4th quarter DLLs.docx

DAILY LESSONLOG School ANIBONGON INTEGRATED SCHOOL Grade Level 10
Teacher ERIC D. MABESA Learning Area SCIENCE
Teaching Date and Time 8:45-9:45/10:45-11:45 Quarter FOURTH
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners should demonstrate an understanding of how gases behave based on the motion and relative distances between
gas particles.
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
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.
II. CONTENT BEHAVIOR OF GASES
• Pre- Assessment
• Introduction to Module
1
(Behavior of Gases)
Properties of Gases
(Mass and Volume)
Properties of Gases
(Temperature and
Pressure)
Boyle’s Law Problem
Solving
for
Boyle’s
Law
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
pp. 259-262, pp.261-262 pp. 262-264 pp. 265-267 pp.265-267
2. Learner’s Materials
pages
pp. 352-354 pp. 355-357 pp. 357-362 pp. 362-369 pp.362-369
3. Textbook pages

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/c
ms/lib5
/PA01001234/.../
Boyle
s_Law_Workshe
et_
www.currituck.k1
2.nc.u
s/cms/lib4/NC01
00130
3/.../Practice%20
works
heetsx.doc
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
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.

B. Establishing a purpose
for the lesson
Watch video clip about
Behaviour of Gases
https://www.youtube.com/watc
h?v=90E2jhDVCSg
Watch short video clip about
Properties of Gases
ch?v=9RxQrIMhJXk
PICTURE
ANALYSIS:
The students will
analyze the
picture, and
describe what
property/properties
of gas is/are
exhibited.
Watch a video clip on
how the Lung model
(used in discussing
the Respiratory
system in Grade 9)
works.
m/watch?v=P_Cah94k
YEs&spfreload=10
Formula
Transformation
:
P1V1 = P2V2
Derive the
equation
as to
what
variable
is
unknown.
C. Presenting
examples/Instances
of the new lesson.
Does a gas have mass?
Does a gas have volume?
Describe the
behavior of gas
when the
temperature
increases or
decreases.
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.
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
Marshmallow Fluff
(see attachment)
Compute
the
following
problems
on page
368 of the
LM.

E. Discussing new
concepts and
2
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
volume and pressure of
gas at constant
temperature as stated
by Robert Boyle.
Write the mathematical
equation to show
relationship.
Express the
relationship
of volume
and
pressure at
constant
temperature
through an
equation.
F. Developing mastery
(leads to Formative
Assessment 3)
Based on the video
presented, how will you
explain the behavior of
Gases? Are all gases alike?
Based on the activity, how
can you prove that gas has
mass?
What will be the effect of
air when introduced into
the water-oil mixture?
Based on the activity,
what happened to the
pressure of gas when
exposed to varied
temperature?
What causes the balloon
to change its shape and
size?
From the given
equation, express the
variable of the following
symbols:
V = ____________
P = ____________
T = ____________
n = ____________
G. Finding practical
application of
concepts and skills in
daily living
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.
Whatwill happen to the
vehicle tire during a
long summer drive?
Cite some examples
which are related to the
concept presented that
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.
Mass is the amount of a
substance. The mass of
gases is negligible.
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.
Gas properties can be
modelled using math.
Models depends on ;
V = volume of the gas
(L)
T = Temperature (K)
N = amount (moles)
P = pressure
(atmosphere)
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.
I. Evaluating learning Answer
another set
of sample
problems
(see
attachment)
J. Additional activities for
application or
remediation
Research about Properties of
Gases
Describe and explain the
volume and pressure of
gas at constant
temperature.
Make a
research on
the
relationship
of volume
and
temperature
at constant
pressure.
IV. REMARKS

V. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies 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: NOTED BY:
TITO C. ESPINO
Principal
ERIC D. MABESA
Science Teacher-III

Teacher
ERIC D. MABESA
Learning
Area
SCIENCE
Teaching Dates and
Time 8:45-9:45/10:45-11:45
Quarter FOURTH
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of how gases behave based on the motion and relative distances between
gas particles.
C. Learning Competency
/Objectives
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
relatedto Charles’ Law.
2. Show the
relationshipbetween
volume and temperature
at constant pressure by
constructing a graph.
S10MT-Iva-b-21
1. Define Gay-Lussac’s Law.
2. Investigate the
relationshipbetween
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
relatedto Gay-Lussac’s
law.
2. Show the
relationshipbetween
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.
II. CONTENT

