Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 1

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of…
Content Standard
how gases behave based on the motion and relative distances between gas particles
Performance Standard
1. investigate the relationship between:
Learning Competency
1.1 volume and pressure at constant temperature of a gas;
Code: S10MT-IVa-b-21
Prove that gases have the following properties: mass, Investigate the relationship between volume and pressure of gases at constant
DAILY TASK
volume, temperature, and pressure. temperature
II. CONTENT Properties of Gases Boyle’s Law
III. LEARNING RESOURCES
Teacher’s Guide TG pp.261-263 TG pp. 265-267
Learner’s Module pp.362- Learner’s Module
Learner’s Materials Learner’s Module pp.351-362 Learner’s Module pp.351-362 Learner’s Module pp.362-36
36 pp.362-36
Video by TED Ed
1.5 L plastic bottle, Medicine Picture of Robert
Additional Materials (http://ed.ted.com/lessons/desc
dropper, Water Boyle
ribing)
IV. LEARNING TASKS
Note: Elicit and Engage Pose question: Review on the measurable Looping-a-word on the Review the concept
Let the students recall what What have you done in properties of gases. different properties of on Boyle’s Law.
they’ve learned the particle yesterday’s activity? gases
ELICIT nature of gases by showing the How do these properties
short video from you tube by differ from each other?
TED Ed on “Describing The  Mass
Invisible Properties of Gas”.  Volume

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

 Temperature Grade 10
 pressure Quarter 4
Ask about the properties of Pose question: Demonstrate Cartesian Diver Which variables describe Show a picture of Page 2
gases, for example, how do Can you prove that gases the Boyle’s Law? Robert Boyle
gases behave? have these following Guide questions:
properties? 1. What happens to the Let’s find out in the result of Pose questions:
Compile responses on the  Mass medicine dropper when you your activity the 1. Who is Robert
board, and keep for future  Volume squeeze the walls of the relationship between the Boyle?
ENGAGE
reference.  Temperature bottle? two variables. 2. How did he
Explain the objective of the  Pressure 2. How about when you describe the
activities to prove that gases release the bottle after relationship between
have properties listed on the squeezing it? the volume and
board. 3. What properties of gas do pressure of gases at
you think is illustrated? constant temperature?
Essential Question: Essential Question:
Do gases have the following properties: mass, volume, What is the relationship between volume and pressure of gases at constant
temperature and pressure? temperature?
Working in groups students will Working in groups students Lecturette:
perform the activity. will perform the activity.  Principle of Boyle’s
Refer to Learner’s Module Refer to Learner’s Module Law
pages 355-360. pages 362-365  Mathematical
EXPLORE Expression and
---End of Session--- derivation of
formula
 Familiarization of
units of every
quantity
 Problem solving
(Emphasize:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Students will present and Students will present the
explain the result of their result of their experiment.
experiment. Refer to LM for the key
EXPLAIN Refer to LM for the key questions. pp. 363-365.
questions. Pages 356-360.
Guide questions: Guide Questions:
1. What are the different 1. What are the two
properties of gases that important variables that
you have observed? you observed in the
activity?
2. How are these 2. What variable is held
measurable properties of constant?
gases differ from each 3. Based on the result of
other? the activity what can you
infer about the
ELABORATE
3. How are you going to relationship between
identify the different units volume and pressure of
used for every property? the gas at constant
temperature?
4. What gas Law is being
described by the
relationship between
volume and pressure at
constant temperature?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
given, required Grade 10
and solution) Quarter 4
Group activity on Page 3
problem solving
One member of the
group will explain the
solution to the word
problem.
Refer to LM pp 368-
369 for word
problems.
Guide questions:
1. How is Boyle’s law
expressed
mathematically?
2. What are the units
of pressure used
in the problem?
How about
volume?
3. What is the
relationship
between volume
and pressure of
the gas at constant
temperature?
4. What formula is
used in finding the
final pressure?
Final volume?
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

The result of the activity will
serve as the Formative
Aassessment.
Multiple Choice. Write the
letter of the correct answer.
1. If the volume available to
the gas is increased, the
pressure exerted by one
mole of the gas molecule
will?
a. increase
b. decrease
c. increase then decrease
d. decrease then decrease
Answer the following Grade 10
problems. Quarter 4
1. A fixed amount of Page 4
gas occupies a
syringe with a volume
of 5.0 L. The pressure
at 30 °C is 1.00 atm.
What will be the new
pressure if the volume
is 4.0 L at the same
temperature?

2. According to Boyle’s ( Answer: P2 =

Law: 1.25atm)
a. Increasing the pressure
EVALUATE
on a volume of gas wall will
cause the volume to
increase.
b. The change in the
volume of a gas in a
closed container is
inversely proportional to
the change in pressure.
c. The change in the
volume of a gas in a closed
container is directly
proportional to the change
in pressure.
d. The volume of gas in a
closed container does not

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

change when pressure is Grade 10

changed. Quarter 4
Page 5
3. What will happen to the
pressure of the air in the
bag as you decrease its
volume?
a. The air in the bag exerts
more pressure.
b. the pressure inside also
decreases.
c. The pressure will
increase.
d. no change will take
place.

