School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 1-2

Teaching Dates and Time Quarter 4
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of… how gases behave based on the motion and relative distances between gas particles

The learners should be able to…

1. investigate the relationship between:

B. Performance Standard 1.1 volume and pressure at constant temperature of a gas;

1.2 volume and temperature at constant pressure of a gas;

1.3 explains these relationships using the kinetic molecular theory;

C. Learning Competencies / This serves as a prerequisite or enrichment for the following additional competency:
Write the LC code for each
● explains the relationships of pressure, volume, and temperature using the kinetic molecular theory; (S10MT-IVa-b-21).

At the end of this lesson, students At the end of this lesson, At the end of this At the end of this
should be able to: students should be able to: lesson, students should lesson, students
be able to: should be able to:
● enumerate the postulates of the ● define temperature; and
kinetic molecular theory (KMT) of ● define pressure; and ● describe the effect
Objectives: ● describe the effect of
gases; and of volume on the
temperature on the behavior of

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 ● distinguish between an ideal gas and gases. ● describe the effect of behavior of gases.
real gas using the KMT of gases. pressure on the
behavior of gases.

Properties of Gases: The Kinetic Properties of Gases: Properties of Gases: Properties of

Molecular Theory Temperature of Gases Gas Pressure Gases:Volume of
II. CONTENT Gases

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall matter. What is matter? Recall kinetic energy, heat, Recall temperature and Recall the kinetic
or presenting the new lesson and temperature. What is kinetic energy. What is molecular theory.
kinetic energy? What is the kinetic energy? What is What does the kinetic
2 | Page
 difference between heat and temperature? molecular theory for
temperature? gases explain?

B. Establishing a purpose for What are some characteristics of How do changes in pressure, How do changes in How do changes in
the lesson gases? volume, and temperature pressure, volume, and pressure, volume, and
affect the behavior of gases? temperature affect the temperature affect the
How do gases behave? behavior of gases? behavior of gases?

C. Presenting It Does Not Matter Word Search Bye Bye Soda Word Hunt
examples/instances for the
new lesson In this activity, the students are asked In this activity, the students In this activity, the In this activity, the
to provide examples of things that are asked to look for words students are asked to students are asked to
cannot be classified as matter. related to heat and observe the dissolved look for terminologies
temperature. gases in soda at related to the kinetic
different temperatures. molecular theory.

D. Discussing new concepts Discuss the kinetic molecular theory of Discuss temperature and Discuss pressure. Discuss the volume of
and practicing new skills # 1 gases. kinetic energy. gases.
Discuss the units of
Discuss ideal and real gas. Demonstrate how to pressure.
calculate temperature and
kinetic energy. Discuss pressure and the
KMT of Gases.

E. Discussing new concepts List ‘Em Down Calculating Average Kinetic Gases Intro Real vs Ideal
and practicing new skills # 2 Energy and Temperature
In this activity, the students are asked In this activity, the In this activity, the
to differentiate between ideal and real In this activity, the students students are asked to students will identify
gases. are asked to calculate the observe the kinetic the difference
average kinetic energy and molecular theory using between real and ideal
temperature for given gases. a simulation. gases using the
simulation below.

F. Developing mastery Identify if the following statements Identify if the following Identify if the following Fill in the blanks with
about the kinetic molecular theory of statements are true or false. statements are true or the correct word or
(Leads to Formative
3 | Page
Assessment 3) gases are true or false. Write true if the Write true if the statement is false. Write true if the words to make the
statement is true. Otherwise, write true. Otherwise, write false. statement is true. sentence complete.
false. Otherwise, write false.
1. The absolute temperature 1. As a state of matter,
1. Each molecule of ideal gases has of a gas is directly related to 1. The standard unit of gases have mass and
definite mass and volume. the velocity of its particles. pressure is atmospheres. volume.

2. Energy is transferred completely 2. In all calculations 2. At high pressures, gas 2. The volume of
when an ideal gas molecule hits involving gases, absolute molecules move faster. gases is expressed in
another molecule. temperature is always used. liters.
3. The standard
3. The average kinetic energy of the 3. The average kinetic temperature and 3. Ideal gases can be
molecules in an ideal gas is dependent energy of gas molecules is pressure are set at 0oC compressed
solely on temperature. directly related to the and 1 atm. indefinitely.
temperature of the
4. Gases are compressible because they molecules. 4. Atmospheric pressure 4. Real gases occupy
are not strongly attracted to the wall of increases with altitude. space.
the container. 4. Rapidly moving air
molecules are cold, while 5. The collision between 5. The repulsive
5. Each molecule moves in a straight those that move slower are molecules is elastic. forces become
line until it collides with another hot. significant at lower
molecule or the walls of the container. volumes.
5. Real gases behave ideally
at higher temperatures.