CHARLES’ LAW CHARLES’ LAW GAY-LUSSAC’S LAW GAY-LUSSAC’S LAW COMBINED
GAS LAW
III. LEARNING
RESOURCES
A. References
pages
pp. 268-269 pp. 268-269 pp. 270-272 pp. 270-272 pp. 272-273
pages
pp. 369-375 pp. 369-375 pp. 375-380 pp. 375-380 pp. 380-383
3. Textbook pages
from Learning
Resource (LR)portal
B. Other Learning Resource http://www.wikihow.com/
Demonstrate-
Charles'sLaw
http://www.cbsenext.com/
cbse-topics/charles-
lawand-
examplesapplications-
inreal-life#
http://www.wikihow.com/
Demonstrate-
Charles'sLaw
http://www.cbsenext.com/
cbse-topics/charles-
lawand-
examplesapplications-
inreal-life#
Introduction to
General,
Organic and
Biological
Chemistry
Breaking
Through
Chemistry
Chemistry in
Everyday
Life
IV. PROCEDURES

lesson or presenting the
new lesson
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?
Recall the formula for
Charles’ law.
How will you describe
the graph of a volume
temperature
relationship?
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?
between temperature and
volume?
Picture
analysis. (refer
to the
attachment)
Recall the
formula for
Boyle’s,
Charles’ and
GayLussac’s
law.
B. Establishing a purpose for
the lesson
Introduce to the students
that today’s lesson will
focus on the relationship
between volume and
pressure (Charles’ Law).
Tell the students that
Charles’ law
(volumetemperature
relationship at constant
pressure) can
be expressed
mathematically.
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
The relationship between
temperature and
volume can be expressed
mathematically.
Constructing a line graph
is another way of
showing
Boyle’s,
Charles’ and
GayLussac’s
law can be
combined into
one
mathematical
expression.

You may ask the
questions:
1. What will
happen tothe 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?
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.
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?
Solicit responses to the
students. They can verify if
their answers are correct
by investigating the
temperature and pressure
at constant volume through
an experiment.
the relationship between
temperature-pressure.
Show the mathematical
expression of Gay-
Lussac’s Law. (LM p.
377)
Let the students derive
formula based on the
given equation.
Show the
mathematical
expression of
Combined
Gas Law.
(LM p. 383)
Let the students
derive formula
based on the
given equation.
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.
During hot summer days,
the
pressure in car tires
increases. How will the
relationship of temperature
and pressure explain this?
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.
Show a sample problem
to the class. (LM
pp.378379)
Note: Temperature
should be expressed in
Kelvin.
Show a sample
problem to the
class. (LM
p.383)

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)
To investigate the
temperature-pressure at
constant volume, let each
group perform activity 4
GayLussac’s Law.
To ensure the mastery of
concepts on the
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.
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 students answer
problem
solving
(LM p.384)
Call some
students to
present their
answers on the
board.
E. Discussing new concepts
and practicing new skills
#
2
Let each group present
their observations in the
experiment.
Clarify students’
misconception.
another way of showing
the relationship between
volume and temperature
at constant pressure is by
constructing a line graph.
Give them data of
volumetemperature and
let them construct a
graph. (Students should
use graphing paper)
Let each group present their
observations in the
experiment.
The teacher facilitates the
discussion to clarify
students’ misconception.
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)
Note: The activity
should be done by
group.

(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?
Let them solve more
problems.
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?
Problem solving Give them more
problem solving.
application of
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
Ask the students to cite
practical applications
regarding Gay-Lussac’s
Law.
Possible answers:
The direct proportion of
relationship is applied in
sealed metal containers
(pressure cooker) used for
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.
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.
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.
cooking. The accumulated
steam increases the
pressure and the boiling
point of the liquid; thus, food
is cooked faster.
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.
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.
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.

and abstractions about
the lesson
Charles’ Law states that
“the volume of a gas is
directly related to its
V1/T1=V2/T2 Gay-Lussac’s law states that
“the pressure of a fixed
mass of gas is directly
proportional
P1/T1=P2/T2 P1V1/T1=
P2V2/T2
pressure”.
As the temperature
increases, the volume of
a gas also increases at
constant pressure.
to the temperature at
constant volume”.
As the temperature
increases, the pressure of
a gas also increases at
constant volume.