4. Which of the following is

the unit of Pressure?
a. liter
b. atmosphere
c. Celsius
d. grams

5. What is held constant in

Boyle’s Law?
a. pressure
b. volume
c. temperature
d. none of the above.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Essay: Make a research on the ff. Grade 10

From your daily experiences,
can you give 2 instances
where those properties of
gases are shown?
(Choose one) to be Quarter 4
compiled in the Portfolio. Page 6
( Clear book can be used)
1. Interview an LPG gas
dealer: Why do gas
containers need to be very
strong and thick metal
containers?

2. Describe the application

of Boyle’s Law principle
EXTEND behind the operation of iron
lung used in the hospitals
to aid in the breathing of
patients. ( Iron lung- device
for artificial respiration in
which rhythmic alternations
in the air pressure in a
chamber surrounding a
patient’s chest force air into
and out of the lungs)

3. Why does deep sea fish

die when brought to the
surface?

V. REMARKS

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

VI. REFLECTION Grade 10

From the evaluation, Quarter 4
No. of Learners who
Page 7
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners
who:
 have caught up
with the lesson
 continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Prepared by: Checked by:

Grade 10, Quarter 4
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 1
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 8

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The Learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles
Performance Standard
1. Investigate the relationship between:
Learning Competency 1.2 Volume and temperature at constant pressure of a gas;
1.3 Explains these relationships using Kinetic molecular theory.
Code: S10MT-IVa-b-21 S10MT-IVa-b-21 S10MT-IVa-b-21 S10MT-IVa-b-21
Investigate the relationship between volume and Calculate problems Summative Assessment Investigate the
temperature at constant pressure involving volume and relationship between
DAILY TASK temperature at constant temperature and
pressure. pressure at constant
volume.
II. CONTENT Charles’ Law Charles’ Law Gay – Lussac’s law
III. LEARNING RESOURCES
Teacher’s Guide TG pp. 268-269 TG pp. 270-272
Learner’s Module pp.375-
Learner’s Materials Learner’s Module pp.369-372 Learner’s Module pp.372-375
379
Video on popping popcorn Egg
(http://youtube.com/watch?v=p Match sticks
_7Qi3mprKQ Piece of paper
Additional Materials
Handful of popcorn kernels Small mouthed bottle/milk
Heating pan bottle

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
Review on Boyle’s Law
ELICIT
Demonstrate heating popcorn
or present a video on heating
popcorn via youtube.
Pose questions:
 Why do your popcorn
kernels pop when you
ENGAGE
heat them?
 What principle is
applied when you heat
your popcorn?
Essential Question:
What is the relationship between volume and temperature of gases at constant pressure?
EXPLORE Working in groups students will
perform the activity.
Refer to Learner’s Module
pages 369-371
---End of Session-----
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Pose a question: Show a picture of Charles
What will happen if party
balloons are left in the
garden under the heat of
the sun?
Follow up question: Pose questions:
What variables are being What is the important
involved in the situation contribution of Jacques
above? Charles in the field of
What gas law is science?
described?
How did he come up with this
relationship of volume and
temperature?
1. Lecturette
 Principle of Charles’
Law
Grade 10
Elicit/ Engage Quarter 4
Egg bottle demonstration Page 9
1. What will happen if you
place a lit wooden match
or a piece of burning paper
into a milk bottle and then
cover the opening with a
peeled, hardboiled egg
(pointy end down)?
2. Why do you think the
egg ended up in the bottle?
3. How then will you make
the egg come out of the
bottle?
4. What gas law is
demonstrated?
Essential Question:
What is the relationship
between volume and
pressure of gases at
constant temperature?
Working in groups students
will perform the activity.
Refer to Learner’s Module
pages 375-376
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Students will present the
result of their experiment.
Refer to LM for the key
EXPLAIN questions.
Guide Questions:
1. What properties of gas
did you observe in the
activity?
2. What variable is held
ELABORATE constant?
3. Based on the result of
the activity what can you
infer about the relationship
between volume and
temperature of the gas at
constant pressure?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
 Mathematical
Expression and
derivation of formula
 Familiarization of
units of every
quantity
 Graphing
 Problem solving
(Emphasize: Given, Required
and Solution)
2. Group activity on problem
solving
One member of the group
will explain the solution to the
word problem.
Refer to LM pp 373-374 for
word problems.
Guide Questions:
1. How is Charles’ law
expressed mathematically?
2. What is the unit of
Temperature used in the
problem? Why?
3. What is the relationship
between volume and
temperature of the gas at
constant pressure?
4. What formula is used in
finding the final temperature?
Grade 10
Quarter 4
Page 10
Students will present the
result of their experiment.
Refer to LM for the key
questions
Guide Questions:
1. What properties of gas
did you observe in the
activity?
2. What variable is held
constant?
3. Based on the result of
the activity what can you
infer about the relationship
between pressure and
temperature of the gas at
constant volume?
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

4. What gas Law is being Final volume? 4. What gas Law is being Grade 10
described by the described by the Quarter 4
relationship between relationship between Page 11
volume and temperature at pressure and temperature
constant pressure? at constant volume?
Complete the table: Answer the problem: The result of the activity
Volume Temperature A sample of neon gas at 760 served as the assessment
mmHg has a volume of 12.0 L
decrease
and a temperature of 44 °C.
EVALUATE increase Find the new volume of the gas
after the temperature has been
increased to 85 °C at 760 torr?
(Answer V2 =13.6 L )
To be added in the portfolio:
Cite 2 examples of
EXTEND
applications of Charles’ law
in daily life.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and
Above:
 Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 10

work? No. of Learners
Quarter 4
who:
 have caught up Page 12
with the lesson
 continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

