages
pp. 135 - 137 pp. 137 - 138 pp. 138 - 139
3. Textbook pages
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 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
Covalent bonding
Uses of common hydrocarbons
particularly ethyne or acetylene.
Recall the uses of ethyl alcohol.
B. Establishing a purpose for
the lesson
What types of bonds do
nonmetals form in compounds?
In this activity, you will investigate
(acetylene), a hydrocarbon.
Provide each group with labels or
pictures of the following: one
antiseptic or disinfectant that
contains ethyl alcohol, one
antiseptic that contain isopropyl
alcohol, one beverage that
contain ethyl alcohol and one
denatured alcohol.
C. Presenting
examples/Instances of the new
lesson
Define hydrocarbons
D. Discussing new concepts
and practicing new skills # 1
Define the following:
1. Structural formula
2. Condensed formula
3. Molecular formula
4. Boiling point
Discuss the safety tips.
Answer Guide Questions 13-16.
Perform activity 4.
Results and discussion will be
done after three days.
Perform Activity 5.
After the activity, select students
from a group to present their
answers in front of the class.
Give clear instructions about what
they are going to do exactly in the
activity. Explain to them the
objectives of the task and make
clarifications on the questions they
are likely to get confused with,
without leading them to the exact
answers.
Ask a group to present work
infront of the class. When the
group is done with its
presentation, make sure to clarify
answers regarding the trends of
the properties of the compounds
in the tables of data.
Discuss the uses of the alcohol
and the relationship between
their structures and properties.
Discuss the functional group of an
alcohol.

Perform Activity 3. Introduce alkanes, alkenes, and
alkynes.
Answering of the guide questions
(leads to Formative
Assessment 3)
Give the general formula of
alkanes, alkenes and alkynes.
G. Finding practical application
of concepts and skills in daily
living
Give some uses of gaseous
hydrocarbon compounds and
liquid hydrocarbon compounds.
Give the uses of common alcohol.
Video presentation
“Hydrocarbons”
https://www.youtube.com/watch
?v=1UE3hZ7cOP0
Differentiate alkanes, alkenes and
alkynes.
Identify similarities in the
structures of different kinds of
alcohol.
Relate these similarities to the
common properties they have.
I. Evaluating learning Identify the type of hydrocarbon
in the following:
1. C4H10 (alkane)
2. C10H18 (alkyne)
3. C7H14 (alkene)
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.
Give the formula of the following
alcohols and their uses:
1. Ethyl alcohol
2. Isopropyl alcohol
3. Methyl alcohol
Give the condensed formula of
the following:
1. Nonane
2. 3-Octene
3. 1-Hexyne
4. Butane
5. 2-decene

V. REMARKS
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
strategies worked well? Why
did these work?
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
Investigate how a common
organic compound namely
ethyne can ripen fruits faster
than the natural way.
Give the common uses of acetone, and formalin.
Relate the structures of acetone, and formalin to the carbonyl
compounds where they belong.
Administer a summative test.
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.
appropriate percentage composition.
Objectives
S9MT-IIg- 18 S9MT-IIg- 18
S9MT-IIe-g -17 - 18
Which bananas will ripen first? What is common between acetone and formalin?
A. References
2. Learner’s Materials pages pp. 137 - 138 p. 140 pp. 127 - 144
3. Textbook pages
portal
367. *
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. 367-
373.
Uses of common hydrocarbons
particularly ethyne or acetylene.
Structure formula of alcohol
lesson
What happened to the bananas
put in boxes in activity 4?
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.
of the new lesson
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.
Group presentation of data.
Identify the functional group of
aldehydes and ketones
Explain the instructions.
Have the learners work in groups
so that they will be able to share
their ideas and assignments with
one another.
Discuss the instructions.
Test Proper
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

students the compounds,
acetone, and formalin.
What is the practical use of
ethyne or acetylene in the
market?
Give the structural and
condensed formula of ethyne.
How is ethyne use in the
activity?
Give the properties of ethyne
and explain how it can introduce
ripening of fruits.
Give the common uses of
acetone, and formalin.
Relate the structures of acetone,
and formalin to the carbonyl
compounds where they belong.
I. Evaluating learning Explain briefly how ethyne or
acetylene can make banana
ripen faster.
Give some uses of acetone and
formalin.
What types of bonds do the
common compounds have in
their structures?
Give some uses of ethyne or
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
Review for a summative test.
V. REMARKS
in the evaluation