G. Finding practical Relate scientific process in solving real Relate scientific process in Relate scientific process Relate scientific
applications of concepts and life situation. solving real life situation. in solving real life process in solving real
skills in daily living situation. life situation.

H. Making generalizations The teacher will ask the students about The teacher will ask the The teacher will ask the The teacher will ask
and abstractions about the what they have learned from the students about what they students about what the students about
lesson lessons. have learned from the they have learned from what they have
lessons. the lessons. learned from the
lessons.

4 | Page
I. Evaluating Learning Output will serve as evaluation Paper and pen test Paper and pen test Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

VI. REFLECTION

School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 3-4

Teaching Dates and Time Quarter 4
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of… how gases behave based on the motion and relative distances between gas particles

The learners should be able to…

1. investigate the relationship between:

B. Performance Standard 1.1 volume and pressure at constant temperature of a gas;

1.2 volume and temperature at constant pressure of a gas;

1.3 explains these relationships using the kinetic molecular theory;

C. Learning Competencies / This serves as a prerequisite or enrichment for the following additional competency:

5 | Page
Write the LC code for each ● explains the relationships of pressure, volume, and temperature using the kinetic molecular theory; (S10MT-IVa-b-21).

At the end of this lesson, students At the end of this lesson, At the end of this At the end of this
should be able to: students should be able to: lesson, students should lesson, students
be able to: should be able to:
● determine the relationship between ● determine the relationship
pressure and volume of ideal gases at a between volume and ● determine the ● determine the
Objectives: constant temperature. temperature of ideal gases at relationship between relationship between
constant pressure. volume and number of pressure, volume,
moles of ideal gases at temperature, and
constant pressure and number of moles of
temperature. an ideal gas.

The Gas Laws: Boyle’s Law The Gas Laws: Charles’ Law The Gas Laws: The Gas Laws: Ideal
Avogadro’s Law Gas Law
II. CONTENT

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

6 | Page
B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall the kinetic molecular theory. Recall the kinetic molecular Recall the concept of Recall Boyle’s Law.
or presenting the new lesson What does the kinetic molecular theory theory. What does the kinetic mole. What is a mole? What does the
for gases explain? molecular theory for gases Boyle’s Law state?
explain?

B. Establishing a purpose for How do changes in pressure, volume, What is the relationship What is the relationship What is the
the lesson and temperature affect the behavior of between volume and between volume and relationship between
gases? temperature of a gas at number of moles of a volume and number
constant pressure? gas at constant of moles of a gas at
What is the relationship between the temperature and constant temperature
volume and pressure of a gas at a pressure? and pressure?
constant temperature?

C. Presenting Converting Volumes Fire-Seeking Water Give Me More ... Air! Calculations on
examples/instances for the Charles’s Law
new lesson In this activity, the students are asked In this activity, the students In this activity, the
to convert volumes from one unit to are asked to visualize the students are asked to In this activity, the
another. valence electrons of the first demonstrate volume- students are asked to
mole relationship for calculate for
18 elements. gases. temperatures and
volumes.

D. Discussing new concepts Discuss pressure and volume Discuss the temperature- Discuss volume-mole Discuss the ideal gas
and practicing new skills # 1 relationship. volume relationship of gases. relationship for gases. law.

Demonstrate how to calculate pressure Demonstrate how to Demonstrate how to Demonstrate how to
and volumes after compression or calculate volumes and calculate volumes and use the ideal gas law
expansions. temperatures for moles of gases. equation.
compression and expansion

7 | Page
 processes.

E. Discussing new concepts Applying Boyle’s Law Calculations on Charles’ Calculating Volumes Ideal Gas Law
and practicing new skills # 2 Law and Moles
In this activity, the students are asked In this activity, the
to determine the number of valence In this activity, the students In this activity, the students are asked to
electrons for a given element. are asked to calculate for students are asked to determine the number
temperatures and volumes. calculate for the of valence electrons
volumes and moles of a for a given element.
given gas.