Prepared by: Checked by:

Grade 10, Quarter 4
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 2
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 13

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. OBJECTIVES
Content Standard The Learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles
Performance Standard
1. investigate the relationship between:
Learning Competency 1.2 volume and temperature at constant pressure of a gas;
1.3 Explains these relationships using Kinetic molecular theory.
Code: S10MT-IVa-b-21
Calculate problems involving Determine the relationship among temperature, pressure Calculate problems involving Summative
temperature and pressure at and volume of gases at constant number of moles. temperature, pressure and Assessment
DAILY TASK
constant volume. volume of gases at constant
number of moles.
II. CONTENT Gay- Lussac’s Law Combined Gas Laws
III. LEARNING RESOURCES
Teacher’s Guide pp. 270-272 pp. 272-273
Learner’s Materials Learner’s Module pp.377-379 Learner’s Module pp.380-382
Picture/photo of Joseph Gay Candle, glass, water, food Aerosol can
Additional Materials
Lussac color and match sticks
IV. LEARNING TASKS
Note: Elicit and Engage Candle, glass, water Ask: Note: Elicit and Engage
ELICIT Show a picture of Gay Lussac demonstration Identify the three gas laws Show picture of Aerosol Can or
that we have discussed. bring an Aerosol Can

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Pose questions:
1. Who do you think is the person
in the picture?
ENGAGE
2. What is his important
contribution in the field of
science?
Essential question:
What is the relationship between
volume and pressure of gases at
constant temperature?
1. Lecturette
 Principle of Gay –
Lussac’s Law
 Mathematical Expression
EXPLORE
and derivation of formula
 Familiarization of units of
every quantity
 Problem solving
(Emphasize: Given, Required
and Solution)
One member of the group will
explain the solution to the word
problem.
EXPLAIN
Refer to LM pp 377-380 for word
problems
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Pose questions.
What will happen to the
water?
What gas law is described by
the experiment?
Essential question:
What is the relationship among temperature, pressure and volume of gases at constant number of
moles?
Working in groups students
will perform the activity.
Refer to Learner’s Module
pages 380-382
---End of session-----
Pose a question:
Why are studying Gas Laws
important?
Students will present and
explain the result of their
experiment.
Refer to LM for the key
questions.
Pose questions: Grade 10
1. What can you read in the Quarter 4
warning label?
Page 14
2. Why is it that aerosol can
should not be thrown on fire?
3. What gas law can be applied?
1. Lecturette
 Principle of Combined
Gas Law
 Mathematical Expression
and derivation of formula
 Familiarization of units of
every quantity
 Problem solving
(Emphasize: Given, Required and
Solution)
2. Group activity on problem
solving
One member of the group will
explain the solution to the word
problem.
Refer to LM pp 383-384 for word
problems.
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Guide Questions:
1. How is Gay Lussac’s’ law
expressed mathematically?
2. What is the Temperature scale
used in the problem? Why?
3. What is the relationship
between pressure and
ELABORATE temperature of the gas at
constant pressure?
4. What formula is used in finding
the final temperature?
Final pressure?
Answer the problem below:
The gas left in a used aerosol
can is at a pressure of 1 atm at
27 C (room temperature). If this
can is thrown onto a fire, what is
EVALUATE
the internal pressure of the gas
when its temperature reaches
972 C ?
(Answer : 4 atm )
Add in portfolio:
Describe how is the Gay-
EXTEND Lussac’s Law being applied in the
liquefaction of gases?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Guide Questions:
1. What properties of gas did
you observe in the activity?
3. Based on the result of the
activity what can you infer
about the relationship
between volume, pressure
and temperature of the gas
at constant number of
moles?
4. What gas Law is being
described by the relationship
between volume, pressure
and temperature at constant
number of moles?
The result of the activity
served as the assessment
Guide Questions: Grade 10
1. What are the variables involved Quarter 4
in combine gas law? Page 15
3. How is the combined gas law
expressed mathematically?
4. What formula is used in finding
the final temperature?
Final volume
Answer the word problem below:
1. A cylinder of compressed
oxygen gas has a volume of 30L
and 100 atm pressure at 27 C?
the cylinder is colled until the
pressure is 5.0 atm. What is the
new temperature of the gas in the
cylinder?
(Answer: T2 = 15K
Converted to Celsius
T2 = -258 C )
Add in portfolio:
What is the application of
Combined gas law in the weather
balloon?
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

V. REMARKS Grade 10
Quarter 4
VI. REFLECTION Page 16
From the evaluation,
No. of Learners who
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners
who:
 have caught up
with the lesson
 continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Prepared by: Checked by:

Grade 10, Quarter 4
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 3
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 17

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The Learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles
Performance Standard
1. investigate the relationship between:
Learning Competency 1.2 volume and temperature at constant pressure of a gas;
1.3 Explains these relationships using Kinetic molecular theory.
Code: S10MT-IVa-b-21 S10MT-IVa-b-21 S10MT-IVa-b-21 S10MT-IVa-b-21
Apply Avogadro’s hypothesis in Apply ideal gas equation Determine the application of gas laws in daily Summative
DAILY TASK solving problem. in solving problems. occurrences Assessment

