School: Linao National High School Grade Level: 7

DAILY LESSON Teacher: Mrs. Judith C. Cue Learning Area: Science

LOG Teaching Dates and Sept. 11-14, 2023
Time: Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 01
I. OBJECTIVES
A. Content Standards:
The learners demonstrate understanding of scientific ways of acquiring knowledge and solving problems.
B. Performance
The learners should be able to perform in groups in guided investigations involving community-based problems using locally available materials.
Standards:
C. Learning A. Define variables A. Read and understand A. Prepare mixture from
A. Distinguish mixtures
Competencies/Objecti B. Distinguish well the given the given substances
from substances based
ves: dependent direction B. Follow precautionary
on a set of properties
variable from B. Identify the measures while doing
B. Classify chemical
independent dependent and the activity
system as mixture or
variable independent variable
pure substance.
C. Recognize the from the given
C. Cite examples of pure
importance of scenario
substance and
variables in doing C. Cooperate with the
mixtures found at
scientific groupmates while
home
investigations working on the
activity or task given
Variables: Dependent and Substance and Mixtures Substance and amixture
II. CONTENT Dependent and Independent
Independent Variables
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages

2. Learner’s Materials Module 1, p 8 Activity sheets P. 20-24

Pages
3. Textbook Pages p. 45

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning DepEd TV www.biologycorner.com
Resources https://www.youtube.com/
 watch?
v=tH7uzKqSOdM&t=639s

IV. PROCEDURES
A. Reviewing What are the six steps of Giving instructions to the Giving instructions to the
Previous Lesson scientific method? students on what to do with students on what to do with the
or Presenting the the activity. activity.
New Lesson

Students watch a video Demonstration activity on Pure

clip about variables. Substance vs Mixtures.
B. Establishing a Purpose DepEd TV Students will observe.
for the Lesson https://www.youtube.com/
watch?
v=tH7uzKqSOdM&t=639s

What is left of the

C. Presenting solution?
Based from the video that Compare its properties
Examples/Instances of
you have watched, what with the original salt?
the new Lesson
are variables? Were you able to get the
salt from the solution?

How is dependent variable Students prepare sample of

differ from independent mixtures from the
variabke? substances given to them.
How are mixtures different They will do this by group
D. Discussing New from substances based on their and need to follow the
Concepts and properties? How are they instruction given to them by
similar? the teacher.
Practicing New Skills Students work in the given
#1 activity by group.
From the simple activity, which
is substance and which is
mixture?

Let us identify the In a table form, classify the What are the mixtures that you
E. Discussing New dependent variable and the following sample as to pure have prepared?
Concepts and independent variable of the substance or mixture. In
Practicing New Skills following. column A- write all the How did you prepare these
#2 substances and in column B mixtures?
write all the mixtures.
Marshmallow Muscles
 Larry was told that a 1. Gold
certain muscle cream was 2. Halu-halo
the newest best thing on 3. Sugar
the market and claims to 4. Copper wire
double a person’s muscle 5. Flour
power when used as a part 6. Pizza
of a muscle-building 7. Jelly
workout. Interested in this 8. Detergent soap
product, he buys the 9. Sand
special muscle cream and 10. Cold juice
recruits Patrick and 11. Hot chocolate
SpongeBob to help him 12. Vinegar
with an experiment. Larry 13. Air
develops a special 14. Soup
marshmallow weightlifting 15. silver
program for Patrick and
SpongeBob. He meets
with them once every day
for a period of 2 weeks and
keeps track of their
results. Before each
session Patrick’s arms and
back are lathered in the
muscle cream, while
SpongeBob’s arm and
back are lathered with the
regular lotion. (Source:
www.kent.edu)