F. Developing mastery Solve the following problems. Show Solve the following Solve the following Solve the following
your complete solutions whenever problems. Show your problems. Show your problems. Show your
(Leads to Formative needed. complete solutions whenever complete solutions complete solutions
Assessment 3) needed. whenever needed. whenever needed.
1. A cylinder contains 2.14 L of
nitrogen gas at a pressure of 76 mmHg. 1. A cylindrical tank with 1. A balloon that was 1. A 6.30-L sealed
A piston slowly compresses the gas to piston on top confines a inflated at contains 0.50 rigid tank contains
a pressure of 90 mmHg. The 543.78 K of hydrogen gas in moles of N2. If 0.05 0.80 mole of oxygen
temperature of the gas remains a 1.34 m3 space between the moles of N2 is left from gas at a temperature
constant. What is the final volume of piston and its base. Several the balloon after of 125.6 K. What is
the gas? ice cubes are put around the releasing some of it, the pressure exerted
cylindrical tank, causing the what will be the new by the oxygen gas?
2. A cylindrical, expandable container temperature of the gas to volume of the balloon?
that contains 200 L of argon gas has an decrease. What is the volume Assume that the 2. How many moles
initial pressure of 0.9 atm. If the of the gas when its pressure and of a hypothetical ideal
pressure was increased to 804 mmHg, temperature decreases to temperature are gas are contained in a
calculate the final volume of the 317.86 K? constant. 200 mL container at a
container. Assume that the temperature temperature of 35.6oC
is constant. 2. Determine the new 2. A 2.3 L ideal gas at and a pressure of 234
temperature, in Kelvins, of 1500C and 4.00 atm mmHg?
3. An ideal gas occupies 0.25 mL and the neon gas if 124.0 L of it contains 11.13 moles of
exerts a pressure of 1.01 bar. Calculate originally at 32oC was gas. Calculate the new 3. What volume will
heated at constant pressure to volume, in milliliters, if 2.34 moles of nitrogen
8 | Page
 the pressure, in atm, if the volume was achieve a new volume of the amount of gas was gas occupy at STP?
increased to 0.5 L at a constant 154.0 L. increased to 13.89
temperature. moles at the same
3. Calculate the final volume temperature and
of the gas, in m3, if it cools pressure.
from 1 298oC to 653oC. The
initial volume of the gas is 3. Determine the new
250.1 mL. volume of a 0.23 L
sample of an ideal gas
initially containing 0.81
moles if an additional
1.75 moles of the same
gas was added.

Assume that the process

occurred at constant
temperature and
pressure.

G. Finding practical Relate scientific process in solving real Relate scientific process in Relate scientific process Relate scientific
applications of concepts and life situation. solving real life situation. in solving real life process in solving real
skills in daily living situation. life situation.

H. Making generalizations The teacher will ask the students about The teacher will ask the The teacher will ask the The teacher will ask
and abstractions about the what they have learned from the students about what they students about what the students about
lesson lessons. have learned from the they have learned from what they have
lessons. the lessons. learned from the
lessons.

II.Evaluating Learning Output will serve as evaluation Paper and pen test Paper and pen test Paper and pen test

J. Additional activities for

application for remediation

9 | Page
V. REMARKS

VI. REFLECTION

School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 5-6

Teaching Dates and Time Quarter 4
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of… the structure of biomolecules, which are made up mostly of a limited number of elements, such as carbon,

10 | Page
 hydrogen, oxygen, and nitrogen

B. Performance Standard The learners will be able to: explain the functions of biomolecules in the processes of life.

C. Learning Competencies / At the end of this lesson, the following DepEd learning competency should be met by the students:
Write the LC code for each
● recognize the major categories of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids (S10MT-IVc-d-22).

At the end of this lesson, students At the end of this lesson, At the end of this At the end of this
should be able to: students should be able to: lesson, students should lesson, students
be able to: should be able to:
● recognize the major categories of ● recognize the major
biomolecules, such as carbohydrates, categories of biomolecules, ● recognize the major ● recognize the
Objectives:
lipids, proteins, and nucleic acids. such as carbohydrates, lipids, categories of major categories of
proteins, and nucleic acids. biomolecules, such as biomolecules, such
● explain the functions of carbohydrates, lipids, as carbohydrates,
carbohydrates in the processes of life. ● explain the functions of lipids,
lipids in the processes of life. proteins, and nucleic
acids; and proteins, and nucleic
acids; and
● explain the functions
of proteins in the ● explain the
processes of life. functions of nucleic
acids in the processes
of life.

Biomolecules and Their Functions: Biomolecules and Their Biomolecules and Their Biomolecules and
Carbohydrates Functions: Lipids Functions: Proteins Their Functions:
II. CONTENT Nucleic Acids

III. LEARNING
RESOURCES

11 | Page
A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall types of bonds. What are the Recall carbohydrates and its Recall lipids and their Recall proteins and
or presenting the new lesson types of bonds that form molecules? general structure. What are general structure What the structure of amino
carbohydrates and what is are lipids and what is its acids. What are
their general chemical general chemical proteins and what is
structure? structure? the structure of amino
acids?

