DAILY LESSON
LOG
School STO. NINO NATIONAL HIGH SCHOOL
Grade Level
10
Teacher
CARLO N. BAGAYAWA
Learning Area
SCIENCE
APRIL 01-05, 2024 (7:30 AM-2:30 PM)
Quarter
FOURTH (Week 1)
Teaching Date & Time
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
II.
The learners should demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles.
S10MT-IVa-b-21
Assess students’ prior
knowledge about behavior of
gases.
Prove that gases have the
following properties: Mass
and Volume.
Prove that gases have the
following properties:
Temperature and
Pressure.
Visualize and
manipulate the
relationship between
pressure and volume
Derive the equation to compute the
given problems.
BEHAVIOR OF GASES
CONTENT


Properties of Gases
(Mass and Volume)
Properties of Gases
(Temperature and
Pressure)
Boyle’s Law
pp. 259-262,
pp.261-262
pp. 262-264
pp. 265-267
pp.265-267
pp. 352-354
pp. 355-357
pp. 357-362
pp. 362-369
pp.362-369
Pre- Assessment
Introduction to Module
1
(Behavior of Gases)
Problem Solving for Boyle’s
Law
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
1
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resource
https://www.youtube.com/watc
h?v=90E2jhDVCSg
http://www.monkeysee.com
https://www.youtube.com/wat
ch?v=9RxQrIMhJXk
https://www.youtube.co
m/watch?v=P_Cah94k
YEs&spfreload=10
www.svsd.net/cms/lib5
/PA01001234/.../Boyle
s_Law_Worksheet_
www.currituck.k12.nc.u
s/cms/lib4/NC0100130
3/.../Practice%20works heetsx.doc
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.
Answer the Pre-Assessment in
the LM, pages 352 – 353.
Explain how gases behave in
different conditions.
Explain how gases exhibit
mass and volume.
Recall the different
properties of matter.
Recall the concept of the Boyles
Law.
Watch video clip about
Behaviour of Gases
Watch short video clip about
Properties of Gases
PICTURE ANALYSIS:
Formula Transformation:
https://www.youtube.com/watc
h?v=90E2jhDVCSg
https://www.youtube.com/wat
ch?v=9RxQrIMhJXk
Watch a video clip on
how the Lung model
(used in discussing the
Respiratory system in
Grade 9) works.
Does a gas have mass?
Does a gas have volume?
2
The students will analyze
the picture, and describe
what property/properties
of gas is/are exhibited.
Describe the behavior of
gas when the temperature
increases or decreases.
P1V1 = P2V2

Derive the equation as to
what variable is unknown.
https://www.youtube.co
m/watch?v=P_Cah94k
YEs&spfreload=10
Based on the video
clip, students will
explain what causes
the lung cavity to
expand and contract.
Solving sample problems.
D. Discussing new
concepts and practicing
new skills # 1
Have a short discussion about
the video presented.
E. Discussing new
concepts and practicing
new skills # 2
Perform Activity 1:” Getting to
know Gases” Part A and Part
B
Activity 1:” Getting to
know Gases” Part C and
Part D
Perform Activity 2:
Boyle’s Law
Answer the guide questions
on Activity A: Gas and its
Mass on page 356, and
Activity B: Gas and Its
Volume on page 357of the
LM.
Answer the Guide
Questions on Activity C:
Gas and its Temperature
and Activity D: Gas and its
Pressure.
Discuss the relationship
between volume and
pressure of gas at
constant temperature
as stated by Robert
Boyle.
Marshmallow Fluff
(see attachment)
Write the mathematical
equation to show
relationship.
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
Based on the video presented,
how will you explain the
behavior of Gases?
Based on the activity, how
can you prove that gas has
mass?
Are all gases alike?
What will be the effect of air
when introduced into the
water-oil mixture?
Can you play sports like
volleyball and basketball
without the ball sufficiently
filled with air or gas?
Enumerate some instances
where you have just observed
that gases has mass and
volume.
3
Based on the activity,
what happened to the
pressure of gas when
exposed to varied
temperature?
Compute the following problems
on page 368 of the LM.
From the given
equation, express the
variable of the following
symbols:
What causes the balloon
to change its shape and
size?
VPTN -
What will happen to the
vehicle tire during a long
summer drive?
Cite some examples
which are related to the
concept presented that
Express the relationship of volume
and pressure at constant
temperature through an equation.
can be applied in your
daily life.
H. Making generalizations
and abstractions about
the lesson
There is a lot of “free” space in
a gas.
Gases can be expanded
infinitely.
Gases occupy containers
uniformly and completely.
I.
Mass is the amount of a
substance. The mass of
gases is negligible.
Gas properties can be
modelled using math.
Models depends on ;
The volume of a gas is the
amount of space occupied by
the gases. Gases have the
tendency to occupy all the
spaces of the container that
they are confined.
V = volume of the gas (L)
T = Temperature (K)
N = amount (moles)
P = pressure
(atmosphere)
Evaluating learning
J. Additional activities for
application or
remediation
IV.
REMARKS
V.
REFLECTION
Research about Properties of
Gases
Describe and explain the
relationship between
volume and pressure of
gas at constant
temperature.
4
Gas particles have a
very weak
intermolecular force of
attraction, hence they
move as far as possible
from each other. They
have the tendency to
occupy all the spaces
they are contained in. If
the pressure is
increased, the volume
will be decreased
forcing the gas particles
to move closer to one
another
When the pressure increases, the
volume also decreases.
Answer another set of
sample problems (see
attachment)
Make a research on the
relationship of volume and
temperature at constant pressure.
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?
Prepared by:
CARLO N. BAGAYAWA
SUBSTITUTE SCIENCE TEACHER 1
Noted by:
MARY ANN B. OROLFO
HEAD TEACHER II
Approved by:
JOSELYN C. SAYSON
PRINCIPAL II
5
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency
/Objectives
Write the LC code for each.
II.
CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
School STO. NINO NATIONAL HIGH SCHOOL
Grade Level
10
Teacher
CARLO N. BAGAYAWA
Learning Area
SCIENCE
APRIL 08-12, 2024 (7:30 AM-2:30 PM)
Quarter
FOURTH (Week 2)
Teaching Date & Time
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles.
S10MT-Iva-b-21
1. Define Charles’ Law.
2. Investigate the
relationship between
volume and temperature
at constant pressure.
3. Appreciate the
importance of Charles’
Law in our life.
S10MT-Iva-b-21
1. Solve problems related
to Charles’ Law.
2. Show the relationship
between volume and
temperature at constant
pressure by constructing a
graph.
S10MT-Iva-b-21
1. Define Gay-Lussac’s Law.
2. Investigate the relationship
between temperature and
pressure at constant volume.