Time Patrick Sponge

Bob
Initial 18 5
Amount
After 1 24 9
week
After 2 33 17
weeks

1.What is the independent

variable?
1. What is the
dependent
variable?
 What should Larry’s
conclusion be?
Identify the dependent and Give examples of mixtures and How is mixture being prepared?
independent variable in the substance found in home or in
given hypothesis. stores.
1. A scientist
conducted an
experiment to
determine how
the amount of salt
in the body of
water affects the
number of plants
that can live in
the water?
2. A sports medicine
researcher has
been hired by
F. Developing Gatorade to test
Mastery the effects of its
(Leads to Formative sports drink on
Assessment) athletic
performance. The
company wants to
claim that when
an athlete drinks
Gatorade, their
performance will
improve.
A well-known fast-food
corporation wants to know
if the color of the interior
of their restaurants will
affect how fast people eat.
Of course, they would
prefer that consumers enter
and exit quickly to
increase sales volume and
profit.
G. Finding practical Why are mixtures important in Is mixture important in our daily
applications of concepts food and drug formulation? living?
and skills in daily living
H. Making generalizations How important are
and variables in conducting
abstractions about the scientific investigations? KEY CONCEPT: Pure
lesson Substance – are those which
contain only one type of matter
and have a definite or constant
and consistent behavior in
chemical reactions.
Mixture- contains two or more
substances combined in such a
way that the properties of the
components are retained and
are distinguishable.

I. Evaluating Learning Identify the dependent and Checking the answers of the Classify matter as mixture or Checking the outputs of the
independent variable of the students substance: students.
following. 1.seawater
1. After many 2. carbon dioxide
claims that 3. oxygen
listening to 4. ice tea
Mozart will make 5. water
you smarter, a 6. cement
group of 7. salt
education 8. ammonia
specialists 9. alloys
decides to put it 10. tossed salad
to the test. So,
first, they go to a
nearby school in a
middle-class
neighborhood.
2. A company that
specializes in
essential oils
wants to examine
the effects of
lavender on sleep
quality. They hire
a sleep research
lab to conduct the
study. The
researchers at the
lab have their
usual test
volunteers sleep
 in individual
rooms every night
for one week.
3. A group of
teachers is
interested in
which teaching
method will work
best for
developing
critical thinking
skills.
A large food company is
considering entering the
health and nutrition sector.
Their R&D food scientists
have developed a protein
supplement that is
designed to help build
muscle mass for people
that work out regularly.
J. Additional activities for
application or
remediation

V. REMARKS

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

Prepared by: JUDITH C. CUE Checked by: MARJORIE L. MAGBANUA Noted by: GLORIA C. LUZ
Teacher III Master Teacher I Principal II
 School: Linao National High School Grade Level: 9
DAILY LESSON LOG Teacher: Mrs. Judith C. Cue Learning Area: Science
Teaching Dates and August 20 - 23, 2018
Time: 7:20 – 8:30 ; 9:45-10:45 Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 02
I.OBJECTIVES
A. Content
Standards:

B. Performance
Standards:
C. Learning
Competencies/Objecti
ves:

II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing
Previous Lesson
or Presenting the
New Lesson
 B. Establishing a
Purpose for the
Lesson

C. Presenting
Examples/Instances of
the new Lesson

D. Discussing New
Concepts and
Practicing New Skills
#1

E. Discussing New
Concepts and
Practicing New Skills
#2

F. Developing
Mastery
(Leads to Formative
Assessment)

G. Finding practical
applications of concepts
and skills in daily
living

H. Making generalizations
and
abstractions about the
lesson

I. Evaluating Learning

J. Additional activities for

application or remediation

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

Prepared by: HERMINIA T. PURISIMA Checked by: PILAR A.TUMANGUIL Noted: ELPIDIO D. MABASA JR.
Teacher III Head Teacher III Principal II
 School: Linao National High School Grade Level: 9
DAILY LESSON LOG Teacher: Mrs. Judith C. Cue Learning Area: Science
Teaching Dates and August 27-30, 2018
Time: 7:20 – 8:20 ; 9:45-10:45 Quarter: 2nd

WEEK 04 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content
Standards:
B. Performance
Standards:
C. Learning
Competencies/Objecti
ves:

II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
 Materials Pages
3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing
Previous Lesson
or Presenting the
New Lesson

B. Establishing a
Purpose for the
Lesson
C. Presenting
Examples/Instances of
the new Lesson
D. Discussing New
Concepts and
Practicing New Skills
#1

E. Discussing New
Concepts and
Practicing New Skills
#2
F. Developing
Mastery
(Leads to Formative
Assessment)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and
abstractions about the
lesson
I. Evaluating Learning

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
additional activities
for 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 work well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: HERMINIA T. PURISIMA Checked by: PILAR A.TUMANGUIL Noted: ELPIDIO D. MABASA JR.
Teacher III Head Teacher III Principal II
 School: Linao National High School Grade Level: 9
DAILY LESSON LOG Teacher: Ms. Judith C. Cue Learning Area: Science
Teaching Dates and Sept. 3,4 &6, 2018
Time: 7:20 – 8:20 ; 3:15 – 4:15 Quarter: 2nd