B. Establishing a purpose for What are carbohydrates? What are lipids? What are proteins? What are the nucleic
the lesson acids?
What are the types of carbohydrates? What are the types of lipids?
What are the types of
proteins? What are the types of
What are the functions of What are the functions of nucleic acids?
carbohydrates? lipids? What are the functions
of proteins? What are the functions
of nucleic acids?

12 | Page
C. Presenting I am Carbon Make Your Slogan Charades Human Foldings
examples/instances for the
new lesson In this activity, the students will try to In this activity, the students In this activity, the In this activity, the
make a monologue skit describing the will try to make a slogan that students will play students will try to
properties of a carbon atom. differentiates the types of charades that focus on simulate the process
carbohydrates. the different types of of protein folding.
lipids.

D. Discussing new concepts Discuss the carbohydrates and its Discuss lipids and their Discuss the proteins and
Discuss the nucleic
and practicing new skills # 1 general structure. What are general structure. What are amino acids. What are
acids and their
carbohydrates and what is their general lipids and what is the general proteins and amino structure. What are
chemical structure? chemical structure of these acids? the nucleic acids?
molecules? What is the structure
Discuss classifications of Discuss the level of of nucleic acids?
carbohydrates. What are the types of Discuss classifications of structures of proteins.
carbohydrates? lipids. What are the types of What are the levels of Discuss the functions
lipids? structures of proteins? of DNA. What are the
functions of DNA?

E. Discussing new concepts Measuring Sugar Levels Fats vs Oil Alpha vs Beta The Central Dogma
and practicing new skills # 2
In this activity, students will try to In this activity, students will This activity will have In this activity, the
measure sugar levels before and after a try to construct a Venn the students create a students will try to
meal. diagram to compare and model of the alpha and make an illustration of
contrast fats and oils. beta-pleated sheets in the central dogma of
proteins. the cell.

F. Developing mastery Identify the terms being described by Identify the terms being Identify the terms being Write true if the
each of the statements below. described by each of the described by each of the given statement is
(Leads to Formative statements below. statements below. correct. Otherwise,
Assessment 3) 1. These carbohydrates are also known write false.
as simple sugars. monosaccharides 1. These are the types of 1. These small
lipids composed of fatty molecules are the 1. Nucleic acids are
2. These carbohydrates are made up of acids and glycerol. building blocks of biomolecules that are
several simple sugars linked together.
13 | Page
 They are also called complex triglyceride proteins. amino acids made up of repeating
carbohydrates. polysaccharides units of nucleotides.
2. These are lipids 2. This is the type of true
3. These proteins are known to have commonly found in plants bond that link amino
carbohydrate moieties. glycoproteins and are usually liquid at acids together in 2. Nucleotides are
room temperature. oils proteins. units with three
4. This polysaccharide forms the cell components: a
walls of plant cells. cellulose 3. These are lipids peptide bonds phosphate group, a
commonly found in animals
5. This polysaccharide is the major and are usually solid at room 3. This term is used to 5-carbon sugar, and a
form of energy storage in animals. temperature. fat describe proteins which nitrogen-containing
are made up of two base. true
glycogen 4. This is a molecule with amino acids. dipeptide
three carbons, each 3. The nucleotides are
containing a hydroxyl 4. This term is used to linked through
describe proteins which phosphodiester bonds.
(−OH) group, which forms are made up of at least true
the backbone of
triglycerides. glycerol 50 amino acids. 4. There are two kinds
polypeptides of nucleic acid:
5. This is a long chain of ribonucleic acid
carbon atoms that ends with 5. These are special (RNA) and
a carboxyl types of proteins that
speed up chemical deoxyribonucleic acid
(−COOH) group. fatty acid reactions. (DNA). true

enzymes 5. In the ribosomes,

proteins are
synthesized. The
rRNA catalyzes
peptide bond
formation. true

14 | Page
G. Finding practical Relate scientific process in solving real Relate scientific process in Relate scientific process Relate scientific
applications of concepts and life situation. solving real life situation. in solving real life process in solving real
skills in daily living situation. life situation.

H. Making generalizations The teacher will ask the students about The teacher will ask the The teacher will ask the The teacher will ask
and abstractions about the what they have learned from the students about what they students about what the students about
lesson lessons. have learned from the they have learned from what they have
lessons. the lessons. learned from the
lessons.

III. Evaluating Learning Output will serve as evaluation Paper and pen test Paper and pen test Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

VI. REFLECTION

15 | Page
 School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 7-8

Teaching Dates and Time Quarter 4
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of… the chemical reactions associated with biological and industrial processes affecting life and the
environment.