3. Appreciate the importance
of Gay-Lussac’s law in our
life.
S10MT-Iva-b-21
1. Solve problems related
to Gay-Lussac’s law.
2. Show the relationship
between temperature and
pressure at constant
volume by constructing a
graph.
S10MT-Iva-b-21
1. Determine the relationship
among temperature, pressure, and
volume of gases at constant
number of moles operationally.
CHARLES’ LAW
CHARLES’ LAW
GAY-LUSSAC’S LAW
GAY-LUSSAC’S LAW
COMBINED GAS LAW
pp. 268-269
pp. 268-269
pp. 270-272
pp. 270-272
pp. 272-273
pp. 369-375
pp. 369-375
pp. 375-380
pp. 375-380
pp. 380-383
6
B. Other Learning Resource
IV.
PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
http://www.wikihow.com/
Demonstrate-Charles'sLaw
http://www.cbsenext.com/
cbse-topics/charles-lawandexamplesapplications-inreal-life#
http://www.wikihow.com/
Demonstrate-Charles'sLaw
http://www.cbsenext.com/
cbse-topics/charles-lawandexamplesapplications-inreal-life#
Recall the relationship
between volumepressure at constant
temperature (Boyle’s
Law).
Recall Charles’ Law.
What is the relationship
between volume and
temperature at constant
pressure?
Introduce to the students
that today’s lesson will
focus on the relationship
between volume and
temperature at constant
pressure (Charles’ Law).
Tell the students that
Charles’ law (volumetemperature relationship
at constant pressure) can
be expressed
mathematically.
Introduction to General, Organic and
Biological Chemistry
Breaking Through
Chemistry
Chemistry in Everyday Life
Recall the formula for
Charles’ law.
How will you describe the
graph of a volume
temperature relationship?
Tell the students that aside
from Boyle’s and Charles’
law there is another gas law
that they need to be familiar
with. Ask the question “How
temperature affects the
7
Recall the result of their
activity on Gay-Lussac’s
law. Based on the result of
the activity, what happens
to the pressure if the
temperature increases at
constant volume?
What is the relationship
between temperature and
pressure at constant
volume?
The relationship between
temperature and pressure
at constant volume can be
expressed mathematically.
Constructing a line graph
is another way of showing
Picture analysis. (refer to the
attachment)
Recall the formula for Boyle’s,
Charles’ and Gay- Lussac’s law.
Boyle’s, Charles’ and Gay- Lussac’s
law can be combined into one
mathematical expression.
You may ask the
questions:
1. What will happen to
the volume of a gas if the
temperature is increased
at constant pressure?
2. What will happen to
the volume of gas if the
temperature is decreased
at constant pressure?
Show the mathematical
expression of Charles’
Law. (Refer to LM p. 372)
Let the students derive
formula based on the
given equation.
pressure of the gas at
constant volume?
the relationship between
temperature-pressure.
Show the mathematical expression of
Combined Gas Law. (LM p. 383)
Solicit responses to the
students. They can verify if
their answers are correct by
investigating the relationship
between temperature and
pressure at constant volume
through an experiment.
Show the mathematical
expression of GayLussac’s Law. (LM p. 377)
Let the students derive formula
based on the given equation.
During hot summer days, the
pressure in car tires
increases. How will the
relationship of temperature
and pressure explain this?
Show a sample problem to
the class. (LM pp.378379)
Let the students derive
formula based on the
given equation.
Solicit answers of the
students. Do not reveal
yet the correct answer.
Tell them that they will
verify if their answers are
correct by performing an
experiment.
C. Presenting
examples/Instances of the
new lesson
Show a sample problem to
the class. (LM pp 373374)
Note: Temperature should
be expressed in Kelvin.
D. Discussing new concepts
and practicing new skills #
1
Divide the class into 5
groups. Let each group
perform activity 3,
Charles’ Law (LM pp.
369-371).
Let the students answer
the problem solving to
facilitate mastery of
concepts on the volume –
temperature relationship.
(LM p. 374)
Tell them that the person
who is credited with the
determination of the
temperature-pressure
relationship in gases at
constant volume is Joseph
Louis Gay-Lussac.
To investigate the
relationship between
temperature-pressure at
constant volume, let each
group perform activity 4 GayLussac’s Law.
8
Show a sample problem to the class.
(LM p.383)
Note: Temperature should
be expressed in Kelvin.
To ensure the mastery of
concepts on the
temperature-pressure
relationship, let the
students answer problem
solving (LM p. 379)
To ensure the mastery of concepts
in determining change in the final
volume, temperature, or pressure
of gases, let the
Note: Remind the
students of the safety
precautions in performing
the experiment.
E. Discussing new concepts
and practicing new skills #
2
Let each group present
their observations in the
experiment.
Clarify students’
misconception.
You may call 3 students to
show their solution on the
board.
Note: Remind the students of
the safety precautions in
performing the experiment.
Boardwork
Tell the students that
another way of showing
the relationship between
volume and temperature
at constant pressure is by
constructing a line graph.
Let each group present their
observations in the
experiment.
After solving the problem,
give them the data of
temperature-pressure. Let
them construct a line
graph to show the
relationship between
temperature and pressure.
(LM p. 378)
Give them data of volumetemperature and let them
construct a graph.
(Students should use
graphing paper)
F. Developing mastery
(leads to Formative
Assessment 3)
1. What happens to the
size of the balloon as the
temperature decreases?
2. How does the change
in temperature relate to
the volume of gas in the
balloon?
G. Finding practical
application of concepts
and skills in daily living
Ask the students to cite
practical applications
regarding Charles’ Law.
Possible answers:
Sky lanterns works on
Charles’ law.
As the temperature
increases, the sky lantern
Let them solve more
problems.
The teacher facilitates the
discussion to clarify students’
misconception.
students answer problem solving
(LM p.384)
Call some students to
present their answers on the board.
Note: The activity should
be done by group.
Based on the activity,
Compare the pressure
exerted by the denatured
alcohol molecules before and
after shaking.
How is the temperature of
gas molecules affected by
pressure or vice versa?
Ask the students to cite
practical applications
regarding Gay-Lussac’s Law.
Possible answers:
The direct proportion of
temperature-pressure
relationship is applied in
sealed metal containers
(pressure cooker) used for
9
Problem solving
Give them more problem solving.
Ask the students to cite practical
applications regarding Combined
Gas Law.
Possible answers:
In the automobile tire, the amount of
gas remains
constant, yet driving down the road
increases the
obtain its full volume and
rises in the atmosphere.
cooking. The accumulated
steam increases the pressure
and the boiling point of the
liquid; thus, food is cooked
faster.
The human lung capacity
will also decrease in
colder weather and may
make it more difficult for
athletes to perform to
their optimum levels in
such weather.