WEEK 05 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

 I.OBJECTIVES
A. Content
Standards:
B. Performance
Standards:
C. Learning
Competencies/Object
ives:

II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages

2. Learner’s
Materials Pages
3. Textbook Pages

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing
Previous Lesson
or Presenting the
New Lesson

B. Establishing a
Purpose for the
Lesson
C. Presenting
Examples/Instances
 of the new Lesson
D. Discussing New
Concepts and
Practicing New Skills
#1

E. Discussing New
Concepts and
Practicing New Skills
#2
F. Developing
Mastery
(Leads to Formative
Assessment)
G. Finding practical
applications of concepts
and skills in daily living

H. Making
generalizations and
abstractions about the
lesson

I. Evaluating Learning

J. Additional activities
for application or
remediation

V. REMARKS

VI.REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
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 work well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: HERMINIA T. PURISIMA Checked by: PILAR A.TUMANGUIL Noted: ELPIDIO D. MABASA JR.
Teacher III Head Teacher III Principal II
 School: Linao National High School Grade Level: 9
DAILY LESSON LOG Teacher: Ms. Judith C. Cue Learning Area: Science
Teaching Dates and Sept. 10-13, 2018
Time: 7:20 – 8:20 ; 9:45-10:45 Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 06
I.OBJECTIVES
A. Content
Standards: The learners demonstrate an understanding of 1. how atoms combine with other atoms by transferring or by sharing electrons 2. forcse that hold metals
together

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

C. Learning S9MT-IIa-13 Explain the formation

Competencies/Object of ionic and covalent bonds: 1. S9MT-IIa-13 Explain the formation of ionic and covalent
ives: Identify the number of valence bonds: 1. Write the Lewis Symbol of the common metals and
electrons of atoms. 2. Compare the non-metals 2. Show the relationship among the number of
electronegativity and ionization valence electrons, electronegativity, and ionization energy.
energy values of metals and non-
metals.
II. CONTENT Chemical Bonding - Lewis Symbol
Chemical Bonding - Mapping the
Periodic Table

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
 2. Learner’s p.115
Materials 113-115
Pages
3. Textbook Pages Chemistry for the New Millenium by Soriano et.al, pp.
123-124

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing Elicit: Describe the behavior of some elements in
Previous Lesson How are elements arranged in the attaining electronic stability
or Presenting the periodic table?
New Lesson
Show to the class the periodic
B. Establishing a table of elements and let them
Purpose for the locate the metals, non-metals
Lesson and noble gases in figure 1,
page 114.
C. Presenting Do Activity 2: Lewis Symbol
Examples/Instances Do Activity 1. Mapping the Periodic
Table
of the new Lesson
1. Where can you find metals, non- Arrange these elements in increasing: a. valence
metals, and noble gases in the electrons b. electronegativity values. c. Ionization
periodic table of elements? 2. energy. Q2. What do you notice with the number of
D. Discussing New
Which number will give you an idea valence electrons, electronegativity values and
Concepts and
on the number of valence ionization energies of the elements? Q3. What kind of
Practicing New Skills electrons? 3. What do you notice in element has the greatest tendency to attract electrons?
#1 the number of valence electrons of Why? Q4. What kind of element requires high energy to
metals, non-metals, and noble remove its valence electrons? Why?
gases?
What kind of elements has: a. less
E. Discussing New than 4 valence electrons? b. more
Concepts and than 4 valence electrons c. low
electronegativity? d. high
Practicing New Skills
electronegativity? e. low ionization
#2 energy? f. high ionization energy?
F. Developing Elaborate:What does a high
Mastery electronegativity and low
(Leads to Formative ionization energy and vice
 versa reveal on the ability of
Assessment)
atoms to lose or gain electrons?
Extend:Relate loosing and
G. Finding practical
gaining of electrons to
applications of concepts
friendships and other sort of
and skills in daily living
relationships

H. Making
How is electronegativity differ from
generalizations and ionization energy?
abstractions about the
lesson
I. Evaluating Learning Students will be given a 10- Students will be given a 10-item test
item test.
J. Additional activities
for application or
remediation

V. REMARKS

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

Prepared by: HERMINIA T. PURISIMA Checked by: PILAR A.TUMANGUIL Noted: ELPIDIO D. MABASA JR.
Teacher III Head Teacher III Principal II