II. CONTENT Avogadros’ Law Ideal Gas Law Application of Gas Laws
III. LEARNING RESOURCES
Teacher’s Guide pp.275 p.276 pp.277-279
Learner’s Module pp. 388-
Learner’s Materials Learner’s Module pp.384-387 Learner’s Module pp.391-393
390
Additional Materials 2 balloons balloon puzzle
IV. LEARNING TASKS
Note: Elicit and Engage Review on Avogadro’s law Pose questions: Note: Elicit and Engage
Ask one student to blow air in the 1. Why is the knowledge on Review using Gas laws
ELICIT 1st balloon and more air in the 2nd gas laws important? memo game
balloon 2. What are the different gas
laws?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Pose questions: Demonstrate ideal gas law LOOP-A_WORD Series of questions will be Grade 10
 What happen to the using the balloon Students will loop the different asked and students will Quarter 4
balloon when you blow air 1.Increase the number of gas laws that they can find in answer the questions. Page 18
in it? moles of gas in the balloon ( the puzzle.
 Why is the size of balloon by blowing it up) Or flash cards will be
Asks: what happen to the presented. Given the
differ from each other?
volume of the balloon? phrase or key words
 What properties of gas are 2. Increase the pressure on students will identify what
being described? the gas ( by squeezing the gas law is described.
 What can you say with the balloon)
relationship of the volume Asks: what happen to the
and amount of gas in volume of the balloon?
moles? 3. Decrease the
 What gas law is temperature of the gas ( by
ENGAGE described? placing the balloon in a
basin with ice cubes.
Asks: what happen to the
volume of the balloon?
4. What are the different
variables involved in the
demonstration using
balloon?
5. What gas law involves all
those variables and their
relationship with each
other?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Essential question: What is
Avogadro’s Law?
1. 1. Lecturette
 Principle of Avogadro’s
law
 Mathematical Expression
and derivation of formula
EXPLORE  Familiarization of units of
every quantity
 Problem solving
(Emphasize: Given, Required and
Solution)
2. Completion of table on LM p.385
3. Plotting the graph on LM p 386
4. Working on problem sets
Students will explain their answers Students will present and
on the questions provided in LM
pp. 385-387
EXPLAIN
Guide questions:
1. What relationship is described in
Avogadro’s law?
ELABORATE 2. How do we express the
relationship between volume and
number of moles of gas?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Essential question: What is Essential question; How are Grade 10
ideal gas law? gas laws applied in daily Quarter 4
occurrences? Page 19
1. Lecturette Students will perform activity 7
 Principle of Ideal on LM pp 391-392
Gas law
 Mathematical ---End of Session ---
Expression and
derivation of
formula
 Familiarization of
units of every
quantity
 Problem solving
(Emphasize: Given,
Required and Solution)
2. Activity on LM page.388
One member of the group
explain the result of the will present and explain
activity. the result of the activity.
Refer to LM pp 391-392
Refer to LM for the key for the key questions.
questions.
Guide questions: Guide questions:
1. What properties of gas 1. What theory can explain
did you observe in the the behaviour of the gas
activity? molecules you have
observed in the activity?
2. How much is the value of
2. Enumerate the postulates
gas constant? of that theory.
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
3. What formula is used in solving
for final volume?
Answer the problem:
A 6.0 L sample at 25 C and 2.00
atm of pressure contains 0.5 moles
of a gas. If an additional 0.25
moles of gas at the same pressure
and temperature are added, what
is the final total volume of the gas?
(Answer: 9 .0 L)
EVALUATE
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
3. What gas Law is being
described?
Answer the problem:
A sample of liquid acetone
is placed in a 25.0 mL flask
and vaporized by the
heating to 75 C at 1.02 atm.
The vapour weighs 5.87 g.
Calculate the number of
moles of the acetone.
3. Give an example on how Grade 10
gas law can be applied in
Quarter 4
everyday life.
Page 20
Answer the questions
below using the principles
in gas laws and kinetic
theory.
1. True or False. If you
have a balloon inside a car
at noon during a hot
summer day the balloon
molecules inside will
increase in pressure.
2. True or False. You
drove continuously from
Laguna to Manila and you
observed that the pressure
in your tires increased.
This is because of the
increased temperature
outside the tire caused by
friction.
3. What gas law is
involved when a balloon
pops after being sat on?
_______
4. If you noticed that a
sealed bag of potato chips
bulges when placed near a
sunny window, what can
you hypothesize about the
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

relationship between Grade 10

temperature and pressure Quarter 4
of an enclosed gas? Page 21
______
5. What theory explains
the behaviour of gases
with respect to conditions
such as temperature and
pressure? __________.
Can we observe Avogadro’s law in How can gas law be applied Finalization of portfolio on
real life scenarios? in breathing? gases.
Cite examples that will be included Write your explanation in
EXTEND
in your portfolio. bond paper. You can
include pictures to describe
your answer.
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners
who:
 have caught up
with the lesson
 continue to
require
remediation

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Which of my teaching Grade 10

strategies worked well?
Quarter 4
Why did these work?
What difficulties did I Page 22
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Prepared by: Checked by:

Grade 10, Quarter 4
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 4
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 23