Pressure cooking is
recommended in high
altitudes where the
atmospheric pressure is low.
In these conditions, boiling
occurs at lower
temperatures, resulting in
slower cooking of food.
Charles law also comes
into play in the baking of
bread or cake. During
baking, the yeast used
gives off carbon dioxide
gas bubbles which
expand further due to the
rising temperature and
cause the baking bread
or cake to rise and
become fluffy.
H. Making generalizations
and abstractions about the
lesson
Charles’ Law states that
“the volume of a gas is
directly related to its
temperature of the tire and the gas
inside, thus pressure increases. In
addition, the tire has some
elasticity, so volume increases
slightly. Tire manufacturers take
these factors into account as they
determine the maximum cold
inflation temperature for each tire.
V1/T1=V2/T2
Gay-Lussac’s law states that
“the pressure of a fixed mass
of gas is directly proportional
10
The combined gas law is also
important to divers. The container
in the case of the diver is the
human lung. While under water,
the pressure is much greater than
in the air.
Every foot deeper the diver moves
in the water, the greater the
pressure becomes. If a diver with
full lungs suddenly ascends from
the water on a warm day, both
temperature and pressure
decrease and the volume of the air
in the lungs increase rapidly. The
diver must exhale the air from the
lungs as he ascends to prevent
damage due to these changes.
P1/T1=P2/T2
P1V1/T1= P2V2/T2
temperature at constant
pressure”.
I.
Evaluating learning
1. State Charles’ Law.
2. How is the volume
affected by the increase
in temperature?
3. Give at least one
application of Charles’
law.
As the temperature
increases, the volume of a
gas also increases at
constant pressure.
Let the students solve the
following problem.
1. A gas is collected and
found to fill 3.75 L at
30.0°C. What will be its
volume at standard
temperature?
2. A 6.30 L of a gas is
collected at 70.0°C. What
will be its volume upon
cooling to 30.0°C?
3. A 6.50 L of a gas is
collected at 120 K and
then allowed to expand to
23.0 L. What is the new
temperature in order to
maintain the same
pressure?
to the temperature at
constant volume”.
1. State Gay-Lussac’s law.
2. What will happen to the
pressure of the gas if the
temperature is increased?
3. What is the relationship
between temperature and
pressure at constant volume?
4. Give at least one example
application of Gay-Lussac’s
law.
11
As the temperature
increases, the pressure of
a gas also increases at
constant volume.
Let the students solve the
following problem.
1. An aerosol container
has a pressure of 3.00
atm at 30.0°C. What is the
new pressure in the
aerosol container if it is
thrown into a fire with a
temperature of 600°C?
The aerosol can explode if
the pressure inside
exceeds 7.00 atm. Would
you expect the can to
explode?
2. A 5.00 L of a gas is
collected at 22.0°C and
745 mmHg. When the
temperature is changed to
standard conditions, what
is the new pressure?
3. A sample of nitrogen
(N2) occupies 300 mL at
200°C under a pressure of
3.00 atm. If the pressure is
increased to 9.00 atm, by
how much will the
temperature increase to
keep the volume constant
at 300 mL?
Let the students solve the following
problem.
1. A high altitude weather balloon
is filled with 2000 L of helium at
20.00°C and
730.0 torr. What volume will the
balloon occupy at an altitude
where the pressure is 69.00 torr
and the temperature is -45°C?
2. A scuba diver releases a 25mL
bubble at the bottom of a lake,
where the total pressure and
temperature are 5.6 atm and
10°C, respectively. Calculate the
volume of the bubble when it
reaches the surface, where the
temperature is 23°C and the
pressure is
1.0 atm.
3. A container of gas has a volume
of 10 mL and is at a pressure of
2.0 atm at 30°C. What size
container would be needed for the
same amount of gas at a pressure
of 4.0 atm at 20°C?
J. Additional activities for
application or remediation
V.
VI.
REMARKS
REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
You may let your
students visit Animated
Gas Lab
http://www.grc.nasa.gov/
WWW/K12/airplane/
Animation/frglab2.html
It is a simulation of
Charles’ Law. This will
help the students to have
a better understanding
on the relationship of
volume-temperature at
constant pressure.
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.
12
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?
Prepared by:
CARLO N. BAGAYAWA
SUBSTITUTE SCIENCE TEACHER 1
Noted by:
MARY ANN B. OROLFO
HEAD TEACHER II
Approved by:
JOSELYN C. SAYSON
PRINCIPAL II
13
DAILY LESSON
LOG
I.
OBJECTIVES
A. Content Standard
B. Performance Standard
School
Teacher
Teaching Dates and Time
MONDAY
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
10
SCIENCE
FOURTH
THURSDAY
FRIDAY
The learners should be able to demonstrate understanding of how gases behave based on the motion and relative distances between gas
particles.
14
C. Learning
Competency/Objectives
Write the LC code for each.
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
S10MT-IVa-b-21
S10MT-IVa-b-21
S10MT-IVa-b-21
S10MT-IVa-b-21
S10MT-IVa-b-21
Investigate the relationship
between
volume
and
temperature at constant
temperature of a gas
Investigate the relationship
between
volume
and
temperature at constant
temperature of a gas
Explain the relationships of
volume and temperature,
and
volume
and
temperature at constant
pressure of a gas.
Explain the relationships of
volume and temperature,
and
volume
and
temperature at constant
pressure of a gas.
Assess what the students
have learned about the
lesson on Behaviour of
Gases.
Determine the application
of gas laws in daily
occurrences.
Determine the application
of gas laws in daily
occurrences.
Behaviour of Gases
Activity 6
Squashing the Bottle
Behaviour of Gases
Activity 6
Squashing the Bottle
Behaviour of Gases
Activity 7
A Gaseous Outlook
Behaviour of Gases
Activity 7
A Gaseous Outlook
Summative Assessment
pp. 275 - 276
pp. 275 - 276
pp. 277 – 278
pp. 277 - 278
pp. 278 - 279
pp. 388 - 390
pp. 388 - 390
pp. 391 - 393
pp. 391 - 393
pp. 396 – 398
https://www.reference.com/
science/ideal-gas-lawused-everyday-life3dacbd6ebd3b5949
https://www.reference.com
/ science/ideal-gas-lawused-everyday-life3dacbd6ebd3b5949
https://www.quora.com/
What-are-the-applicationsof-the-kinetic-moleculartheory
https://www.quora.com/
What-are-the-applicationsof-the-kinetic-moleculartheory
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resource
15
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
How is the volume of the
gas related to its
temperature and pressure?
What is the relationship
among temperature,
pressure, and volume?
B. Establishing a
purpose for the lesson
What is the relationship
among volume,
temperature, pressure and
number of moles?