School: Linao National High School Grade Level: 9

DAILY LESSON LOG Teacher: Ms. Judith C. Cue Learning Area: Science
Teaching Dates and Sept 17-21, 2018
Time: 7:20 – 8:20 ; 9:45-10:45 Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 07
I.OBJECTIVES
A. Content The learners demonstrate an understanding of 1. How atoms combine with other atoms by transferring or sharing electrons, 2. Forces that holds metals
Standards: together

B. Performance The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products appropriate
Standards: percentage composition
C. Learning S9MT-IIa13. Explain the
Competencies/Object formation of ionic and covalent
ives: bonds.
A. Illustrate how an ionic
bond is formed
B. Show how ions are
formed.
II. CONTENT No Classes Due to No Classes Due to Chemical Bonding
Typhoon Ompong Typhoon Ompong Ionic Bond

III. LEARNING
RESOURCES
A. References
1. Teacher’s 93
Guide Pages

2. Learner’s 93
Materials
Pages
3. Textbook Pages

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing
Previous Lesson What do you call the force that
or Presenting the holds atoms together?
New Lesson

What kind of chemical bond

B. Establishing a
exist between a metal and a
Purpose for the
nonmetal?
Lesson
C. Presenting Select a metallic and a
Examples/Instances nonmetallic element in the
of the new Lesson Periodic table. Write the Lewis
symbol of the selected elements.
Determine the electronegativity
D. Discussing New
difference of the elements.
Concepts and
What kind of bond exists based
Practicing New Skills
on the electronegativity
#1
difference?
What is the behavior of
E. Discussing New the elements formed
Concepts and through an ionic bond?
 Practicing New Skills
#2
F. Developing
What kind of elements form
Mastery
cation after ionic bonding? How
(Leads to Formative
about the anion?
Assessment)
G. Finding practical
Will all combinations of metals
applications of concepts
and nonmetals form ionic bond?
and skills in daily living
Ionic bond forms between a
metal and a nonmetal. There
H. Making
is transfer of electrons
generalizations and
between a metal to a
abstractions about the
nonmetal to attain electronic
lesson
stability
I. Evaluating Learning
A short quiz is given to students.
J. Additional activities
for application or
remediation

V. REMARKS

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

Prepared by: HERMINIA T. PURISIMA Checked by: PILAR A.TUMANGUIL Noted: ELPIDIO D. MABASA JR.
Teacher III Head Teacher III Principal II

School: Linao National High School Grade Level: 9

DAILY LESSON LOG Teacher: Ms. Judith C. Cue Learning Area: Science
Teaching Dates and Sept. 24-27,2018
Time: 7:20 – 8:20 ; 9:45-10:45 Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 08
I.OBJECTIVES
D. Content The learners demonstrate an understanding of 1. How atoms combine with other atoms by transferring or sharing electrons, 2. Forces that holds metals
Standards: together

E. Performance The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products appropriate
Standards: percentage composition
F. Learning S9MT-IIa13: Explain
Competencies/Object the formation of ionic
ives: and covalemt bonds.
A. Explain how
covalent bond
takes place.
B. Illustrate the
sharing of
electrons
II. CONTENT Chemical Bonding NAT for Grade 11 SCHOOL-BASED NAT for Grade 7
Covalent Bond SCIENCE FAIR

III. LEARNING
RESOURCES
A. References
1. Teacher’s 93-95
Guide Pages

2. Learner’s 120
Materials
Pages
3. Textbook
Pages

4.
Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing
Previous Lesson In what other ways do
or Presenting the atoms behave to attain
New Lesson electronic stability
What kind of
B. Establishing a chemical bond
Purpose for the exists between two
Lesson or more nonmetals
C. Presenting
How does covalent bond
Examples/Instances
takes place?
of the new Lesson
Do activity 4: Bonding
D. Discussing New by sharing of electrons.
Concepts and Task: Show how the
Practicing New Skills sharing of electrons form
#1 covalent bonds in the
selected compounds.
What are
 E. Discussing New covalent bonds?
Concepts and What kind of
Practicing New Skills elements
#2 usually form
covalent bond?
Distinguish
between polar
from nonpolar
covalent bond.
1. Developing Why do some element
Mastery do not follow the octet
(Leads to Formative rule in covalent
Assessment) bonding?
How is covalent bonding
2. Finding practical applied in real life
applications of concepts situations? (e.g)
and skills in daily living friendships and other
mutual relationships
A covalent bond
involves the sharing
of eelctrons that
results in the
formation of
H. Making covalent compound
generalizations and whose
abstractions about the representative
lesson particle is a
molecule. As a
whole, a molecule
does not carry a
charge
Illustrate the bond
formation in the covalent
I. Evaluating Learning
compounds listed in
table 2, page 120 of the
Laerner’s module.
J. Additional activities
for application or
remediation

