School Grade Level 10

DAILY LESSON LOG Teacher Learning Area SCIENCE

Teaching Date and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
The learners should demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles.
S10MT-IVa-b-21
Assess students’ prior Prove that gases have the Prove that gases have the Visualize and Derive the equation to
knowledge about behavior of following properties: Mass following properties: manipulate the compute the given
gases. and Volume. Temperature and relationship between problems.
Pressure.
pressure and volume

II. CONTENT BEHAVIOR OF GASES

 Pre- Assessment Properties of Gases Properties of Gases Problem Solving for

(Mass and Volume) (Temperature and Boyle’s Law Boyle’s Law
 Introduction to Module Pressure)
1
(Behavior of Gases)
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 259-262, pp.261-262 pp. 262-264 pp. 265-267 pp.265-267
pages
2. Learner’s Materials pp. 352-354 pp. 355-357 pp. 357-362 pp. 362-369 pp.362-369
pages
3. Textbook pages

1
 4. Additional Materials
from Learning
Resource (LR)portal

B. Other Learning https://www.youtube.com/watc http://www.monkeysee.com https://www.youtube.co www.svsd.net/cms/lib5

Resource h?v=90E2jhDVCSg https://www.youtube.com/wat m/watch?v=P_Cah94k /PA01001234/.../Boyle
ch?v=9RxQrIMhJXk YEs&spfreload=10 s_Law_Worksheet_

www.currituck.k12.nc.u
s/cms/lib4/NC0100130
3/.../Practice%20works
heetsx.doc
1.

IV. PROCEDURES

A. Reviewing previous Answer the Pre-Assessment in
lesson or presenting the the LM, pages 352 – 353.
new lesson
B. Establishing a purpose Watch video clip about
for the lesson Behaviour of Gases
https://www.youtube.com/watc
h?v=90E2jhDVCSg
Explain how gases behave in
different conditions.
Watch short video clip about
Properties of Gases
https://www.youtube.com/wat
ch?v=9RxQrIMhJXk
Explain how gases exhibit Recall the different Recall the concept of
mass and volume. properties of matter. the Boyles Law.
PICTURE ANALYSIS: Watch a video clip on Formula
how the Lung model Transformation:
The students will analyze (used in discussing the
the picture, and describe P1V1 = P2V2
Respiratory system in
what property/properties Grade 9) works.
of gas is/are exhibited.  Derive the
equation as to
https://www.youtube.co
what variable is
m/watch?v=P_Cah94k unknown.
YEs&spfreload=10

C. Presenting Does a gas have mass? Describe the behavior of Based on the video Solving sample
examples/Instances of Does a gas have volume? gas when the temperature clip, students will problems.
the new lesson. increases or decreases. explain what causes
the lung cavity to
expand and contract.

2
D. Discussing new Have a short discussion about Perform Activity 1:” Getting to Activity 1:” Getting to Perform Activity 2: Compute the following
concepts and practicing the video presented. know Gases” Part A and Part know Gases” Part C and Boyle’s Law problems on page 368
new skills # 1 B Part D of the LM.
Marshmallow Fluff
(see attachment)

E. Discussing new Answer the guide questions
concepts and practicing on Activity A: Gas and its
new skills # 2 Mass on page 356, and
Activity B: Gas and Its
Volume on page 357of the
LM.
Answer the Guide
Questions on Activity C:
Gas and its Temperature
and Activity D: Gas and its
Pressure.
Discuss the relationship Express the
between volume and relationship of volume
pressure of gas at and pressure at
constant temperature constant temperature
as stated by Robert through an equation.
Boyle.
Write the mathematical
equation to show
relationship.