What is the relationship
among volume,
temperature, pressure and
number of moles?
www.youtube.com/watch?v=6Q-Sq334h6A
What does the kinetic
molecular theory explain?
www.youtube.com/watch?v=1Jtw8g795Us
C. Presenting
examples/Instances of
the new lesson
Follow TG for Activity 6
A and B
on page 275
Follow TG for Activity 6
Problem Solving
Ideal Gas Law
on page 276
Follow TG for Activity 7
A and B
on page 277
Follow TG for Activity 7
Kinetic Molecular Theory
Answer to Questions
on page 278
Refer to Teacher’s Guide
for Summative
Assessment
TG page 279
D. Discussing new
concepts and
practicing new skills #
1
Do Activity 6
Squashing the Bottle
LM pages 388 – 390
Do Activity 6
Squashing the Bottle
LM pages 388 – 390.
Do Activity 7
A Gaseous Outlook
LM pages 391 – 393.
Discussion and
Familiarization of the
Kinetic Molecule Theory
Answer Summative
Assessment
LM pages 396-398
Let the students conduct
the activity and answer
guide questions facilitated
by the teacher.
Let the students be familiar
of Ideal Gas Law/Equation.
Using the ideal gas
equation, let them compute
Let the students conduct the
activity and answer guide
questions facilitated by the
teacher.
Check the understanding
of the students about the
Kinetic Molecular Theory.
Try to answer True or
False. Page 393 LM
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment )
16
the given problems on page
390 of the LM.
G. Finding practical
application of
concepts and skills in
daily living
The most important use of the ideal gas law in daily life is
in estimating the amount of ventilation a building needs
for human use; another use is in estimating cabin
pressurization in airplanes. In any closed environment
with many people inside, the amount of air that gets
through the walls may be insufficient. The amount of
oxygen in a given volume is determined by this law.
Modern refrigeration is a practical application of the kinetic
molecular theory. When freon gas is compressed, the
walls moving inward (or piston) adds kinetic energy to the
molecules which in turn causes the gas to increase in
temperature. The warmed gas is allowed to pass through
external cooling coils to dissipate the extra heat into the
environment, then the gas expands again (walls moving
away slow down molecules) to become cooler and absorb
heat inside fridge then start the cycle again.
H. Making
generalizations and
abstractions about the
lesson
What is the relationship among volume, temperature,
pressure and number of moles?
What is the relationship among volume and temperature,
and volume and temperature at constant pressure of a
gas?
I.
Evaluating learning
J. Additional activities for
application or
remediation
Cite some examples in our everyday lives involving the
application of ideal gas law.
Answer guide questions
and problem solving of
Activity 6.
Cite some examples in our everyday lives involving the
application of different gas laws.
Answer guide questions
and problem solving of
Activity 6.
Answer guide questions
and problem solving of
Activity 7.
Activity - Properties of Gases and the Kinetic Molecular
Theory of Gases
www.ethiopianteachers.org/
EATOnlineResource/
Subjects/Chemistry/EBook/
Unit5Lesson1.html
Activity - Air: An Ideal Gas?
www.cabrillo.edu/~jmccullough/
physics4c/files/4c_lab2_ideal_gas_law.pdf
V.
Answer guide questions
and problem solving of
Activity 7.
REMARKS
17
Answer Summative
Assessment
VI.
REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
DAILY LESSON
LOG
School
Teacher
Teaching Dates and Time
Grade Level Grade Ten
Learning Area Science
Quarter Fourth Quarter
18
I.
Monday
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lessons or presenting the new
lesson
Wednesday
Thursday
Friday
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 use any form of media, present chemical reactions involved in biological and industrial processes affecting life and the
environment.
-
II.
Tuesday
Perform a laboratory
activity involving
chemical reactions.
Distinguish evidences
of chemical reactions.
-
S10MT-IVe-g-23
Distinguish between
reactants and
products.
Write a chemical
equation
Classify reactions
according to their
types, based on how
atoms are grouped or
regrouped.
Classify chemical
reactions.
CHEMICAL REACTIONS
Types of Chemical
Reactions
-
-
S10MT-IVh-j-24
Perform an activity that
- Perform an activity that
illustrates Law of
illustrates Law of
Conservation of Mass.
Conservation of Mass.
(Laboratory Activity)
(Paper Clip Reaction Model)
CHEMICAL REACTIONS
Evidences of Chemical
Reaction
CHEMICAL REACTIONS
Chemical Equation
pp. 283 - 286
pp. 403 - 407
pp. 286 - 288
pp. 408 - 410
https://youtu.be/cZMkqag
L8Ps
https://youtu.be/tULOnXX
Vr8g
https://youtu.be/gbiRwAVTV8
https://youtu.be/x9iZq3ZxbO
8
a. How do you know if a
certain change that has
taken place involves a
chemical reaction?
Recall that in some of the
examples presented in
the previous
lesson/activity, there are
Recall how the students
were able to translate
chemical reactions into
chemical equations.
Introduce the lesson by
showing the picture/image
of Antoine Lavoisier and the
jumbled words.
pp. 288 - 293
pp. 411 - 414
19
CHEMICAL REACTIONS
Law of Conservation of
Mass
CHEMICAL REACTIONS
pp. 293 - 295
pp. 414 - 418
pp. 286 - 288
pp. 408 - 410
Warm Up:
Analyze the equation:
O2 + 4H2
H4 + 2H2O
b. What indicators/
evidences should be
present to consider it a
chemical change?
combinations of
chemicals such as the
mixing of vinegar and
baking soda, it produced
gas.
Recheck if they have the
correct data in the table 8
of their previous activity.
What are the Reactants?
B. Establishing a purpose
for the lesson
Motivational Activity:
1. Pour a bleaching
reagent (chlorox) in a
colored paper. Observe
-
What happens to
the colored paper?
2. Add-in vinegar into a
baking powder. Observe
-
C. Presenting examples/
instances of the new lesson
What is a Product?
Show pictures of
materials needed to
make a hamburger (e.g.
a bun, burger patty
tomatoes, cheese and a
lettuce).
-
Let the learners arrange
the jumbled word to
reveal the name and his
contribution. (See
attachment)
Jumbled Words. Ask the
students to arrange the
jumbled words to identify
the “Types of Chemical
Reactions”. (See
attachment)
Motivational Activity:
Ask:
What do you think will be
made if you’ll combine
these materials?
What is formed in
the mixture?
Weighing an equal part
sugar and salt, and the
mixture of both.
-
What can you infer
with the initial mass
(mass of sugar and
salt individually) and
the final mass
(mixture of both)?
Watch video on Evidences
of Chemical Reactions.