V. REMARKS

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

Prepared by: HERMINIA T. PURISIMA Checked by: PILAR A.TUMANGUIL Noted: ELPIDIO D. MABASA JR.
Teacher III Head Teacher III Principal II
 School: Linao National High School Grade Level: 9
DAILY LESSON LOG Teacher: Ms. Judith C. Cue Learning Area: Science
Teaching Dates and Oct. 1-4,2018
Time: 7:20 – 8:20 ; 9:45-10:45 Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 08
I.OBJECTIVES
G. Content The learners demonstrate an understanding of the type of bonds that carbon forms that result in the diversity of carbon compounds
Standards:

H. Performance The learners shall be able to analyze the percentage of composition of different brands of two food products and decide on the products appropriate
Standards: percentage composition
I. Learning S9MT-IIg17: Explain how the structure of the carbon atom SCHOOL-BASED
Competencies/Object affects the type of bonds it forms. TEACHERS DAY
ives: A. Define organic compounds. CELEBRATION
Recognize the uses of common organic compounds
II. CONTENT The Carbon Compounds

III. LEARNING
RESOURCES
C. References
5. Teacher’s
Guide Pages
 6. Learner’s 131-132
Materials
Pages
7. Textbook
Pages

8.Additional
Materials from
Learning
Resource (LR)
portal
D. Other Learning
Resources

IV. PROCEDURES
F. Reviewing
Previous Lesson Have you ever wonder why all living things have carbon in
or Presenting the them? What makes carbon so special that it is in almost
New Lesson everything on Earth?

G. Establishing a
Why is carbon so versatile?
Purpose for the
Lesson
H. Presenting
Examples/Instances Do Activity 1: Organic Compounds: Are They Useful?
of the new Lesson
I. Discussing New 1. What are carbon compounds? 2. What are
Concepts and the important uses of organic compounds? 3.
Practicing New Skills Why do you think these kinds of organic compounds are
#1 very important?

J. Discussing New
How are the carbon atoms able to form many organic
Concepts and
compounds?
Practicing New Skills
#2
3. Developing
Mastery What are the three important characteristics of carbon that
(Leads to Formative enable it to form so many stable carbon compounds?
Assessment)
4. Finding practical
applications of concepts
and skills in daily living
 H. Making Organic compound is a compound containing the element
generalizations and carbon. These kinds of compounds are produced by plants and
abstractions about the animals. These compounds can also be produced artificially
lesson
I. Evaluating Learning
The learners will be assessed using a 10-item test.
J. Additional activities
for application or
remediation

V. REMARKS

VI.REFLECTION
H. No. of learners
who earned
80% in the
evaluation.
I. No. of learners
who require
additional
activities for
remediation
who scored
below 80%.
J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
K. No. of learners who
continue to require
remediation.
L. Which of my teaching
strategies work well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovations or
localized materials did I
use/discover which I
wish to share with other
teachers?
 Prepared by: HERMINIA T. PURISIMA Checked by: PILAR A.TUMANGUIL Noted: ELPIDIO D. MABASA JR.
Teacher III Head Teacher III Principal II

School: Linao National High School Grade Level: 9

DAILY LESSON LOG Teacher: Ms. Judith C. Cue Learning Area: Science
Teaching Dates and Oct. 8-11,2018
Time: 7:20 – 8:20 ; 9:45-10:45 Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 08
I.OBJECTIVES
J. Content The learners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matter
Standards:

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

L. Learning S9MT-IIi19. Use the S9MT-IIi19. Use the mole S9MT-IIj-20 Determine the
Competencies/Object mole concept to concept to express mass of percentage composition of a
ives: express mass of substances . compound given its chemical
substances . A. Describe the relationships formula
A. Discuss the mole between the mass and the
concept. number of moles C.
B. Calculate the molar Calculate for the masses and
masses of some number of moles of some
 compounds. compounds.