with the lesson
require remediation
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
Teaching Dates and
Time
Week # 8 Quarter
Second
Administer a pre-assessment on
Module 4.
Measure the mass of an object.
Record the mass with the correct
number of significant figures.
Relate the mass of the object to
the number of pieces per item.
Determine the molecular mass of
compounds.
A. Content Standard The learners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matte
Objectives
S9MT-IIh-19
Pre-Assessment Total Count vs. Mass Molar Mass
A. References
1. Teacher’s Guide pages pp. 117 pp. 118 - 119 pp. 118 - 119
pages
pp. 146 - 147 pp. 147 - 148 pp. 147 - 148
3. Textbook pages
from Learning
Resource (LR) portal
EASE Science II. Chemistry
Module 16. Lesson
OHSP. Chemistry Module 16.
Lesson 2.
B. Other Learning Resource Chemistry for the Millennium.
Soriano, Santisteban and Elauria.
2000. Pp. 168-170

Science and Technology III:
Chemistry Textbook. NISMED.
2012. pp. 84-91.
Science and Technology III.
NISMED. 1997. pp. 112-123.
174-183.
Units of Mass
Elements in the periodic table
Activity 1 Mass
Atomic mass of elements
lesson
Purpose of the pre-assessment
examination.
Have a bowl of marbles and ask
the students who can give the
nearest answer will be given a
prize.
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?
C. Presenting
lesson
Remind the students of the
laboratory techniques in using the
platform balance.
Let the students manipulate the
triple beam balance.
What do you think is the
difference between atomic mass
and molecular mass?
Discussion of the instructions. Give examples on significant
figures.
Group presentations
What is the unit of molar mass
or molecular mass?

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
Discuss what to remember when
performing the activity.
Perform Activity 1
3)
CuSO4 . 5H2O
living
Importance of knowing accurate
measurement
How is mass being used in the
market?
What are the units of mass?
How will you determine the
correct significant figure in
measurement?
How will you relate the mass of
the object to the number of pieces
per item?
Differentiate atomic mass from
molecular mass?
How do you compute for the
molecular mass of a compound?
I. Evaluating learning Give two units of mass.
How will you determine the
correct significant figure in
measurement?
the following compounds:
1. H2O
2. (NH4)3 PO4
Answer the guide questions. What is Avogadro’s Number?
V. REMARKS

80%
work? No. of learners who have
caught up with the lesson
these work?
teachers?
Checked by:
______________________________________________________

GRADE 1 to
12
DAILY LESSON
LOG
Teaching Dates and Time Week # 9 Quarter
Second
Use the mole concept to express
mass of substances
Describe the relationships among
the number of moles, mass and
number of particles.
Solve problems involving the
number of moles, mass and
Present a concept map on the
mole concept.
A. Content Standard The learners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matter
Objectives
S9MT-IIi-19 S9MT-IIi-19 S9MT-IIi-19 S9MT-IIi-19
Avogadro’s Number
Mass of One Mole of a Substance
The Relationships among Number
of Moles and Number of Particles
The Chemist’s Mole
A. References
1. Teacher’s Guide pages pp. 119 - 123 p. 125 pp. 126 - 129 p. 130
pages
pp. 148 - 151 pp. 152 - 153 pp. 153 - 154 p. 155
3. Textbook pages
(LR) portal
Module 16. Lesson
Lesson 2.
Module 16. Lesson
Lesson 2.
EASE Science II. Chemistry Module
16. Lesson
Lesson 2.
Module 16. Lesson
Lesson 2.
B. Other Learning Resource Chemistry for the Millennium.
2000. Pp. 168-170
Chemistry for the Millennium.
2000. Pp. 168-170
2000. Pp. 168-170
2000. Pp. 168-170

2012. pp. 84-91.
NISMED. 1997. pp. 112-123.
174-183.
2012. pp. 84-91.
NISMED. 1997. pp. 112-123.
174-183.
2012. pp. 84-91.
NISMED. 1997. pp. 112-123.
174-183.
2012. pp. 84-91.
NISMED. 1997. pp. 112-123.
174-183.
Molecular mass/Molar mass
Scientific notations
Use the mole concept to express
mass of substances.
The Relationships among Number
of Moles and Number of Particles
The Relationships among
Number of Moles and Number of
Particles
lesson
Sing “Mole as a Unit”
https://www.youtube.com/watch
?v=PvT51M0ek5c
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.
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
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
C. Presenting
lesson
You have experienced in Activity
1 how chemists determine the
number of particles by getting the
mass. It is impossible to count the
number of atoms present in a
You will now see the relationships
among mass, number of particles
and number of moles.