Watch a video on
Reactants and Products
Watch video on Types of
Chemical Reactions
Watch video on Law of
Conservation of Mass
https://youtu.be/cZMkqagL
8Ps
https://youtu.be/tULOnXX
Vr8q
https://youtu.be/gbiRwAV
TV8
https://youtu.be/x9iZq3Zxb
O8
Perform the Activity 2 in
the LM pages 408 – 410,
“What’s in a Reaction?”
Picture/Diagram Analysis:
Present a Powerpoint
presentation on the
diagram representation of
Perform Activity 4 in the LM
pages 414 – 415, How
much can you take?” (Part
1: Laboratory Activity on
-
Does this equation prove
the Law of Conservation
of Mass?
-
Explain your answer.
Demonstration:
Light a candle. Watch and
observe.
-
Where does the wax go?
-
Is it truly disappearing?
Exploring Evidences of
Chemical Reactions
D. Discussing new concepts
and practicing new skills #1
Perform Activity 1 in the
LM pages 403 – 406,
“Everything has changed”.
Note:
20
Perform Activity 4 in the LM
pages 414 – 415, How much can
you take?” (Part 2: Paper Clip
Reaction Model)
The activity will be done
simultaneously.
Each group will be
assigned a specific task.
E. Discussing new concepts
and practicing new skills #2
Discuss the answers to
the Guide Questions on
pages 404 – 406 of the
LM.
Discuss the steps in
writing chemical
equation. (See
attachment)
“The Types of Chemical
Reactions”.
Name the type of
chemical reactions
based on the
diagram
presented.
(See attachment)
Perform Activity 3 in the
LM pages 411 – 413, “We
Simply Click Together”.
Law of Conservation of
Mass)
Answer the Guide
Questions of the activity
on page 411 of the LM.
Answer the Guide
Questions and record your
observation in Table 10
(page 415 of the LM) of the
activity.
(Show the symbols
needed in writing
equations in the Table 7
of LM page 410.)
F.
Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Create/compose a
“Chemical Reaction” song.
Give examples of changes
(preferably using picture)
to identify the evidences
that distinguish them as
chemical change.
Generalize the lesson by
summarizing the concept
of a chemical reaction.
Write the chemical
equations of the given
chemical reactions. (See
attachment)
Relate reactants and
products as an essential
part of your daily life.
Generalize the lesson by
describing the chemical
equation which
distinguish the difference
between the reactants
and products, and
reiterate the steps
Fill-out the Table 9: Types
of Chemical Reactions on
page 413.
In what aspect of your life
can you apply what you
have learned about the
types of chemical
reactions?
Generalize the lesson by
classifying chemical
reactions according to
their types.
21
Suggested Activity:
(Optional)
As Good As It Gets!
(See attachment)
Post on the board the students
output for easy discussion of their
result.
How can you apply the concept of
The Law of Conservation of Mass
in your daily life?
Sentence completion:
The Law of Conservation of Mass
states that the mass of the
reactants is equal to the mass of
the products.
I.
Evaluating learning
J. Additional activities for
application or remediation
V.
REMARKS
Enumerate the Evidences
of Chemical Reactions
and cite examples of each
evidences.
followed in writing
chemical equations.
Match the symbols used
in writing a chemical
equations with their
meaning. (See
attachment)
Answer enrichment
activity in the LM on page
414.
Short Quiz:
Answer the following questions.
(See attachment)
Continuation of the previous
lesson.
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 lesson
works? 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 works?
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?
22
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
School
Teacher
Teaching Dates and Time
Monday
Grade Level 10
Learning Area Science
Quarter Fourth
Tuesday
Wednesday
Thursday
Friday
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 environment.
S10MT-IVe-g- 23
S10MT-IVh-j-24
Study the effect that
Explain how the
Analyze the effect of
Enumerate the steps - Explain the rate of
in balancing chemical
chemical reaction
temperature, reactant
factors affecting rates
chemical reactions on
equations
according to collision
concentration, particle
of chemical reactions
life and the
theory
size, catalysts and
are applied in the
Apply the concept of
environment through
surface area have on
formation of acid rain
Law of Conservation
Discuss the cause of
visual presentation
chemical reaction
chemical reaction
of Mass in balancing
Gather relevant
rates
chemical equations
observations and
researches on
Recognize the value
chemical reactions
of these different
factors by citing their
applications in given
situations
Rate of Chemical Reaction
Law of Conservation of
Mass:
Collision Theory
Factors affecting the
Benefits and harm posed by chemical reactions
Balancing Chemical
reaction rate
Equations
pp. 296-298
pp. 419-421
pp. 299-300
pp. 422-424
pp. 300-302
pp. 425- 429
23
pp. 303-304
pp. 430-433
pp. 304- 311
pp. 433-436
C. Other Learning Resources
http://documentslide.co
m/documents/lessonplan-collisiontheory.html
https://www.youtube.co
m/watch?v=I48hAOh3z
JY
Conceptual and
Functional Chemistry:
Modular Approach
(Padolina, et.al), pages
274-275
https://www.youtube.com/
watch?v=Nf8cuvl62Vc
-
Enumerate steps on
balancing chemical
equations.
Post pictures of a burning
vehicle and a puppy with
the statement: A burning
vehicle and a puppy are
undergoing a similar kind
of chemical reaction.
What reaction could this
be?
Teacher Demonstration:
Using PhET simulations
on the Rate of Chemical
Reaction let the students
describe the behavior of
the particles.
Explain Collision Theory
and it’s relation to the rate
of chemical reaction.
Watch a video on Extreme
Diet Coke & Mentos
Experiments II: The
Domino Effect (YouTube)
Enumerate the factors
that affect the rate of
chemical reactions.
Let the students watch a
short video clips about
acid rain
How is acid rain produced?
Using PhET simulations on
the Rate of Chemical
Reaction, let the students
do the simulation activity.
Ask them their
observation.
Picture Analysis on
Activity 7: Making
Connections (Part I)
LM page 430-431
Students showcase their
multimedia presentation on
the effect of chemical
reactions on life and the
environment.
Perform Activity 6:
Race to the Finish
Line Part I.
Answering the Guide
Questions
Perform Activity 6: Race to
the Finish Line Part II
(Create 4 stations in doing
the activity)
Let the students read the
selection about acid rain
issues on page 432.
https://phet.colorado.edu/
en/simulations/category/c
hemistry (PhET
Simulations on the Rate
of Chemical Reaction)
-
-
IV.
PROCEDURES
A. Reviewing previous
lessons 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
State the law of
conservation of mass
Present different
chemical equations on
the board and ask the
students if these
equations follow the law
of conservation of mass.
From the presented
chemical equations, let
the students recognize
the difference between
the subscript and the
coefficient.
(e.g.N2 + 3 H2 → 2 NH3)
After balancing the
equation 2 H2 + O2 → 2
H2O, allow the students
to identify the steps on
balancing chemical
equations.