The learners shall be able to: using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the
B. Performance Standard
environment.

C. Learning Competencies / This serves as a prerequisite or enrichment for the following additional competency :
Write the LC code for each
● apply the principles of conservation of mass to chemical reactions;

(S10MT-IVe-g-23).

At the end of this lesson, students At the end of this lesson, At the end of this At the end of this
should be able to: students should be able to: lesson, students should lesson, students should
be able to: be able to:
Objectives: ● identify the clues that a chemical ● write chemical equations
reaction is taking or has taken place. in words and symbols. ● explain the laws that ● balance chemical
govern chemical equations; and
reactions.
● apply the principles
of conservation of mass
to chemical reactions.

16 | Page
 Conservation of Mass in Chemical Conservation of Mass in Conservation of Mass Conservation of Mass
Reactions: Chemical Reactions and Chemical Reactions: in Chemical Reactions: in Chemical Reactions:
II. CONTENT Chemical Equations in Fundamental Laws of Balancing Chemical
Chemical Change Words Chemical Equations

and Symbols Reactions

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

17 | Page
A. Reviewing previous lesson Recall matter. What is matter? What Recall covalent compounds. Recall the Recall the law of
or presenting the new lesson are its classifications? What are covalent representation of definite proportions.
compounds? How do you chemical reactions. How What does the law of
write the chemical formula do you represent definite proportion
for covalent compounds? chemical reactions? state?

B. Establishing a purpose for How are chemical changes How are chemical changes What are the underlying How can the laws of
the lesson distinguished from physical ones? distinguished from physical concepts, theories and chemical reactions be
ones? laws governing applied in determining
How are chemical changes expressed? chemical reactions? ratios of starting
How are chemical changes materials to final
expressed? How can these laws be products?
applied in determining
What are the underlying ratios of starting
concepts, theories and laws materials to final
governing chemical products?
reactions?

How can these laws be

applied in determining ratios
of starting materials to final
products?

C. Presenting Charades The Name Game Writing Chemical Law of Definite

examples/instances for the Equations Composition
new lesson In this activity, the students are asked In this activity, the students
to guess the term or example of a will provide the chemical In this activity, the In this activity, the
matter. name for the given covalent students are asked to students are asked to
compounds. rewrite chemical demonstrate the law
equations using of definite
symbols. composition.

D. Discussing new concepts Discuss physical and chemical Discuss writing chemical Discuss the law of Discuss balancing
and practicing new skills # 1 changes. equations. definite composition. chemical equations.

18 | Page
 Discuss indicators of chemical Discuss the law of Demonstrate
changes. multiple proportions. balancing chemical
equations.
Discuss energies in transformations. Discuss the law of
reciprocal proportions.

E. Discussing new concepts Hot ‘N Cold Words-to-Symbols Law of Conservation of Balancing Chemical
and practicing new skills # 2 Mass in Chemical Equations
In this activity, the students are asked In this activity, the students Reactions
to observe exothermic and endothermic are asked to convert In this activity, the
chemical reactions. chemical equations for In this activity, the students are asked to
symbols to words and vice students are asked to balance certain
versa. demonstrate the law of chemical equations.
conservation of mass.

F. Developing mastery Write true if the statement is correct. Answer the following Write T if the statement Ask the following.
Otherwise, write false. questions. is true and F if
(Leads to Formative otherwise. a. The reaction
Assessment 3) 1. Physical changes involve changes in 1. What is the importance of between barium
physical appearance. true writing chemical equations? 1. Carbon dioxide has a chloride solution and
It shows the relationship variety of ratio of ammonium sulphate
2. Bond breaking and bond forming are between amounts of products carbon and oxygen. F solution produces a
characteristics of a physical change. and amount of reactants. precipitate of barium
2. One kilogram of sulfate in an
false 2. Is it better to write water and one teaspoon ammonium chloride
3. Changes in size indicate chemical reactions using words or of water has the same solution.
change. false symbols? For balancing ratio of hydrogen to
purposes, it is better to show oxygen. T b. Solid iron reacts
4. Changes in color indicates chemical the reaction using symbols as with sulfuric acid,
change. true it is less tedious and shows 3. Nitrogen and oxygen resulting in the
the moles of each element. can combine in a variety bubbling of hydrogen
5. In exothermic reactions, heat is of whole number ratios gas in the yellow
released. true 3. How else can you such as 1:1 for nitrogen ferrous sulfate
represent reactions aside monoxide, and 1:2 for