F. Developing mastery Based on the video presented, Based on the activity, how Based on the activity, From the given
(leads to Formative how will you explain the can you prove that gas has what happened to the equation, express the
Assessment 3) behavior of Gases? mass? pressure of gas when variable of the following
symbols:
exposed to varied
Are all gases alike? What will be the effect of air temperature?
when introduced into the
V = ____________
water-oil mixture? What causes the balloon
P = ____________
to change its shape and T= ____________
size? n= ____________

G. Finding practical Can you play sports like Enumerate some instances What will happen to the Cite some examples
application of concepts volleyball and basketball where you have just observed vehicle tire during a long which are related to the
and skills in daily living without the ball sufficiently that gases has mass and summer drive? concept presented that
filled with air or gas? volume.

3
 can be applied in your
daily life.

H. Making generalizations There is a lot of “free” space in
and abstractions about a gas.
the lesson
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 Gas particles have a When the pressure
modelled using math. very weak increases, the volume
Models depends on ; intermolecular force of also decreases.
attraction, hence they
V = volume of the gas (L) move as far as possible
T = Temperature (K) from each other. They
N = amount (moles)
have the tendency to
P = pressure occupy all the spaces
(atmosphere) they are contained in. If
the pressure is
increased, the volume
will be decreased
forcing the gas particles
to move closer to one
another

I. Evaluating learning Answer another set of

sample problems
(see attachment)
J. Additional activities for Research about Properties of Describe and explain the Make a research on
application or Gases relationship between the relationship of
remediation volume and pressure of volume and
temperature at
gas at constant
constant pressure.
temperature.

IV. REMARKS

V. REFLECTION

4
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?

5
 School Grade Level 10
Teacher Learning Area SCIENCE
DAILY LESSON LOG
Teaching Dates and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency
/Objectives
Write the LC code for each.
The learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles.
S10MT-Iva-b-21 S10MT-Iva-b-21 S10MT-Iva-b-21 S10MT-Iva-b-21 S10MT-Iva-b-21
1. Define Charles’ Law. 1. Solve problems related 1. Define Gay-Lussac’s Law. 1. Solve problems related 1. Determine the
2. Investigate the to Charles’ Law. 2. Investigate the relationship to Gay-Lussac’s law. relationship among
relationship between 2. Show the relationship between temperature and 2. Show the relationship temperature, pressure,
volume and temperature between volume and pressure at constant volume. between temperature and and volume of gases at
at constant pressure. temperature at constant 3. Appreciate the importance pressure at constant constant number of moles
3. Appreciate the pressure by constructing a of Gay-Lussac’s law in our volume by constructing a operationally.
importance of Charles’ graph. life. graph.
Law in our life.

II. CONTENT
CHARLES’ LAW CHARLES’ LAW GAY-LUSSAC’S LAW GAY-LUSSAC’S LAW COMBINED GAS LAW

6
 III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 268-269 pp. 268-269 pp. 270-272 pp. 270-272 pp. 272-273
pages
2. Learner’s Materials pp. 369-375 pp. 369-375 pp. 375-380 pp. 375-380 pp. 380-383
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource http://www.wikihow.com/ http://www.wikihow.com/ Introduction to General,
Demonstrate-Charles's- Demonstrate-Charles's- Organic and Biological
Law Law Chemistry
http://www.cbsenext.com/ http://www.cbsenext.com/ Breaking Through
cbse-topics/charles-law- cbse-topics/charles-law- Chemistry
and- and- Chemistry in Everyday
examplesapplications-in- examplesapplications-in- Life
real-life# real-life#
IV. PROCEDURES
A. Reviewing previous lesson Recall the relationship Recall Charles’ Law. Recall the formula for Recall the result of their Picture analysis. (refer to
or presenting the new between volume- What is the relationship Charles’ law. activity on Gay-Lussac’s the attachment)
lesson pressure at constant between volume and law. Based on the result of
temperature (Boyle’s temperature at constant How will you describe the the activity, what happens Recall the formula for
Law). pressure? graph of a volume to the pressure if the Boyle’s, Charles’ and Gay-
temperature relationship? temperature increases at Lussac’s law.
constant volume?