Research
materials/articles
gathered by the
students
Remind the students on
GRASP Task Design
Prompts
LM page 434
Ask the students: How can
this be possible?
24
Students showcase their
multimedia presentation on
Discuss energy diagram,
activated complex, and
activation energy.
How is collision theory
related to the rate of
chemical reaction?
How is the concept of
collision theory can be
related or applied in your
daily activities?
E. Discussing new concepts
and practicing new skills #2
Perform Activity 5:
Balancing Act.
F.
Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
Enumerate the steps on
balancing chemical
equations.
How can you relate
balancing equations to
your life?
H. Making generalizations and
abstractions about the lesson
Generalize the lesson by
relating the law of
conservation of mass
with balancing chemical
equations.
Synthesize the lesson
through a sentence
completion. (E.g Chemical
reaction occurs when _.)
I. Evaluating learning
5- item balancing
chemical equations
Construct a concept map
to explain how chemical
reaction occurs. (10pts.)
J. Additional activities for
application or remediation
Give additional exercises
on balancing. (See
attachment)
V.
REMARKS
VI.
REFLECTION
A. No. of learners who earned
80% in the Evaluation
B. No. of learners who require
additional activities for
In using the simulation
activity, PhET application
should be installed on
your computer.
Answering and discussing
laboratory results and
Guide Questions.
Using folded cards let the
students use their
knowledge on the factors
affecting reaction rates in a
certain situation. (See
attachment)
Using the important terms
of the lesson, call on a few
students to use these
terms to summarize the
lesson.
Discuss GRASP Task
Design Prompts
LM page 434
Answer Analyzing the
issue questions 1-5 on
page 433
What should you do to
minimize the formation of
acid rain?
the effect of chemical
reactions on life and the
environment
Did your presentation
meaningful? Creative and
Illustrative?
Acid rain is an extremely
destructive form of
pollution and the
environment suffers from
its effects.
Discuss briefly the
presentation of each group.
Answer the given
Enrichment activity found
in LM page 429
Create a cause-and-effect
graphic organizer to show
the formation of acid rain.
Research on how a
specific chemical reaction
poses useful or harmful
effects to life and
environment.
Prepare a visual
presentation of a chemical
reaction on life and
environment.
Though this is a group
task, students are assess
on their performance using
the Critical Thinking
Rubric.
25
remediation who scored below
80%
C. Did the remedial lesson
works? 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 works?
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?
26
DAILY LESSON
LOG
School
Teacher
Teaching Dates and Time
MONDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency /
Objectives
TUESDAY
WEDNESDAY
10
SCIENCE
FOURTH
THURSDAY
FRIDAY
The learners demonstrate an understanding of the structures of biomolecules, which are made up mostly of a limited number of elements such
as carbon, hydrogen, oxygen and nitrogen



II. CONTENT
Grade Level
Learning Area
Quarter
S10MT-IVcd-22 (Recognize the major categories of biomolecules such as carbohydrates and lipids)
(Differentiate the biomolecules from each other in terms of their functions and structures)
Pre – assess the
 Introduce
 Determine the
 Describe the

knowledge of
carbohydrates and
characteristics and
classification of
students about
lipids as one of the
elements present in
carbohydrates in
biomolecules
important
the molecules of
terms of
a. Number of units
biomolecules in
carbohydrates
Create a K-W-L
b. Structures
the body
questions in
 Describe the
c. Functions
Module no. 3
classification of
 Detect the
Create a story that


presence
of
carbohydrates
in
Define
shows
the
carbohydrates and
terms of
Biomolecules
a. Number of units
importance of
lipids in food
b. Structures
Carbohydrates in a
samples
c. Functions
living things
Module 3:
BIOMOLECULES
Introduction to
biomolecules
MODULE 3:
BIOMOLECULES
Carbohydrates and lipids
MODULE 3:
BIOMOLECULES
Carbohydrates
27
MODULE 3:
BIOMOLECULES
Carbohydrates
Describe the
classification of
carbohydrates in
terms of
d. Number of units
e. Structures
f. Functions
Create a story that
shows the
importance of
Carbohydrates in a
living things
MODULE 3:
BIOMOLECULES
Carbohydrates
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
Answering Preassessment
Creating K-W-L questions
pp. 314-315
pp. 443-446
p. 316
pp.447-448
pp. 316-317
pp. 450-456
pp. 316-317
pp. 450-456
pp. 316-317
pp. 450-456
https://www.google.com.p
h/search?biw=1366&bih=
662&noj=1&tbm=isch&sa
=1&btnG=Search&q=nucl
eic+acid+food#imgrc=cJi
VpKDADS1J0M%3A
https://www.youtube.com/
watch?v=OGD3q1eQ1TE
https://www.google.com.p
h/search?q=carbohydrate
s+and+lipids++food+sam
ple&biw=1366&bih=662&t
bm=isch&tbo=u&source=
univ&sa=X&ved=0ahUKE
wjEcTpwsLQAhUIvrwKHY0W
CKoQsAQINA
https://www.youtube.com/
watch?v=YO244P1e9QM
https://www.youtube.com/
watch?v=uTi9wcNCoic
http://staff.katyisd.org/sites
/mpjh8sci/Lists/8th%20Gra
de%20Science%20Calend
ar/Attachments/187/Biomol
ecules%20HW%20key.pdf
http://gpschools.schoolwire
s.net/cms/lib05/MI0100097
1/Centricity/Domain/2027/
Biomolecule%20Activity.pd
f
https://www.youtube.com/
watch?v=YO244P1e9QM
https://www.youtube.com/
watch?v=uTi9wcNCoic
http://staff.katyisd.org/sites
/mpjh8sci/Lists/8th%20Gra
de%20Science%20Calend
ar/Attachments/187/Biomol
ecules%20HW%20key.pdf
http://gpschools.schoolwire
s.net/cms/lib05/MI0100097
1/Centricity/Domain/2027/
Biomolecule%20Activity.pd
f
https://www.youtube.com/w
atch?v=YO244P1e9QM
https://www.youtube.com/w
atch?v=uTi9wcNCoic
http://staff.katyisd.org/sites/
mpjh8sci/Lists/8th%20Grad
e%20Science%20Calendar/
Attachments/187/Biomolecu
les%20HW%20key.pdf
http://gpschools.schoolwires
.net/cms/lib05/MI01000971/
Centricity/Domain/2027/Bio
molecule%20Activity.pdf
What are the different
nutrition obtain from the
food you eat? How
important they are in our
body?
Show pictures of different
foods. Classified it based
on the nutrition they
obtained. In this module
What are biomolecules?
What are the different
kinds of biomolecules?
What are the foods that
are rich in carbohydrates?