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of:
Content Standard
the chemical reactions associated with biological and industrial processes affecting life and the environment
The Learners shall be able to:
Performance Standard
using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the environment
Apply the principles of conservation of mass to chemical reactions; and Explain how the factors affecting rates of chemical reactions are applied in
Learning Competency
food preservation and material production, control of fire, pollution, and corrosion.
Code: S10MT-IVe-g-23, S10MT-IVh-j-24
Perform laboratory activity involving chemical reactions Distinguish between reactants and products.
DAILY TASK
Distinguish evidences of chemical reactions Write a chemical equation
II. CONTENT Chemical Reactions: Evidences of chemical reactions. Chemical Equation
III. LEARNING RESOURCES
Teacher’s Guide pp.283-286 pp. 283-288
Learner’s Materials Learner’s Module pp.403-408 Learner’s Module pp.408- 410
Baking soda picture
Vinegar
Additional Materials
Balloon
Erlenmeyer flask
IV. LEARNING TASKS
Demonstration: using What is the difference Let them recall the Recall the evidences of
vinegar, baking soda and between chemical change experiments that they chemical reaction.
ELICIT
balloon. and physical change? performed

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Pose questions:
1. What happened when
baking soda was added to
the vinegar?
2. Then what happened to
the balloon? Why?
3. What is a chemical
reaction?
ENGAGE
Essential Question:
What are the evidences of chemical reaction?
EXPLORE Students will perform
Activity 1 : Procedure A & B perform
--End of Session--
EXPLAIN
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Asks: Cite examples of Did you observe chemical
changes that you observed changes in the substances
around you. that you used?
How can you tell that there is
chemical change that
happened?
Students will continue to
Activity 1 : Procedure C, D
&E
--End of Session--
Students will present the
result of their experiment.
Refer to LM for the key
questions pp.404-406
Show a picture of a rusty Grade 10
bike. Quarter 4
Say: Look at this picture of a Page 24
rusty bike. It has been left
outside in damp weather too
many times, so the iron in
the metal pan has rusted.
Iron rusts when combines
with oxygen in the air. Iron
rusting is an example of
chemical change. Iron in the
bike and the oxygen in the
air have changed into rust.
How could you represent this
reaction, besides just
describing in words?
Essential Question:
How do you write a chemical equation?
1. Lecturette Students will perform
 Word equation and Activity 2: What’s in a
Formula equation Reaction?
 Identification of
reactants and
products
--End of Session--
Students will present
the table with their
answers as a group.
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Guide questions:
1. What is a chemical
reaction?
2. What are the evidences of
chemical reactions that you
ELABORATE observed in the activity?
Read each scenario. Identify
the evidence(s) of chemical
that is observed:
1. In a fireworks show, the
fireworks explode giving off
heat and light.
2. You take out your best
silver spoons and notice that
they are very dull and have
EVALUATE
black spots. ( change in
color)
3. You notice the curdling in
milk left for several days. (
formation of precipitate)
4. In baking biscuits and
other quick breads, the
baking powder reacts to
release carbon dioxide
bubbles. The carbon dioxide
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Guide questions: Grade 10
1. What is a reactant? A Quarter 4
product? Page 25
2. What is a chemical
equation?
3. What are the rules in
writing chemical
equation?
4. What are the symbols
used in writing a
chemical equation?
Write the following in
formula equation and
identify which is/ are the
reactant (s) and product
(s).
1. Aluminum hydroxide
+Sodium nitrate yields
Aluminium nitrate
+Sodium hydroxide
2. Potassium bromide
yields Potassium metal
+ Bromine gas
3. Zinc metal + Oxygen
gas yields Zinc oxide
4. Chlorine gas
+Sodium metal yields
Sodium chloride
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

bubbles cause the dough to 5. Potassium chloride + Grade 10

rise. ( presence of bubbles) Silver nitrate yields Quarter 4
5. Your friend decides to Potassium nitrate + Page 26
toast a piece of bread, but Silver Chloride
leaves it in the toaster too
long. The bread is black and
the kitchen is full of smoke.
Time to Think: What are the chemical
How do you think burning reactions around you?
gasohol instead of gasoline Are they beneficial or
EXTEND in your automobile helps the harmful?
environment?
(Note: gasohol is 85%
ethanol and 15% gasoline)

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners
who:
 have caught up
with the lesson
 continue to
require
remediation

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Which of my teaching Grade 10

strategies worked well?
Quarter 4
Why did these work?
What difficulties did I Page 27
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Prepared by: Checked by:

Grade 10, Quarter 5
Teacher: School Head:
Daily Lesson Log
Week No. 5 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 28

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of:
Content Standard
the chemical reactions associated with biological and industrial processes affecting life and the environment
The Learners shall be able to:
Performance Standard
using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the environment.
Apply the principles of conservation of mass to chemical reactions; and Explain how the factors affecting rates of chemical reactions are applied in
Learning Competency
food preservation and material production, control of fire, pollution, and corrosion.
Code: S10MT-IVe-g-23 , S10MT-IVh-j-24
Summative Perform an activity that illustrates Law of Conservation of
DAILY TASK Identify the types of chemical reactions.
Test Mass
II. CONTENT Types of Chemical Reactions Law of Conservation of Mass
III. LEARNING RESOURCES
Teacher’s Guide pp. 288-292 pp.293-295
Learner’s Materials Learner’s Module pp.411-414 Learner’s Module pp.414-418
Mg ribbon
Additional Materials Tong
Bunsen burner/ alcohol lamp
IV. LEARNING TASKS
Pose Questions: Review on the types of
What happens to substances chemical reactions.
when there is a chemical
ELICIT
change? (Change in identity of
substances)

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What happens to the atoms and Grade 10

molecules in a chemical Quarter 4
change? (atoms can separate, Page 29
combine, rearranged to form
different molecules)