II. CONTENT The Mole Concept The Mole Concept The Mole Concept
- Mass - No. - Percentage Composition
of moles

III. LEARNING
RESOURCES
E. References
9. Teacher’s
Guide Pages

10. Learner’s pp. 147 - 152 152-154 155

Materials
Pages
11. Textbook
Pages

12. Additional
Materials from
Learning
Resource (LR)
portal
F. Other Learning
Resources

IV. PROCEDURES
K. Reviewing Are you aware with the
How many words you
Previous Lesson different elements and the
speak for a second? a
or Presenting the amount of these elements in
minute? an hour?
New Lesson the food that you are eating?

What is the difference Does the number of moles

L. Establishing a between atomic mass related to the mass of a
Purpose for the and molar mass? substance?
Lesson
M.Presenting What do you mean by
Do activity 1-3
Examples/Instances Do activity4 percentage composition?
of the new Lesson

N. Discussing New 1. What is a mole? How is the mass related to the What are the steps in
Concepts and 2. How many atoms or number of moles of a computing the percentage
Practicing New Skills molecules does a substance?How can we composition of the elements
 mole of any substance determine for the number of
in a compound?
#1 contain? moles and mass of a substance?

How do you compute Calculate for the number of Have an illustrative examples
O. Discussing New
the molar masses of moles and mass of the on solving percentage by
Concepts and
some compounds? compounds. composition
Practicing New Skills
#2
5. Developing Boardwork exercises Boardwork exercises
Mastery Boardwork exercises
(Leads to Formative
Assessment)
6. Finding practical
applications of concepts
and skills in daily living
A mole of any
substance is the
The number of moles is Percentage composition of a
amount of substance
computed by dividing the mass compound tells you the
H. Making that contains the same
of the substance by its atomic percentage of the mass made
generalizations and number of chemical
mass ( if an element) and molar up by each element in a
abstractions about the particles are there in
mass (if a compound) compound
lesson exactly 12.000g of
carbon-12.

Complete the concept Students are to be assessed by

Seatwork is given to the
I. Evaluating Learning map on the Learners solving the given seatwork.
students
Module, p.155

J. Additional activities Do activity 7 on page 157 of

for application or your module
remediation

V. REMARKS

VI.REFLECTION
O. No. of learners
who earned
80% in the
evaluation.
P. No. of learners
who require
additional
activities for
remediation
 who scored
below 80%.
Q. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
R. No. of learners who
continue to require
remediation.
S. Which of my teaching
strategies work well?
Why did these work?
T. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
U. What innovations or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: HERMINIA T. PURISIMA Checked by: PILAR A.TUMANGUIL Noted: ELPIDIO D. MABASA JR.
Teacher III Head Teacher III Principal II

School: Linao National High School Grade Level: 9

DAILY LESSON LOG Teacher: Ms. Judith C. Cue Learning Area: Science
Teaching Dates and Sept. 24-27,2018
Time: 7:20 – 8:20 ; 9:45-10:45 Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 08
I.OBJECTIVES
M. Content
Standards:
 N. Performance
Standards:
O. Learning C.
Competencies/Object
ives:

II. CONTENT

III. LEARNING
RESOURCES
G. References
13. Teacher’s
Guide Pages

14. Learner’s
Materials
Pages
15. Textbook
Pages

16. Additional
Materials from
Learning
Resource (LR)
portal
H. Other Learning
Resources

IV. PROCEDURES
P. Reviewing
Previous Lesson
or Presenting the
New Lesson

Q. Establishing a
Purpose for the
Lesson
R. Presenting
Examples/Instances
 of the new Lesson
S. Discussing New
Concepts and
Practicing New Skills
#1

T. Discussing New
Concepts and
Practicing New Skills
#2
7. Developing
Mastery
(Leads to Formative
Assessment)
8. Finding practical
applications of concepts
and skills in daily living

H. Making
generalizations and
abstractions about the
lesson
I. Evaluating Learning

J. Additional activities
for application or
remediation

V. REMARKS

VI.REFLECTION
V. No. of learners
who earned
80% in the
evaluation.
W. No. of learners
who require
additional
activities for
remediation
who scored
below 80%.
X. Did the remedial
lessons work? No. of
 learners who have
caught up with the
lesson.
Y. No. of learners who
continue to require
remediation.
Z. Which of my teaching
strategies work well?
Why did these work?
AA. What difficulties
did I encounter which
my principal or
supervisor can help me
solve?
BB. What innovations
or localized materials
did I use/discover which
I wish to share with
other teachers?

Prepared by: HERMINIA T. PURISIMA Checked by: PILAR A.TUMANGUIL Noted: ELPIDIO D. MABASA JR.
Teacher III Head Teacher III Principal II