Lipids? Why are these
molecules essential to our
body?
https://www.youtube.com/
watch?v=YO244P1e9QM
What are the elements that
makes up carbohydrates?
What are the elements that
makes up carbohydrates?
What are the different
kinds of carbohydrates?
Watch video clip lesson by
Richard J. Wood, animation
by Qa’ed
Showing different sample
of foods (pictures or
actual sample should be
brought to class)
28
we are going to find out
what important molecules
we get from the food we
eat, but before that let us
answer the pre assessment
Which of these foods are
classified as
carbohydrates and lipids?
Why do you think they are
classified as
carbohydrates? Lipids?
the student will watch a
video about carbohydrates
in (1:10min-2:05min) time
Based on what u see in the
video. What are the
elements that makes up
carbohydrates?
C. Presenting
examples/Instances of the new
lesson
Answering of PreAssessment 1-10 found in
LM.
Unlocking of difficult terms
- biomolecules
- carbohydrates
- protein
- lipids
- nucleic acid
Unlocking of difficult terms
- Carbohydrates
- Monosaccharides
- Disaccharides
- polysaccharides
D. Discussing new concepts
and practicing new skills # 1
Create K-W-L questions
to pre-asses their
knowledge about
Biomolecules
Performing Activity #1
found in LM p. 447
(materials should be
prepared ahead of time)
“Getting to know
Carbohydrates”
(see attachment for the
activity in 4 learning
stations)
E. Discussing new concepts
and practicing new skills # 2
Introduce the Module 3:
Biomolecules
What are Biomolecules?
Discussion of the result
And answering of guide
questions
Checking of output for the
4 learning station if the
task are being accomplish.
F. Developing mastery
Checking of PreAssessment and
presentation/discussion of
K-W-L questions
What are the food sample
shows the presence of
carbohydrates? What
about lipids?
G. Finding practical application
of concepts and skills in daily
living
What makes up
biomolecules? How are
they classify as essential
organic compounds found
in our body?
What kind of foods rich in
fats and lipids should be
taken in moderation?
Why? What happen in the
http://ed.ted.com/lessons/ho
w-do-carb
Unlocking of difficult terms
- glucose
- fructose
- maltose
- sucrose
- galactose
- starch
- glycogen
Continuation..
Start of the discussion and
presentation of output in
Learning station 1
Learning station 2
How do carbohydrates
impact your health?
-
What are the elements
found in carbohydrates?
What are the different
types of carbohydrates
What are the different
classification of
carbohydrates? How do
they differ from one
another?
What are the benefits of
carbohydrates in our
body? What will happen to
the excess carbohydrates
that we obtained from the
Aaron drinks his milk at
bed time. He suddenly
feels bloated along with a
build-up of intestinal gas.
He feels uneasy and
How do molecular
structures of different types
of carbohydrates differ?
What are the functions of
carbohydrates in the living
things?
Why do people who
underwent diet trim down
the consumption of food
rich in carbohydrates?
29
Continuation..
Start of the discussion and
presentation of output in
Learning station 3
Learning station 4
excess carbohydrates that
we eat?
H. Making generalizations and
abstractions about the lesson
Biomolecules are
comprise of
carbohydrates, lipids,
protein and nucleic acid.
Most of them are made up
of carbon, hydrogen,
oxygen and nitrogen
What do carbohydrates
and lipids give o our
body? Carbohydrates and
lipids is always a part of
our lives it is important
that we know the nutrients
we found in the food we
eat.
I. Evaluating learning
Evaluation are based on
the K-W-L chart they
made
Research information
about carbohydrates in
terms of description,
classification, structures
and functions
Formative Assessment.
Short pen and paper quiz.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Read more on the
elements present in the
carbohydrates, their
structure, classification,
description and its
function.
food we eat? Which
carbohydrates should we
eat?
Rubrics for the result of
group discussion
The objectives of the
lesson are not fully
attained the, there will be a
continuation of the lesson
tomorrow.
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
30
cannot sleep. What
happens to Aaron? Does
his case has to do with the
term “lactose intolerance”?
Carbohydrates is one of
the important biomolecules
in our body, it comprises
elements like carbon,
hydrogen, and oxygen.
They are classified into
Monosaccharide,
disaccharide and
polysaccharide. What
makes them differ from
one another?
Use group rubrics to
evaluate the result of the
activities
Read more about lipids as
another important
biomolecules in our body.
The objectives of the
lesson are not fully
attained the, there will be a
continuation of the lesson
tomorrow.
Carbohydrates is one of the
important biomolecules in
our body, it comprises
elements like carbon,
hydrogen, and oxygen.
They are classified into
Monosaccharide,
disaccharide and
polysaccharide.
Use group rubrics to
evaluate the result of the
activities
In case of
remedial/enrichment do
“Molecular Modelling
Activity for Carbohydrates”
see attachment for the
activity sheet.
Making a Model of
Molecular Structures of
Carbohydrates
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?
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/
Objectives
Write the LC code for each
School
Teacher
Teaching Dates and Time
MONDAY
TUESDAY
WEDNESDAY
Grade Level
Learning Area
10
SCIENCE
Quarter
FOURTH
THURSDAY
FRIDAY
The learners demonstrate an understanding of the structure of biomolecules, which are made up of mostly of a limited number of elements,
such as carbon, hydrogen, oxygen and nitrogen.
S10MT-IVc-d-22 (Recognize the major categories of biomolecules such as carbohydrates, lipids, proteins and nucleic acids)
 Define proteins
 Define proteins
 Define nucleic acids
 Determine the
 Identify the different
molecular
agents for the
 Describe the four levels
 Describe the structure of
 Describe the
characteristics
denaturation of proteins.
structure of proteins
proteins.
structure of nucleic
and elements
acids
 Cite different ordinary
 Understand the
 Understand the
present in lipids
activities at home that
importance of proteins
importance of proteins in
 Describe the
involve denaturation of
in our body
our body
classification of
proteins.
lipids in terms of
 Understand the
a. structures
importance of proteins
b. functions
in our body
 construct
​
molecular model
of fats
31
II. CONTENT
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
LIPIDS
PROTEINS
BIOMOLECULES
PROTEINS
PROTEINS
NUCLEIC ACIDS
pp.317-318
pp. 319-320
pp. 319-320
pp. 320-321
pp.321-323
pp.462-465
pp. 465-470
pp. 470-473
pp.473-475
Ask the students to recall
the previous lesson.
.Ask the students to recall the
previous lesson.
Ask the students to recall
the previous lesson
Ask the students to
recall the previous
lesson.