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.
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
iscollected at 70.0°C.
What will be its volume
upon cooling to 30.0°C?
iscollected at 120 K and
then allowed to expand to
23.0 L. What is the new
temperature in order to
maintain the same
pressure?
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
temperature and pressure
at constant volume? 4.
Give at least one
example application of
Gay-Lussac’s law.
Let the students solve the
following problem.
1. An aerosol
containerhas 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?
iscollected 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?

application or remediation
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.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you
so when you meet them, you can ask them relevant questions.
earned 80% in the
evaluation
require additional
activities for remediation
work? No. of learners who
have caught up with the
lesson
continue to require
remediation
Why did these work?

encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
ERIC D. MABESA
Science Teacher-III
TITO C. ESPIŇO
Principal

DAILY LESSON
LOG
School ANIBONGON INTEGRATED SCHOOL Grade Level 10
Teaching Dates and Time 8:45-9:45/10:45-11:45 Quarter FOURTH
I. OBJECTIVES
A. Content Standard The learners should be able to demonstrate understanding of how gases behave based on the motion and relative distances
between gas particles.
C. Learning
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 of a gas
Investigate the relationship
between volume and
temperature of a gas
Explain the relationships of
volume and temperature,
and volume and
temperature at
constant pressure
of a gas.
Determine the application
of gas laws in daily
occurrences.
Explain the relationships
of volume and
temperature, and
volume and
pressure of a gas.
Determine the application
of gas laws in daily
occurrences.
Assess what
the students
have learned
about the
lesson on
Behaviour of
Gases.
II. CONTENT
Behaviour of Gases
Activity 6
Squashing the Bottle
Behaviour of Gases
Activity 6
Behaviour of Gases
Activity 7
A Gaseous Outlook
Behaviour of Gases
Activity 7
A Gaseous Outlook
Summative
Assessment
III. LEARNING
RESOURCES
A. References

pages pp. 275 - 276 pp. 275 - 276 pp. 277 – 278 pp. 277 - 278
pp. 278 -
279
pages pp. 388 - 390 pp. 388 - 390 pp. 391 - 393 pp. 391 - 393
pp. 396 –
398
3. Textbook pages
from Learning
Resource
(LR)portal
B. Other Learning
Resource 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
IV. PROCEDURES
lesson or presenting
the new lesson
How is the volume of the
gas related to its
temperature and pressure?
among temperature,
pressure, and volume?
among volume,
temperature, pressure and
number of moles?
among volume,
temperature, pressure and
number of moles?
What does the kinetic
molecular theory
explain?
for the lesson
www.youtube.com/watch?v=6Q-Sq334h6A 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
Problem Solving
Ideal Gas Law
on page 276
A and B on
page 277
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
1
Do Activity 6
LM pages 388 – 390
Do Activity 6
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
E. Discussing new
concepts and
practicing new skills
#2
(leads to Formative
Assessment )
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
the given problems on page
390 of the LM.

application of
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?
Cite some examples in our everyday lives involving the
application of ideal gas law.
What is the relationship among volume and
temperature, and volume and temperature at constant
pressure of a gas?
Cite someexamples in our everyday lives involving the
application of different gas laws.
I. Evaluating learning Answer guide questions
and problem solving of
Activity 6.
Answer guide questions
Activity 6.
Activity 7.
Activity 7.
Answer
Summative
Assessment
application or
remediation
Activity - Air: An Ideal Gas?
www.cabrillo.edu/~jmccullough/
physics4c/files/4c_lab2_ideal_gas_law.pdf
Activity - Properties of Gases and the Kinetic
Molecular
Theory of Gases
www.ethiopianteachers.org/
EATOnlineResource/
Subjects/Chemistry/EBook/
Unit5Lesson1.html
V. REMARKS

ERIC D. MABESA
Science Teacher-III
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%
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
strategies worked well? Why
did these work?
encounter which my
help me solve?
which I wish to share with
other teachers?
TITO C. ESPIŇO
Principal

DAILY LESSON
LOG
School ANIBONGON INTEGRATED
SCHOOL
Grade Level Grade Ten
Teacher ERIC D. MABESA Learning Area Science
Teaching Dates and Time 8:45-9:45/10:45-11:45 Quarter Fourth Quarter
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the chemical reactions associated with biological and industrial processes affecting life
and the environment.
B. Performance
Standards
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.
C. Learning
Competencies/
Objectives
Write the LC code for
each
S10MT-IVe-g-23 S10MT-IVh-j-24
- Perform a laboratory
activity involving
chemical reactions.
- Distinguish evidences
of chemical reactions.
- 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.
- Perform an activity that
illustrates Law of
Conservation of Mass.
(Laboratory Activity)
- Perform an
activity that
illustrates
Law of
Conservation
of Mass.
(Paper Clip
Reaction
Model)
II. CONTENT CHEMICAL REACTIONS
Evidences of Chemical
Reaction
CHEMICAL REACTIONS
Chemical Equation
CHEMICAL REACTIONS
Types of Chemical Reactions
CHEMICAL REACTIONS
Law of Conservation of
Mass
CHEMICAL
REACTIONS
III. LEARNING
RESOURCES
A. References
pages
pp. 283 - 286 pp. 286 - 288 pp. 288 - 293 pp. 293 - 295 pp. 286 - 288
pages
pp. 403 - 407 pp. 408 - 410 pp. 411 - 414 pp. 414 - 418 pp. 408 - 410
3. Textbook pages