19 | Page
 from symbols and words? nitrogen dioxide. T solution.
Ball diagrams to indicate that
the number of atoms of each 4. The ratio of the
element remains the same. masses of sodium and
chlorine in sodium c. Aniline
4. What is the difference chloride is 23:35. (C6H5NH2) combusts
between a chemical reaction in the presence of
and a chemical equation? For the elements in excess oxygen,
hydrochloric acid it is forming carbon
A chemical reaction is a 35:1. The ratio for dioxide gas, water
process in which atoms of a sodium and hydrogen vapor and nitrous
molecule rearranges to form 23:1. T dioxide.
new substances. This is
represented through a 5. Matter is lost or d. Benzene (C6H6)
chemical equation. gained in chemical reacts combusts in
reactions. F excess oxygen
5. What are the components forming carbon solid
of a chemical equation? The as soot, carbon
components of a chemical monoxide gas and
equation are the chemical water vapor.
formulas for reactants and
products, their stoichiometric
ratio and states, and the
reaction arrow, and catalysts.

G. Finding practical Relate scientific process in solving real Relate scientific process in Relate scientific process Relate scientific
applications of concepts and life situation. solving real life situation. in solving real life process in solving real
skills in daily living situation. life situation.

H. Making generalizations The teacher will ask the students about The teacher will ask the The teacher will ask the The teacher will ask
and abstractions about the what they have learned from the students about what they students about what the students about
lesson lessons. have learned from the they have learned from what they have
lessons. the lessons. learned from the

20 | Page
 lessons.

IV. Evaluating Learning Output will serve as evaluation Paper and pen test Paper and pen test Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

VI. REFLECTION

School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 9-10

Teaching Dates and Time Quarter 4
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of… the chemical reactions associated with biological and industrial processes affecting life and the
environment.

The learners shall be able to: using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the
B. Performance Standard
environment.

21 | Page
C. Learning Competencies / This serves as a prerequisite or enrichment for the following additional competency :
Write the LC code for each
● apply the principles of conservation of mass to chemical reactions;

(S10MT-IVe-g-23).

At the end of this lesson, students At the end of this lesson, At the end of this At the end of this
should be able to: students should be able to: lesson, students should lesson, students should
be able to: be able to:
Objectives: ● apply the principles of conservation ● apply the principles of
of mass to chemical reactions; conservation of mass to ● apply the principles ● apply the principles
chemical reactions; of conservation of mass of conservation of mass
● identify and describe synthesis to chemical reactions; to chemical reactions;
reactions; and ● identify and describe
decomposition reactions; ● identify and describe ● identify and describe
● predict the products of a synthesis and single replacement double replacement
reaction. reactions; and reactions; and
● predict products of a
decomposition reaction. ● predict the products ● predict the products
of single replacement of double replacement
reactions. reactions.

Types of Chemical Reactions: Types of Chemical Types of Chemical Types of Chemical

Synthesis Reaction Reactions: Decomposition Reactions: Single Reactions: Double
II. CONTENT Reaction Replacement Reaction Replacement Reaction

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

22 | Page
2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall the changes matter undergoes. Recall the physical changes. Recall synthesis Recall synthesis
or presenting the new lesson What are the changes matter What are physical changes? reactions. What are reactions. What are
undergoes? What is the difference synthesis reactions? synthesis reactions?
between physical and chemical
changes? How are they different?

B. Establishing a purpose for What are the basic types of chemical What is a decomposition What is a single What is a double
the lesson reactions? reaction? replacement reaction? replacement reaction?
How do double
What is a synthesis reaction? How do decomposition How do single replacement reactions
reactions differ from other replacement reactions differ from other
How do synthesis reactions differ from types of chemical reactions? differ from other types types of chemical
other types of chemical reactions? of reactions?
What are some reactions?
What are synthesis reactions found in decomposition reactions What are some single
nature? What are some double
found in nature? replacement reactions replacement reactions
How are synthesis reactions used by found in nature? found in nature?
How are decomposition
humans? reactions used by humans? How are single How are double
replacement reactions replacement reactions
23 | Page
 used by humans? used by humans?

C. Presenting Word Search Ice-Water-Steam Hep-Hep Hurray! Charades

examples/instances for the
new lesson In this activity, the students are asked In this activity, the students In this activity, the In this activity, the
to recall terminologies related to are asked to demonstrate students are asked to students are asked to
chemical changes. different physical changes. identify whether the demonstrate synthesis
chemical reaction reactions in everyday
shown is a synthesis life.
reaction or not.