Video presentation showing
the importance of knowing
the protein structure
https://www.youtube.com/w
atch?v=gWM7S0Mpvtg
Ask the students this
question, Some people in the
U.S. and in other parts of the
world do not get enough
protein in their diet. Given
what you know about
proteins, how would you
Video presentation about
the importance of protein In
our body.
https://www.youtube.com/w
atch?v=oRN17s50xFk
Show pictures of
different physical
characteristics of a
person like blue eyes
and black eyes, pointed
nose and non-pointed
nose, small and tall
pp. 457-462
https://www.youtube.com
/watch?v=YO244P1e9Q
M
http://staff.katyisd.org/sit
es/mpjh8sci/Lists/8th%20
Grade%20Science%20C
alendar/Attachments/187
/Biomolecules%20HW%
20key.pdf
https://www.google.com.
ph/?gfe_rd=cr&ei=NVM2
WL2pN9SB1AStpYABg#q=lipids+activity+w
orksheet
https://www.youtube.com
/watch?v=YO244P1e9Q
M
the student will watch a
video about lipids in
(2:05min-4:08min) time
What are the elements
that makes up
carbohydrates?
32
convince people to donate
money to programs that seek
to increase the protein intake
of people who do not have
enough protein?
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
Unlocking difficulties:
- Lipids
- Fats
- Triglycerides
- Phospholipids
- Steroids
- Waxes
Perform the Activity
“The Chemistry of Lipids”
Present a video showing an
example of protein song
https://www.youtube.com/w
atch?v=DipuIBLJ3ng
Let the students perform the
activity, PROTEIN FOLD”
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
What are the different
classifications of lipids?
How do they differ from
one another?
Ask the students what is the
essential of the four levels
of structure of proteins.
G. Finding practical
application of concepts and
skills in daily living
Jepthah wants to eat a
food that high in energy
before he starts training
for his taekwondo
Ask the students to explain
what will happen if the chain
of protein does not exist or
will not function well, what
Present a video showing the
different signs of a person
having a protein deficiency.
This will lead to the
discussion of proteins.
https://www.youtube.com/wat
ch?v=iZyGgG3XNno
Video Presentation about the
top 10 foods that are high in
protein.
https://www.youtube.com/wat
ch?v=-RIuCaxfN0M&t=4s
Let the students perform
Activity 2 Test for Proteins A
(LM pp 462-463)
Presentation of the results in
Activity 2 Test for Proteins
Ask the students to explain
the essential of proteins to
our body.
33
Present a short video clip
regarding on how the
denaturation of proteins
possible.
https://www.youtube.com/w
atch?v=NtsD_zD5GOM
person and etc. Then
ask the students what
they can say about the
different pictures, and
what they think is the
possible reason why
their physical
characteristics is
different.
Present a video
showing the structure
of nucleic acids.
https://www.youtube.co
m/watch?v=MAouz1LtpM
Show some pictures related
to the denaturation of
proteins. This will lead to
the discussion of
importance knowing the
denaturation of proteins.
Ask the students to cite
some ordinary activities at
home that can exhibit
denaturation of proteins.
Let the students perform
Activity 2 The Denaturation
of Proteins B
Presentation of the results
in Activity 2 The
Denaturation of Proteins
Perform the activity
“Have your DNA and
Eat it Too”
Ask the students to give
some importance of
denaturation of proteins.
How people benefited to it.
Ask the students to
explain the importance
of knowing the DNA of
a person. Give some
How will you describe
the difference between
DNA and RNA linked to
nucleic acid?
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
competition. What kind of
food will be given to him
to ensure the most
energy per pound?
will happen to the living
organism?
situations that DNA is
being applied.
Lipids are substances
such as a fat, oil or wax
that dissolves in alcohol
but not in water. What
are the elements found in
lipids? How important is
lipids as one of the
important biomolecules
in our body
Ask the students to explain
the importance of the shape
of the folds in making a
chain of proteins or amino
acids.
What do you think will
happen if a person is lack of
proteins in their body? Give
some possible solutions or
remedies that can help a
person to regain its protein
content inside the body.
Ask the students, why
people apply denaturation
in foods?
Make a Venn diagram
showing the
comparison and
similarities of DNA and
RNA.
See rubrics for the result
of group discussion/
collaboration
Draw the structure of
proteins and include the
elements associated to it.
What do you think is the
nutritious benefit we can get
in eating food with protein
content?
The students will take a 15
items quiz given by the
teacher.
Draw the structure of
nucleic acids.
34
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?
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency /
Objectives
Write the LC code for each.
School
Teacher
Teaching Dates and Time
MONDAY
TUESDAY
WEDNESDAY
Grade Level
Learning Area
10
SCIENCE
Quarter
FOURTH
THURDAY
FRIDAY
The learners demonstrate an understanding of the structure of biomolecules, which are made up of mostly of a limited number of
elements, such as carbon, hydrogen, oxygen and nitrogen.
S10MT-IVc-d-22 (Recognize the major categories of biomolecules such as carbohydrates, lipids, proteins and nucleic acids)
 Create a chain made out
 Analyze the genes of
.
of four DNA nucleotides.
the DNA and
determine what traits
 Explain the rules of base
the organisms have.
pairing

Transcribed DNA
 Relate the concept of
strand to its
DNA base pair on how all
complimentary RNA
information about each
strand
every one of us is
35
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
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
encoded into simple
language.
NUCLEIC ACIDS
NUCLEIC ACIDS
pp. 323-325
pp. 325-327
p. 475-477
p. 478-480
Ask the students to recall the
previous lesson.
Ask the students with a
HOTS question, What do you
think is the importance of
DNA and RNA to human
existence?
Ask the students to recall
the previous lesson
Ask the students with a
HOTS question, how DNA
affects the physical
characteristics of a human
being?
Present a video presentation
showing an introduction to
the four bases pair of DNA
and RNA
https://www.youtube.com/wat
ch?v=T5gEIViVAPw
Perform the activity “MY
NAME IN DNA”
Present a video
presentation showing how
DNA and protein are
worked together
https://www.youtube.com/
watch?v=gG7uCskUOrA
Perform the activity
“SNORKS THE ALIEN
E. Discussing new concepts and
practicing new skills # 2
36
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application of
concepts and skills in daily living
Presentation of the results in
activity MY NAME IN DNA
H. Making generalizations and
abstractions about the lesson
Teacher will present another
set of base of DNA, students
will look and find the
appropriate base pair.
I. Evaluating learning
Ask the students. How
important is the rule of base
pairing in DNA and RNA?
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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
Ask the students to explain
what do you think will happen
if the rule of base pairing in
DNA and RNA is not follow.
Presentation of the results
in activity “SNORKS THE
ALIEN
Present a video showing
how DNA is being
damaged by different
nutritional deficiencies.
https://www.youtube.com/
watch?v=Vey9nbNvPLc
Ask the students.
As a students, how can
you share your knowledge
about nucleic acids in
other especially those
have DNA deficiencies?
Teacher will give a 15
items quiz.
37
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
38