from Learning
Resources (LR)
portal
B. Other Learning
Resources
https://youtu.be/cZMkqag
L8Ps
https://youtu.be/tULOnXX
Vr8g
https://youtu.be/gbiRwAVTV8 https://youtu.be/x9iZq3ZxbO
8
IV. PROCEDURES
lessons or presenting the
new lesson
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.
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.
What are the Reactants?
What is a Product?
Recheck if they have the
correct data in the table 8
of their previous activity.
- Let the learners arrange
the jumbled word to
reveal the name and his
contribution. (See
attachment)
- Does this
equation
prove the
Law of
Conservation
of Mass?
- Explain your
answer.

for the lesson
Motivational Activity:
1. Pour a
bleachingreagent (chlorox)
in a colored paper.
Observe
- What happens to
the colored paper?
2. Add-in vinegar into
a baking powder. Observe
- What is formed in
the mixture?
Show pictures of
materials needed to
make a hamburger (e.g.
a bun, burger patty
tomatoes, cheese and a
lettuce).
Ask:
What do you think will be
made if you’ll combine
these materials?
Jumbled Words. Ask the
students to arrange the
jumbled words to identify
the “Types of Chemical
Reactions”. (See
attachment)
Motivational Activity:
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)?
Demonstration:
Light a candle. Watch
and observe.
- Where does the
wax go?
- Is it truly
disappearing?
C. Presenting
examples/ instances of
the new lesson
Watch video on Evidences
of Chemical Reactions.
https://youtu.be/cZMkqagL
8Ps
Exploring Evidences of
Chemical Reactions
Watch a video on
Reactants and Products
https://youtu.be/tULOnXX
Vr8q
Watch video on Types of
Chemical Reactions
https://youtu.be/gbiRwAV
TV8
Watch video on Law of
Conservation of Mass
https://youtu.be/x9iZq3Zxb
O8
D. Discussing new
concepts
#1
Perform Activity 1 in the
LM pages 403 – 406,
“Everything has changed”.
Note:
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
LM pages 414 – 415, How
much can you take?” (Part
1: Laboratory Activity on
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.
“The Types of Chemical
Reactions”.
- Name the type of
chemical reactions
based on the
diagram
presented.
(See attachment)
Law of Conservation of
Mass)
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)
(Show the symbols
needed in writing
equations in the Table 7
of LM page 410.)
LM pages 411 – 413, “We
Simply Click Together”.
Suggested Activity:
(Optional)
As Good As It Gets!
(See attachment)
Post on the
board the
students output
for easy
discussion of
their result.
(Leads to Formative
Assessment 3)
Create/compose a
“Chemical Reaction” song.
Write the chemical
equations of the given
chemical reactions. (See
attachment)
Answer the Guide
Questions of the activity
on page 411 of the LM.
Fill-out the Table 9: Types
of Chemical Reactions on
page 413.
Answer the Guide
Questions and record
your observation in Table
10 (page 415 of the LM)
of the activity.
applications of concepts and
skills in daily living
Give examples of changes
(preferably using picture)
to identify the evidences
that distinguish them as
chemical change.
Relate reactants and
products as an essential
part of your daily life.
In what aspect of your life
can you apply what you
have learned about the
types of chemical
reactions?
How can you
apply the
concept of The
Law of
Conservation of
Mass in your
daily life?

H. Making generalizations and
abstractions about the lesson
Generalize the lesson by
summarizing the concept
of a chemical reaction.
describing the chemical
equation which
distinguish the difference
between the reactants
and products, and
reiterate the steps
classifying chemical
reactions according to
their types.
Sentence
completion:
The Law of
Conservation of
Mass states that
the mass of the
reactants is
equal to the
mass of the
products.
followed in writing
chemical equations.
I. Evaluating learning Enumerate the Evidences
of Chemical Reactions
and cite examples of each
evidences.
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)
V. REMARKS Continuation of
the previous
lesson.
VI. REFLECTION
80% in the Evaluation
additional activities for
remediation who scored below
80%
C. Did the remedial lesson
works? No. of learners who
have caught up with the lesson

continue to require
remediation
strategies worked well? Why
did these works?
encounter which my principal
or supervisor can help me
solve?
G. What innovations or
use/discover which I wish to
share with other teachers?
ERIC D. MABESA
Science Teacher-III
TITO C. ESPIŇO
Principal