D. Discussing new concepts Discuss synthesis reactions. Discuss decomposition Discuss single Discuss double
and practicing new skills # 1 reactions. replacement reactions. replacement reactions.
Discuss examples of synthesis
reactions. Discuss examples of Discuss the reactivity Discuss examples of
decomposition reactions. series. double replacement
reactions.

E. Discussing new concepts Synthesize Thermal Decomposition Single! Will It React?

and practicing new skills # 2
In this activity, the students are asked In this activity, the students In this activity, the In this activity, the
to demonstrate a few synthesis are asked to demonstrate students are asked to students are asked to
reactions. thermal decomposition. demonstrate knowledge determine whether
on the reactivity series. two substances will
react via double
replacement reactions.

F. Developing mastery Write true if the statement is correct. Write true if the statement is Write true if the Write true if the
Otherwise, write false. correct. Otherwise, write statement is correct. statement is correct.
(Leads to Formative false. Otherwise, write false. Otherwise, write false.
Assessment 3) 1. In synthesis reactions, there are
always two or more reactants. True 1. A decomposition reaction 1. Single replacement 1. Double replacement
is used to produce calcium reactions can only reactions are also
2. There are always two or more oxide from quicklime. happen with cations. known as double
displacement
24 | Page
 products for synthesis reactions. False True False reactions. True

3. Synthesis reactions are mostly 2. Welding is an example of 2. Many metal-acid 2. Acid-base

exothermic. True a synthesis reaction. False reactions are single neutralization
replacement reactions. reactions can be found
4. Elements are the only pure substance 3. Metals in ores are usually True in the digestive
that can undergo synthesis reactions. in their oxide or salt form. system. True
True 3. Photosynthesis is
False purely a single 3. Insoluble solids
4. Only heat can cause replacement reaction. may form from
5. Breakdown of food during digestion decomposition. False
is an example of a synthesis reaction. False double replacement
5. Electrolysis makes use of 4. The reactivity series reactions. True
False light energy to facilitate is essential to predicting 4. The products of
decomposition. False the products of a single double replacement
replacement reaction. reactions are gases,
True ionic compounds, and
precipitates. False
5. Single replacement
reactions and single 5. Gas products are
displacement reactions released to the
are different from each atmosphere since they
other. False are insoluble. True

G. Finding practical Relate scientific process in solving real Relate scientific process in Relate scientific process Relate scientific
applications of concepts and life situation. solving real life situation. in solving real life process in solving real
skills in daily living situation. life situation.

H. Making generalizations The teacher will ask the students about The teacher will ask the The teacher will ask the The teacher will ask
and abstractions about the what they have learned from the students about what they students about what the students about
lesson lessons. have learned from the they have learned from what they have
lessons. the lessons. learned from the
lessons.

25 | Page
V.Evaluating Learning Output will serve as evaluation Paper and pen test Paper and pen test Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

VI. REFLECTION

School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 11-12

Teaching Dates and Time Quarter 4
2:00-3:00 PM

26 | Page
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of… the chemical reactions associated with biological and industrial processes affecting life and the
environment.

The learners shall be able to: using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the
B. Performance Standard
environment.

C. Learning Competencies / explain how the factors affecting the rates of chemical reactions are applied in food preservation and materials production, control of fire,
Write the LC code for each pollution, and corrosion

(S10MT-IVh-j-24).

At the end of this lesson, students At the end of this lesson, At the end of this At the end of this
should be able to: students should be able to: lesson, students should lesson, students should
be able to: be able to:
● describe the collision theory; and ● describe catalysts and
Objectives:
catalyzed reactions; and ● explain how the ● explain how the
● discuss the factors affecting the rates factors affecting the factors affecting the
of chemical reactions. ● discuss the factors rates of chemical rates of chemical
affecting the rates of reactions are applied in reactions are applied in
chemical reactions. food preservation and biological and
materials production, environmental settings.
control of fire,
pollution, and
corrosion.

Factors Affecting the Reaction Rate: Factors Affecting the Factors Affecting the Factors Affecting the
The Collision Theory Reaction Rate: Catalysts Reaction Rate: Reaction Rate:
II. CONTENT and Catalyzed Reactions Applications of Catalyzed Reactions in
Controlled the

27 | Page
 Reaction Rates Environment

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall the definition of a chemical Recall the concept of the Recall the concept of Recall the factors
or presenting the new lesson reaction. What are the indications of a collision theory. the collision theory. affecting reaction
chemical reaction? rates.

B. Establishing a purpose for How fast does a chemical reaction What is a catalyst? How are the factors How does your
the lesson occur? affecting reaction rates knowledge of
How does a catalyst affect applied in our everyday chemical reaction
What are the requirements before a the rate of a chemical lives? rates help in
chemical reaction can occur? reaction? understanding

28 | Page
 What is collision theory and how can it biological and
explain rates of chemical reactions? environmental
phenomena?
What are the factors affecting the rates
of chemical reactions?