How do we classify these

chemical changes? What are
the types of chemical reactions?
Demonstration: Show picture of Antoine
Take a piece of magnesium Lavoisier.
ribbon. Pose questions:
Using a pair of tongs, put the 1. Who is in the picture?
Mg ribbon into the flame of 2. What is his important
Bunsen burner. contribution in the field of
Once the Mg is ignited, remove science?
from the flame.
(in absence of materials a video
presentation found in youtube
ENGAGE
can be used)
Pose questions:
1. With what does the Mg react?
(Oxygen)
2. What is the chemical
equation that describes this
reaction?
3. What do you think is this type
of reaction?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Essential Question: Essential Question: Grade 10

What are the types of chemical What is the law of conservation Quarter 4
reaction? of mass? Page 30
Students will perform Students will perform Activity 4:
EXPLORE
Activity 3: We Simply Click How much can you take?
Together Part 1 and 2

--End of Session-- --End of Session--

Students will present the Students will present the
result of the activity. result of the activity.
EXPLAIN
Refer to LM for the key Refer to LM p 415
questions pp.411 to 413
Guide questions: Guide questions:
1. What are types of chemical 1. How will you compare the
ELABORATE reactions? total mass before and after
2. Differentiate each. the reaction?
2. State the Law of
Conservation of Mass
Identify the type of chemical The result of the activity
reaction: served as the assessment.
1. NaBr + Ca(OH)2  CaBr2
+ NaOH
2. NH3+ H2SO4  (NH4)2SO4
3. C5H9O + O2  CO2 +
EVALUATE H2O
4. Pb + H3PO4  H2 +
Pb3(PO4)2
5. NO2  O2 + N2

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Answer the Enrichment on What are the rules in Grade 10

page 414 of the Learners balancing chemical
EXTEND Quarter 4
module. equation? Page 31

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up
with the lesson
 continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or Grade 10

localized materials did I
Quarter 4
use/ discover which I wish
to share with other Page 32
teachers?

Prepared by: Checked by:

Grade 10, Quarter 4 Teacher: School Head:
Daily Lesson Log
Week No. 6 Signature: Signature:
Date Date:
Submitted:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 4
Teaching Dates Quarter Fourth Page 33

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of:
Content Standard
the chemical reactions associated with biological and industrial processes affecting life and the environment
The Learners shall be able to: Using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the
Performance Standard
environment
Explain how the factors affecting rates of chemical reactions are applied in food preservation and materials production, control of fire, pollution, and
Learning Competency
corrosion.
Code: S10MT-IVh-j-24
Apply the concept of Law of Conservation of Mass in Describe the factors affecting the rate of
DAILY TASK Describe the Collision Theory
balancing chemical equations. chemical reaction
II. CONTENT Balancing chemical Equation Collision Theory Factors Affecting Rate of Chemical Reaction
III. LEARNING RESOURCES
Teacher’s Guide TG pp. 296-298 pp. 299- 300 pp. 300-302
Learner’s Materials LM pp.419-421 LM pp. 422-424 LM pp. 425-429
Video
https://www.youtube.com/watch
Additional Materials Illustration Pictures
?v=mAh--lH0H3U

IV. LEARNING TASKS

Pose questions: What are the steps in What is stated in the Kinetic What is Collision
1. What is a chemical balancing chemical equation? Molecular Theory? Theory?
equation? Cite an example
ELICIT
2 .Which part of the
equation is the reactant?
the product?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
3. How does the chemical
reaction follow the law of
conservation of mass?
Provide students with
picture cards of the various
animals and a picture of a
seesaw. Assign weights to
the animals. Students can
create as many equal
seesaw scenarios.
ENGAGE Ask:
How did you know that the
seesaw is balanced?
Essential Question:
How do we balance a
chemical equation?
EXPLORE
Students will perform
Activity 5 on LM pp.419-420
--End of Session--
EXPLAIN
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
React on the statement:
Balancing a chemical equation
is a “trial –and-error approach”.
Students will present the result
of the activity.
Play the song of Scottish rock
band Biffy Clyro entitled Many of
Horror (When we collide) then
ask the students: how is
collision described in the song?
“when we collide we come
together
If we don’t we’ll always be apart
I’ll take a bruise; I know you’re
worth it
When you hit me hit me hard”
Video Link:
https://www.youtube.com/watch
?v=mAh--lH0H3U
Essential Question:
What is stated in collision
theory?
Students will answer activity 6
Part 1 LM pp. 422-423.
Students will present their
answers on the activity.
Grade 10
Quarter 4
Page 34
Show pictures
Pose questions:
1. Refrigerated foods
stay fresh for a long
period. The same
foods stored at room
temperature quickly
spoils? Why?
2. Some reactions
occur very fast; some
very slowly. What
factors affect the rate
of chemical reactions?
Essential Question:
What are the factors
affecting the rate of
chemical reaction?
Students will answer
Activity 6 Part 2. LM
pp.425-428
---End of Session--
Students will present the
result of the activity.
Refer to LM for guide
questions.
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Guide Questions: 1. What is stated in the collision 1. What are the factors Grade 10
1. What are the steps in theory? that affect the rate of Quarter 4
balancing chemical equation? 2. What are the two conditions chemical reaction? Page 35
2. How are coefficients written? required for the reaction to 2. Describe each factor.
ELABORATE occur?
3. Why is activation energy
important in a chemical
reaction?
Balance the following chemical 1. According to the collision Modified True or False.
equations: theory, what are the criteria to Write True if the
be met before a bimolecular statement is correct.
1. N2 + H2 NH3 reaction can take place? You Rewrite the underlined
2. KClO3 KCl + O2 can mark more than 1 answer. statement, if it is False.
3. H2SO4 + NaNO2 (3pts) 1. Catalyst speeds up
HNO2 + Na2SO4 a. the orientation probability chemical reactions
4. NaBr+ CaF2 factor must be 1. without being used up
NaF + CaBr2 b. The collision energy must be itself. (True)
5. C3H8 + O2 ≥ the activation energy for the 2. Heat, light, or change
O2 + H2O reaction. in color can indicate a
EVALUATE
c. the collision must occur in the physical change.
Answer: proper orientation. (Chemical change)
1. N2 + 3H2 2 NH3 d. A collision between the 3. Low temperature speeds
2. 2 KClO3 2KCl + 3O2 reactants must occur. up reaction rates. ( High
3. H2SO4 + 2NaNO2 Temperature)
2HNO2 + Na2SO4 2. Describe how the activation 4. A low concentration of
chemical slows down
4. 2NaBr+ CaF2 energy of a reaction affects the
reaction rate. (True)
2NaF + CaBr2 overall rate of the chemical 5. The more surface area
5. C3H8 + 5O2 reaction? (2pts) exposed, the faster is the
3CO2 + 4H2O rate of reaction. ( True)