DAILY LESSON
LOG
Teacher ERIC D. MABESA Learning Area Science
Teaching Dates and Time 8:45-9:45/10:45-11:45 Quarter Fourth
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the chemical reactions associated with biological and industrial processes
affecting life and the environment
B. Performance Standards The learners shall be able to, using any form of media, present chemical reactions involved in biological and industrial
processes affecting life and environment.
C. Learning Competencies/
Objectives
Write the LC code for each
S10MT-IVe-g- 23 S10MT-IVh-j-24
- Enumerate the steps
in balancing
chemical equations
- Apply the concept of
Law of Conservation
of Mass in balancing
chemical equations
- Explain the rate of
chemical reaction
according to collision
theory
- Discuss the cause of
chemical reaction
- Study the effect that
temperature,
reactant
concentration,
particle size,
catalysts and surface
area have on
chemical reaction
rates
- Recognize the value
of these different
factors by citing their
applications in given
situations
- Explain how the
factors affecting rates
of chemical reactions
are applied in the
formation of acid rain
- Gather relevant
observations and
researches on
chemical reactions
- Analyze the
effect of
chemical
reactions on
life and the
environment
through
visual
presentation
II. CONTENT Law of Conservation of
Mass:
Balancing Chemical
Equations
Rate of Chemical Reaction
Collision Theory Factors affecting the
reaction rate
Benefits and harm posed by chemical
reactions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 296-298 pp. 299-300 pp. 300-302 pp. 303-304 pp. 304- 311
2. Learner’s Materials pages pp. 419-421 pp. 422-424 pp. 425- 429 pp. 430-433 pp. 433-436
3. Textbook pages

4. Additional Materials from
Learning Resources (LR)
portal
C. Other Learning
Resources
https://phet.colorado.edu/
en/simulations/category/c
hemistry (PhET
Simulations on the Rate of
Chemical Reaction)
- 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
- Research
materials/articles
gathered by the
students
IV. PROCEDURES
A. Reviewing
previous lessons or
presenting the new lesson
State the law of
conservation of
mass
Enumerate steps on
balancing chemical
equations.
Explain Collision Theory and
it’s relation to the rate of
chemical reaction.
Enumerate the
factors that affect the
rate of chemical
reactions.
How is acid rain
produced?
B. Establishing a
purpose for the lesson
Present different
chemical equations
on the board and
ask the students if
these equations
follow the law of
conservation of
mass.
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?
Watch a video on Extreme
Diet Coke & Mentos
Experiments II: The
Domino Effect (YouTube)
Ask the students: How can
this be possible?
Let the students watch a
short video clips about
acid rain
Remind the students
on
GRASP Task
Design
Prompts
LM page 434
C. Presenting
examples/ instances of the
new lesson
From the presented
chemical equations,
let the students
recognize the
difference between
the subscript and
the coefficient.
Teacher Demonstration:
Using PhET simulations
on the Rate of Chemical
Reaction let the students
describe the behavior of
the particles.
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.

(e.g.N2 + 3 H2 → 2
NH3)
D. Discussing new
concepts
#1
After balancing the
equation 2 H2 + O2
→ 2 H2O, allow the
students to identify
the steps on
balancing chemical
equations.
• 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.
Students showcase
their multimedia
presentation on
and practicing new skills #2
Perform Activity 5:
Balancing Act.
Discuss energy
diagram, activated
complex, and activation
energy.
Discuss GRASP
Task
Design Prompts
LM page 434
the effect of
chemical
reactions on life and
the environment
(Leads to Formative
Assessment 3)
Enumerate the steps on
balancing chemical
equations.
How is collision
theory related to the
rate of chemical
reaction?
Answering and discussing
laboratory results and
Guide Questions.
Answer
Analyzing the
issue
questions 1-5
on page 433
applications of concepts and
skills in daily living
How can you relate
balancing equations
to your life?
How is the concept of
collision theory can be
related or applied in your
daily activities?
Using folded cards let the
students use their
knowledge on the factors
affecting reaction rates in a
certain situation. (See
attachment)
What should you
do to minimize the
formation of acid
rain?
Did your
presentation
meaningful?
Creative and
Illustrative?
relating the law of
conservation of mass
with balancing chemical
equations.
Synthesize the lesson
through a sentence
completion. (E.g Chemical
reaction occurs when _.)
Using the important terms
of the lesson, call on a few
students to use these
terms to summarize the
lesson.
Acid rain is an
extremely
destructive form of
pollution and the
environment
Discuss briefly the
presentation of each
group.