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.
Do Activity 4.
Group presentation.
Answering of the guide
questions.
Solve problems converting:
 the number of particles to
mass and vice versa;
 number of moles to mass and
vice versa; and
 number of particles to number
of moles and vice versa.
Do Activity 6.
Group presentation
Discuss the Avogadro’s number.
Solve problems converting mass
of substances to mole.
Do Activity 3.
Do Activity 5. Each group will be
assigned one substance each.
Group presentation
3)
How many grams are equivalent
to 20 moles of H2O?
living
Realize that in a quantitative
experiment, the use of
tablespoon and other measuring
devices alike are not advisable
because it will yield undesirable
results.
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.
Understanding this concept gives
you an idea of how many
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.
Applying the mole concept can
be a useful quantitative tool in
daily life.

How do you convert mass to
mole? Describe the relationships among
How do you convert the following:
 the number of particles to
mass and vice versa;
 number of moles to mass and
vice versa; and
 number of particles to number
of moles and vice versa.
mole concept.
I. Evaluating learning How many moles are in 400 g
MgO?
Describe the relationships among
1. A cancer patient needs to
increase his ascorbic acid
(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?
mole concept.
State the relationship between
the following properties?
a. Mass and number of moles
b. Number of moles and number
of particles
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
80%
these work?
teachers?
Checked by:
______________________________________________________

GRADE 1 to
12
DAILY LESSON
LOG
Teaching Dates and Time Week # 10 Quarter
Second
Determine the percentage composition. Apply the concept of percentage
composition in choosing grocery
items.
Realize that the amount of
substance intake can be
monitored with the use of
percentage composition.
Administer a summative test.
A. Content Standard The learners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matter
Objectives
S9MT-IIj-20 S9MT-IIj-20 S9MT-IIj-20 S9MT-IIh-j-19 - 20
Percentage Composition It’s Grocery Time
A. References
5. Teacher’s Guide pages pp. 130 - 133 p. 133 p. 133
pages
pp. 155 - 157 pp. 157 - 158 pp. 159 - 160
7. Textbook pages
(LR) portal
EASE Science II. Chemistry Module 16. Lesson 4.
OHSP. Chemistry Module 16. Lesson 4.
EASE Science II. Chemistry Module
16. Lesson 4.

. OHSP. Chemistry Module 16.
Lesson 4.
183. *
Science and Technology III. NISMED. 1997. pp. 112-123.
Science and Technology III: Chemistry Textbook for Third Year. Mapa,
Amelia P., Ph.D., et al. 1999. pp. 157-158
174-183. *
NISMED. 1997. pp. 112-123.
Chemistry Textbook for Third Year.
Mapa, Amelia P., Ph.D., et al. 1999.
pp. 157-158
Molecular mass/Molar mass Use the mole concept to express
mass of substances.
Percentage composition
lesson
Are you interested to know how
much of an element is present in
a compound?
You can answer this question by
determining percentage
composition.
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.
C. Presenting
lesson
In answering the problems
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?
Discuss percentage composition.
Solve problems involving
Solve more problems involving
Perform Activity 7 by group.
Group presentation
Discuss the instructions.
Test Proper
3)
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

living
In what other ways can we use
percentage composition in our
daily lives? Can you give
suggestions for its practical use?
In what other ways can you make
use of the concept on percentage
composition?
How do find the percentage
composition of a compound?
Give the importance of knowing
percentage composition in the
following:
1. Choosing the fertilizer
2. Buying T-shirt
3. Fruit juice in can
I. Evaluating learning Calculate the percentage
composition of Al (NO3)2.
Give two ways you make use of
the concept on percentage
composition.
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?
Review for a summative test.
V. REMARKS
VI. REFLECTION
80%
these work?

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

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