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Answer Enrichment on LM Think it over: Think it over: Grade 10

page 421 It has been observed that more It has been observed Quarter 4
gas station fires occur on hot with one variety of paint Page 36
days than on cold days. Explain that the rate of paint
this phenomenon using your drying can be drastically
knowledge of collision theory. increased by adding a
small amount of
“accelerant”. Based on
EXTEND
what you know of
catalysts, is it reasonable
to think this accelerant
as being a catalyst?
Explain.
(Answer. No, because
the accelerant is used up
during the reaction)
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners
who:
 have caught up
with the lesson
 continue to
require
remediation

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Which of my teaching Grade 10

strategies worked well?
Quarter 4
Why did these work?
What difficulties did I Page 37
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Prepared by: Checked by:

Grade 10, Quarter 4 Teacher: School Head:
Daily Lesson Log
Week No. 7 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 38

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of The learners demonstrate an understanding of
the chemical reactions associated with biological and industrial processes affecting life the structure of biomolecules, which are made up mostly of a
Content Standard limited number of elements, such as carbon, hydrogen,
and the environment.
oxygen, and nitrogen.
The Learners shall be able to:
Performance Standard using any form of media, present chemical reactions involved in biological and
industrial processes affecting life and the environment
Explain how the factors affecting rates of chemical reactions are applied in food Recognize the major categories of biomolecules such as
Learning Competency
preservation and material production, control of fire, pollution, and corrosion. carbohydrates, lipids, proteins, and nucleic acids.
Code: S10MT-IVh-j-24 S10MT-IVc-d-22
Explain how factors affecting the rate of reactions Summative Test Detect the presence of carbohydrates and lipids in
DAILY TASK are applied in food preservation, fire control and food samples using chemical tests
corrosion prevention.
Factors affecting the rate of reactions are applied in Carbohydrates and lipids in food samples using
II. CONTENT food preservation, fire control and corrosion chemical tests
prevention
III. LEARNING RESOURCES
Teacher’s Guide TG 303-311 TG pp.316-317
Learner’s Materials LM pp. 430-436 LM pp. 447-450
Additional Materials Illustrations Pictures
IV. LEARNING TASKS
What are the different factors Show pictures of examples of Show pictures of different Loop-a word on Biomolecules
ELICIT that affect the rate of chemical reactions (Ex. fire, examples of biomolecules
reaction? corrosion etc.)

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Pose questions:
1. Why do we refrigerate
fresh meat and vegetables?
2. How do we prepare
ENGAGE preserved foods?
3. What factors affecting
reactions rates are
considered in the previous
examples?
Essential Question:
How can the factors affecting
rate of reaction be applied in
food preservation, fire control
and corrosion prevention?
EXPLORE
Students will perform
Activity 7: Making
Connections
---End of Session--
EXPLAIN
ELABORATE
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Pose question:
1. How can the rate of
reaction be controlled in the
following situations?
Students will present the
result of their experiment.
Refer to LM for the key
questions pp.430-433
Guide Questions:
1. What is acid rain?
2. What causes acid rain?
3. What are the harmful
effects of acid rain?
4. How can we prevent acid
rain?
Let the students identify the
different biomolecules and
describe each.
Essential Question:
How can you detect the
presence of carbohydrates
and lipids in foods using
chemical test?
Students will perform
Activity 1 LM pp. 447-450
---End of Session--
Ask: Grade 10
What are the different kinds
Quarter 4
of biomolecules?
Page 39
Students will present the
result of their experiment
Guide Questions:
1. What is used to test for the
presence of starch?
2. How do you know that
starch is present in the food
sample?
3. What is used to test the
presence of reducing sugar?
4. How about to test the
presence of fats and oils?
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