suffers from its
effects.
I. Evaluating learning 5- item balancing
chemical equations
Construct a concept map
to explain how chemical
reaction occurs. (10pts.)
Answer the given
Enrichment activity found
in LM page 429
Create a cause-
and-effect graphic
organizer to show
the formation of
acid rain.
Though this is a
group task,
students are assess
on their
performance using
the Critical Thinking
Rubric.
Give additional exercises
on balancing. (See
attachment)
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.
V. REMARKS In using the simulation
activity, PhET application
should be installed on
your computer.
VI. REFLECTION
80% in the Evaluation
remediation who scored below
80%
C. Did the remedial lesson
works? No. of learners who have
caught up with the lesson

strategies worked well? Why did
these works?
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
which I wish to share with other
teachers?
ERIC D. MABESA
Science Teacher-III
TITO C. ESPIŇO
Principal

DAILY LESSON LOG School ANIBONGON INTEGRATED SCHOOL Grade Level 10
Teaching Dates and Time
8:45-9:45/10:45-11:45
Quarter FOURTH
I. OBJECTIVES
A. Content Standard 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
B. Performance
Standard
C. Learning
Competency /
Objectives
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
knowledge of
students about
biomolecules
• Create a K-W-L
questions in Module
no. 3
• Define
Biomolecules
• Introduce
carbohydrates
and lipids as one
of the important
biomolecules in
the body
• Detect the
presence of
carbohydrates
and lipids in food
samples
• Determine
the
characteristic
s and
elements
present in
the
molecules of
carbohydrate
s
• Describe the
classificati
on of
carbohydr
ates in
terms of
a. Numb
er of
units
b. Struct
ures
• Describe the
classificatio
n of
carbohydra
tes in terms
of
a. Numbe
r of
units
b. Structu
res
c. Functio
ns
• Create a story
that shows the
importance of
Carbohydrates
in a living
things
• Describe the
classificati
on of
carbohydr
ates in
terms of
d. Numbe
r of
units
e. Structu
res
f. Functio
ns
• Create a story
that shows the
importance of
Carbohydrates
in a living
things

c. Funct
ions
II. CONTENT Module 3:
BIOMOLECULES
Introduction to biomolecules
MODULE 3:
BIOMOLECULES
Carbohydrates and lipids
MODULE 3:
BIOMOLECULES
Carbohydrates
MODULE 3:
BIOMOLECULES
Carbohydrates
MODULE 3:
BIOMOLECULES
Carbohydrates
Answering
Preassessment
Creating K-W-L questions
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
pp. 314-315 p. 316 pp. 316-317 pp. 316-317 pp. 316-317
2. Learner’s
Materials
pages
pp. 443-446 pp.447-448 pp. 450-456 pp. 450-456 pp. 450-456
3. Textbook
pages
4. Additional
materials
from

Learning
Resource
(LR)portal
B. Other
Learning
Resource
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
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
wjE-
cTpwsLQAhUIvrwKHY0W
CKoQsAQINA
watch?v=YO244P1e9QM
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
watch?v=YO244P1e9QM
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
m/w
atch?v=YO244P1e9QM
m/w
atch?v=uTi9wcNCoic
http://staff.katyisd.org/sit
es/
mpjh8sci/Lists/8th%20Gr
ad
e%20Science%20Calen
dar/
Attachments/187/Biomol
ecu
les%20HW%20key.pdf
http://gpschools.schoolw
ires
.net/cms/lib05/MI010009
71/
Centricity/Domain/2027/
Bio
molecule%20Activity.pdf
IV.
PROCEDURES
A. Reviewing
previous lesson
or presenting the
new lesson
What are the different
nutrition obtain from the
food you eat? How
important they are in our
body?
What are biomolecules?
kinds of biomolecules?
What are the foods that
are rich in carbohydrates?
Lipids? Why are these
molecules essential to our
body?
What are the elements that
makes up carbohydrates?
What are the elements
that makes up
carbohydrates?