C. Presenting Is There a Chemical Change? Iodine Clock Reaction Collision Theory Controlled Reaction
examples/instances for the Rates
new lesson In this activity, the students are asked In this activity, the students In this activity, the
to demonstrate an example of a are asked to describe the students are asked to In this activity, the
chemical change that can be observed kinetics of the reaction of answer questions about students are asked to
in our everyday lives. iodide and persulfate. collision theory. identify in the
following statements
the different factors
that can affect the rate
of the chemical
reaction.

D. Discussing new concepts Define reaction rate. Discuss the Define a catalyst and Explain how reaction Discuss some
and practicing new skills # 1 collision theory and enumerate the describe how it affects rates can be controlled. examples of catalyzed
requirements in order for a chemical reaction rates. Give some examples of reactions in the
reaction to occur. real-life applications of environment.
Discuss the two types of controlled reaction rates.
catalysts and give some Define enzymes and
examples. describe how it affects
reaction rates.

E. Discussing new concepts Collision Theory Catalytic Converter Spoilage of Apples How to Keep Apples
and practicing new skills # 2 From Turning Brown
In this activity, the students are asked In this activity, the students In this activity, the
to answer questions about collision are asked to answer students are asked to In this activity, the
theory. questions about catalytic perform an experiment students are asked to
converters. by studying the spoilage perform an
of apples. experiment by

29 | Page
 studying the enzymes
present in apples.

F. Developing mastery Identify what factor/s affecting Write True if the statement Identify what is/are Identify what is/are
reaction rates are involved in each is correct. Otherwise, write being described in each being described in
(Leads to Formative statement. False. of the statements below. each statement below.
Assessment 3)
1. The iodine clock reaction resulted to a. Catalysts provide an a. It is a natural process 1. It is the type of
a faster rate of reaction when the alternative pathway with a that converts a refined catalysis where all
lower activation energy for metal to a more substances are of the
working temperature is at 315 K. reactions to proceed. True chemically-stable form same phase.
Temperature such as oxides upon its
b. Catalysts get used up after reaction with oxygen in homogeneous
2. Shaved ice melts faster than ice the reaction, thus, making the the catalysis
blocks. Surface area atmosphere.
energy level of products Corrosion
increase. False 2. It is a biological
3. The iodine clock reaction was catalyst that increase
observed to occur at a slower rate when b. It is an exothermic
c. Heterogeneous catalysis is chemical reaction the rate of some
one of the reactant concentration was a type of catalysis where the between a fuel and an reactions in the body
halved. Concentration catalyst has the same phase oxidant forming usually
as the reactants. False by such a degree that
4. The iodine clock reaction was carbon dioxide and many normal
observed to be much faster when the d. A catalytic converter is an water. Combustion processes in
reaction was done in a 50-mL beaker example of a heterogeneous
than in a 100-mL beaker. Surface area c. It is a process that organisms become
catalyst. True leads to food becoming impossible without
5. Dissolving 10 g of calcium e. A catalyzed reaction often inedible as a result of them. enzyme
carbonate with hydrochloric acid involves a series of steps, microbial and chemical 3. These are a class of
solution is much easier when using a which begins with the processes. Food chemicals that cause
1.00 M solution than using a 0.10 M interaction of the catalysts spoilage ozone depletion.
solution. and reactants and end with d. These are substances chlorofluorocarbons
Concentration. Concentration the formation of the product that slow down
and the release of the catalyst chemical reactions. 4. This part of the
for reuse. True Inhibitors atmosphere absorbs
30 | Page
 e. These are the ultraviolet rays from
components of the fire the sun and prevents
triangle. Fuel, oxygen, excessive amounts of
and heat radiation from
reaching the Earth’s
surface.

ozone layer

5. It is a biological
catalyst used in
breaking down starch.
amylase

G. Finding practical Relate scientific process in solving real Relate scientific process in Relate scientific process Relate scientific
applications of concepts and life situation. solving real life situation. in solving real life process in solving real
skills in daily living situation. life situation.

H. Making generalizations The teacher will ask the students about The teacher will ask the The teacher will ask the The teacher will ask
and abstractions about the what they have learned from the students about what they students about what the students about
lesson lessons. have learned from the they have learned from what they have
lessons. the lessons. learned from the
lessons.

VI. Evaluating Learning Output will serve as evaluation Paper and pen test Paper and pen test Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

VI. REFLECTION

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