5. How do you differentiate Grade 10

carbohydrates from fats and
Quarter 4
oils?
The result of the activity The result of the activity Page 40
EVALUATE
served as the Evaluation. served as the Evaluation.
Visual Presentation (any form Refer to TG pp.316-317 for
of media) of the effects of instruction.
chemical reactions involved
in: (serves as Product/
Performance) Choose only 2.
a. Food processing and
preservation
b. fire control
c. corrosion control
EXTEND d. photochemical smog
e. Haber process
f. Catalytic Converter
g. car air bag
h. formation of ozone layer in
the stratosphere
i. formation of acid rain

Additional instruction refer to

LM pp. 433-436

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 10

work? No. of Learners who:
Quarter 4
 have caught up with
the lesson Page 41
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 10, Quarter 4 Teacher: School Head:
Daily Lesson Log
Week No. 8 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10

Daily Lesson Log Teacher Learning Area Matter (Chemistry) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 42

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate an understanding of
Content Standard
the structure of biomolecules, which are made up mostly of a limited number of elements, such as carbon, hydrogen, oxygen, and nitrogen
Performance Standard
Learning Competency Recognize the major categories of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids;
Code: S10MT-IVc-d-22
Describe the different Describe the different Identify the presence of Differentiate the two kinds Summative Test
DAILY TASK
classes of carbohydrates. types of lipids proteins in foods. of nucleic acids
II. CONTENT Classes of Carbohydrates Types of Lipids Proteins in Foods Kinds of Nucleic Acids
III. LEARNING RESOURCES
Teacher’s Guide pp. 319 321 pp. 319-321 pp. 321-323 ---
Learner’s Materials pp. 450-456 pp. 457-461 pp. 462-468 pp. 469-471
Pictures Cardboards, art paper,
Additional Materials paste, scissors
Loop-a-word sheet
IV. LEARNING TASKS
Show pictures of foods and Ask: Review on Lipids Describe the three
identify the biomolecules Describe the importance of biomolecules:
ELICIT
found in those foods. carbohydrates in the living carbohydrates, lipids and
organisms. proteins

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
“MY Plate”
Using the pictures shown
earlier which foods can be
classified as carbohydrates?
Place the pictures of foods
that contain carb onto the
plate.
ENGAGE
( orange juice, milk, onions,
yogurt, spaghetti, papaya,
spinach, pork chops, oatmeal,
whole wheat bread, eggs)
Essential Question:
What are the classes of
carbohydrates?
EXPLORE
Lecture/Discussion
Guide Questions:
1. What is carbohydrates?
2. Name food sources of
carbohydrates.
3. Describe the difference
EXPLAIN between simple and complex
carbohydrates.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Give examples of foods rich
in lipids. Let the students
show the examples they
brought.
Essential Question:
What are the types of lipids?
Lecture/Discussion
Guide Questions:
1. What are lipids?
2. What is the building block
of lipids?
3. Name examples of fatty
acids.
Give examples of foods that
are rich in protein.
Which has more protein
content-100 calories of steak
or 100 calories of broccoli?
(ans. Broccoli. 100 calories
of steak has 6 grams of
protein while 100 calories of
broccoli has 11 grams of
protein)
Essential Question:
How can you identify the
presence of proteins?
Students will perform
Activity 2: Test for Proteins
LM pp. 462- 464
Students will present the
result of the activity
Loop-a-word Grade 10
Identify the words that Quarter 4
describe the nucleic acids. Page 43
Essential Question:
What are the different kinds
of nucleic acids?
Students will make a model
of a nucleotide.
1. Students will present and
describe the model.
2. Lecture/Discussion
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Guide questions:
1. What is the name pf the
dissaccharride found in the
cheese and other milk
products?
ELABORATE 2. What’s the difference
between starch and
glycogen?
3. Give the importance of
cellulose in the industry.
Why do you think runners eat
meal rich in carbohydrates
the day before the race?
(Possible Answer:
Eating carbs prior to race
improves a runner’s
endurance, speed, energy
and alertness
EVALUATE
Glucose is stored in the liver
and muscles as glycogen,
molecules that function as
long- term energy storage
that can be tapped into when
needed ;such as during a
lengthy run)
Source: www.livescience.com
Bring examples of
carbohydrates and lipids.
EXTEND
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Guide questions: Lecture/ Discussion Guide Questions: Grade 10
1. What is the important Guide questions: 1. Differentiate RNA from Quarter 4
function of cholesterol? 1. What are proteins? DNA. Page 44
2. What is the difference 2. What is the building block 2. What is the important
between fats and oils? of proteins? function of nucleic acids in
3. Can you consider fats as 3. How many amino acids the body of an organism?
good or bad? are known to form proteins in
4. What is the consequence living organisms?
of eating too much fatty 4. Describe the amino acids.
foods? 5. Why are proteins
important in our body?
Carbohydrates and lipids are The result of the activity is The result of the activity is
composed of the same the Evaluation. the Evaluation.
chemical elements, but in
different proportions. Both
are used primarily as energy
sources for cell metabolism.
Which type of molecule has
the higher calorie content per
gram? Explain the reasons
for your answers.
(Possible Answer: Fats
9 calories in a gram of fat
while only 4 calories in a
gram of carbohydrates )
Source:
www.msdmanuals.com
Group work: Group work on denaturation
Bring one menu rich in of Proteins:
protein. Let the students perform
pickling and salting.
First Copy: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

V. REMARKS Grade 10
Quarter 4
VI. REFLECTION Page 45
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 10, Quarter 4
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 9
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Copy: November 2016