B. Establishing a
purpose for the
lesson
Show pictures of different
foods. Classified it based
on the nutrition they
obtained. In this module
Showing different sample
of foods (pictures or
actual sample should be
brought to class)
watch?v=YO244P1e9QM
kinds of carbohydrates?
Watch video clip lesson
by Richard J. Wood,
animation by Qa’ed
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?
http://ed.ted.com/lessons/ho
w-do-carb
C. Presenting
examples/Instances of the
new lesson
Answering of Pre-
Assessment 1-10 found
in LM.
Unlocking of difficult
terms
- biomolecules
- carbohydrates
- protein
- lipids
- nucleic acid
terms
- Carbohydrates
- Monosaccharides
- Disaccharides
- polysaccharides
terms
- glucose
- fructose
- maltose -
sucrose
- galactose
- starch
- glycogen
How do carbohydrates
impact your health?
-
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)
Continuation..
Start of the discussion
and presentation of
output in
Learning station 1
Learning station 2
Continuation..
Start of the discussion and
presentation of output in
Learning station 3
Learning station 4
E. Discussing new
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?
found in carbohydrates?
types of carbohydrates
classification of
carbohydrates? How
do they differ from one
another?
How do molecular
structures of different types
of carbohydrates differ?
What are the functions of
carbohydrates in the living
things?
application of concepts
and skills in daily living
What makes up
biomolecules? How are
they classifyas 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
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
Why do people who
underwent diet trim down
the consumption of food
rich in carbohydrates?
excess carbohydrates
that we eat?
food we eat? Which
carbohydrates should we
eat?
cannot sleep. What
happens to Aaron? Does
his case has to do with
the term “lactose
intolerance”?
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.
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?
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.
I. Evaluating learning Evaluation are based on
the K-W-L chart they
made
Formative Assessment.
Short pen and paper
quiz.
Rubrics for the result of
group discussion
Use group rubrics to
evaluate the result of the
activities
Use group rubrics to
evaluate the result
of the activities

Research information
about carbohydrates in
terms of description,
classification, structures
and functions
Read more on the
elements present in the
carbohydrates, their
structure, classification,
description and its
function.
Read more about lipids
as another important
biomolecules in our
body.
In case of
remedial/enrichment
do “Molecular
Modelling Activity
for Carbohydrates”
see attachment for
the activity sheet.
V. REMARKS The objectives of the
lesson are not fully
attained the, there will
be a continuation of the
lesson tomorrow.
The objectives of the
lesson are not fully
attained the, there will be
a continuation of the
lesson tomorrow.
Making a Model of
Molecular Structures
of
Carbohydrates
VI. REFLECTION
additional activities for remediation
work? No. of learners who have
caughtup 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 myprincipal or supervisor can
help me solve?
materials did I use/discover which
I wish to share with other
teachers?
PREPARED BY:
TITO C. ESPIŇO
Principal
ERIC D. MABESA
Science Teacher-III
NOTED BY:

8:45-9:45/10:45-11:45
Quarter FOURTH
I. OBJECTIVES
A. Content Standard 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.
C. Learning
Write the LC code for
each
S10MT-IVc-d-22 (Recognize the major categories of biomolecules such as carbohydrates, lipids, proteins and nucleic acids)
• Determine the
molecular
characteristics
and elements
present in lipids
• Describe the
classification of
lipids in terms of
a. structures
b. functions
• construct
molecular model
of fats
• Define proteins
• Describe the four
levels structure of
proteins
• Understand the
importance of
proteins in our body
• Define proteins
• Describe the structure
of proteins.
• Understand the
importance of proteins
in our body
• Identify the different agents
for the denaturation of
proteins.
• Cite different ordinary
activities at home that involve
denaturation of proteins.
• Understand the
importance of proteins in our
body
• Define
nucleic
acids
• Describe
the
structure
of
nucleic
acids

II. CONTENT BIOMOLECULES
LIPIDS PROTEINS PROTEINS PROTEINS NUCLEIC
ACIDS
A. References
pages
pp.317-318 pp. 319-320 pp. 319-320 pp. 320-321 pp.321-323
pages pp. 457-462
pp.462-465 pp. 465-470 pp. 470-473 pp.473-475
3. Textbook pages
from Learning
Resource
(LR)portal
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
WL2pN9SB1AStpY-
ABg#q=lipids+activity+w
orksheet
B. Other Learning
Resource
IV. PROCEDURES
lesson or presenting the
new lesson
https://www.youtube.com
/watch?v=YO244P1e9Q
M
the student will watch a
video about lipids in
(2:05min-4:08min) time
Ask the students to recall
the previous lesson.
.Ask the students to recall
the previous lesson.
the previous lesson
Ask the
students to
recall the
previous
lesson.

convince people to
donate money to
programs that seek to
increase the protein
intake of people who do
not have enough protein?
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
characteristi
cs is
different.
C. Presenting
examples/Instances of
the new lesson
Unlocking difficulties:
- Lipids
- Fats
- Triglycerides
- Phospholipids
- Steroids
- Waxes
Present a video showing an
example of protein song
https://www.youtube.com/w
atch?v=DipuIBLJ3ng
Present a video showing
the different signs of a
person having a protein
deficiency. This will lead
to the discussion of
proteins.
wat ch?v=iZyGgG3XNno
Present a short video
clip regarding on how
the denaturation of
proteins possible.
https://www.youtube.c
om/w
atch?v=NtsD_zD5GO
M
Present a video
showing the
structure of nucleic
acids.
https://www.youtub
e.co
m/watch?v=MAouz
1LtpM
for the lesson
that makes up
carbohydrates?
Video presentation showing
the importance of knowing
the protein structure
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.
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

D. Discussing new
new skills # 1
Perform the Activity
“The Chemistry of Lipids”
Let the students perform the
activity, PROTEIN FOLD”
Video Presentation about
the top 10 foods that are
high in protein.
wat ch?v=-
RIuCaxfN0M&t=4s
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.
Perform the
activity “Have
your DNA and
Eat it Too”
E. Discussing new
new skills # 2
Let the students perform
Activity 2 Test for
Proteins A (LM pp 462-
463)
Let the students
perform Activity 2 The
Denaturation of
Proteins B
(leads to Formative
Assessment 3)
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.
Presentation of the results
in Activity 2 Test for
Proteins
Presentation of the
results in Activity 2
The
Denaturation of
Proteins
How will you
describe the
difference between
DNA and RNA
linked to nucleic
acid?
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
Ask the students to
explain the essential of
proteins to our body.
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
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.

and abstractions about the
lesson
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
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.
I. Evaluating learning 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.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
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
continue to require
remediation

Why did these work?
encounter which my
help me solve?
G. What innovation or
use/discover which I wish
to share with other
teachers?
PREPARED BY: OBERVED BY:
ERIC D. MABESA
Science Teacher-III
TITO C. ESPIŇO
Principal

DAILY LESSON
LOG
8:45-9:45/10:45-11:45
Quarter FOURTH
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard 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.
C. Learning Competency /
Objectives
S10MT-IVc-d-22 (Recognize the major categories of biomolecules such as carbohydrates, lipids, proteins and nucleic
acids)
• Create a chain made out
of four DNA nucleotides.
• Explain the rules of base
pairing
• Relate the concept of
DNA base pair on how all
information about each
every one of us is
• Analyze the genes of
the DNA and
determine what traits
the organisms have.
• Transcribed DNA
strand to its
complimentary RNA
strand
.
encoded into simple
language.
II. CONTENT
NUCLEIC ACIDS NUCLEIC ACIDS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 323-325 pp. 325-327
2. Learner’s Materials pages p. 475-477 p. 478-480
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
Ask the students to recall the
previous lesson.
the previous lesson
B. Establishing a purpose for the
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 with a
HOTS question, how DNA
affects the physical
characteristics of a human
being?
C. Presenting examples/Instances
of the new lesson
Present a video presentation
showing an introduction to
the four bases pair of DNA
and RNA
ch?v=T5gEIViVAPw
Present a video
presentation showing how
DNA and protein are
worked together
watch?v=gG7uCskUOrA
D. Discussing new concepts and
practicing new skills # 1
Perform the activity “MY
NAME IN DNA”
Perform the activity
“SNORKS THE ALIEN
E. Discussing new concepts and
practicing new skills # 2
(leads to Formative
Assessment 3)
Presentation of the results in
activity MY NAME IN DNA
Presentation of the results
in activity “SNORKS THE
ALIEN
G. Finding practical application
of concepts and skills in daily
living
what do you think will happen if
the rule of base pairing in
DNA and RNA is not follow.
Present a video showing
how DNA is being
damaged by different
nutritional deficiencies.
watch?v=Vey9nbNvPLc

Teacher will present another set
of base of DNA, students
will look and find the
appropriate base pair.
Ask the students. As a
students, how can you
share your knowledge
about nucleic acids in
other especially those
have DNA deficiencies?
I. Evaluating learning Ask the students. How
important is the rule of base
pairing in DNA and RNA?
Teacher will give a 15 items
quiz.
V. REMARKS
VI. REFLECTION
remediation
work? No. of learners who have
caught up with the lesson
strategies worked well? Why did
these work?
encounter which my principal or
supervisor can help me solve?
which I wish to share with other
teachers?
TITO C. ESPIŇO
Principal
ERIC D. MABESA
Science Teacher-III

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