What is the relationship

B. Establishing a purpose for
the lesson
between temperature and
pressure at constant
volume?
Introduce to the students Tell the students that Tell the students that aside The relationship between Boyle’s, Charles’ and Gay-
that today’s lesson will Charles’ law (volume- from Boyle’s and Charles’ temperature and pressure Lussac’s law can be
focus on the relationship temperature relationship law there is another gas law at constant volume can be combined into one
between volume and at constant pressure) can that they need to be familiar expressed mathematically. mathematical expression.
temperature at constant be expressed with. Ask the question “How Constructing a line graph
pressure (Charles’ Law). mathematically. temperature affects the is another way of showing
7

C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills #
1 perform activity 3,
You may ask the
questions:
1. What will happen to
the volume of a gas if the
temperature is increased
at constant pressure?
2. What will happen to
the volume of gas if the
temperature is decreased
at constant pressure?
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.
Divide the class into 5
groups. Let each group
Charles’ Law (LM pp.
369-371).
pressure of the gas at
Show the mathematical constant volume?
expression of Charles’
Law. (Refer to LM p. 372) Solicit responses to the
students. They can verify if
Let the students derive their answers are correct by
formula based on the investigating the relationship
given equation. between temperature and
pressure at constant volume
through an experiment.
Show a sample problem to During hot summer days, the
the class. (LM pp 373- pressure in car tires
374) increases. How will the
relationship of temperature
Note: Temperature should and pressure explain this?
be expressed in Kelvin.
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.
Let the students answer To investigate the
the problem solving to relationship between
facilitate mastery of temperature-pressure at
concepts on the volume – constant volume, let each
temperature relationship. group perform activity 4 Gay-
(LM p. 374) Lussac’s Law.
8
the relationship between Show the mathematical
temperature-pressure. expression of Combined
Gas Law. (LM p. 383)
Show the mathematical
expression of Gay- Let the students derive
Lussac’s Law. (LM p. 377) formula based on the
given equation.
Let the students derive
formula based on the
given equation.
Show a sample problem to Show a sample problem to
the class. (LM pp.378- the class. (LM p.383)
379)
Note: Temperature should
be expressed in Kelvin.
To ensure the mastery of To ensure the mastery of
concepts on the concepts in determining
temperature-pressure change in the final
relationship, let the volume, temperature, or
students answer problem pressure of gases, let the
solving (LM p. 379)

E. Discussing new concepts
and practicing new skills #
2 experiment.
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
Note: Remind the students answer problem
students of the safety You may call 3 students to Note: Remind the students of Boardwork solving
precautions in performing show their solution on the the safety precautions in (LM p.384)
the experiment. board. performing the experiment.
Call some students to
present their answers on
the board.
Let each group present Tell the students that Let each group present their After solving the problem,
their observations in the another way of showing observations in the give them the data of
the relationship between experiment. temperature-pressure. Let
volume and temperature them construct a line
Clarify students’ at constant pressure is by The teacher facilitates the graph to show the
misconception. constructing a line graph. discussion to clarify students’ relationship between
misconception. temperature and pressure.
Give them data of volume- (LM p. 378)
temperature and let them
construct a graph. Note: The activity should
(Students should use be done by group.
graphing paper)
1. What happens to the Let them solve more Based on the activity, Problem solving Give them more problem
size of the balloon as the problems. Compare the pressure solving.
temperature decreases? exerted by the denatured
2. How does the change alcohol molecules before and
in temperature relate to after shaking.
the volume of gas in the How is the temperature of
balloon? gas molecules affected by
pressure or vice versa?
Ask the students to cite Ask the students to cite Ask the students to cite
practical applications practical applications practical applications
regarding Charles’ Law. regarding Gay-Lussac’s Law. regarding Combined Gas
Law.
Possible answers: Possible answers:
Sky lanterns works on The direct proportion of Possible answers:
Charles’ law. temperature-pressure In the automobile tire, the
As the temperature relationship is applied in amount of gas remains
increases, the sky lantern sealed metal containers constant, yet driving down
(pressure cooker) used for the road increases the
9
 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.
H. Making generalizations Charles’ Law states that V1/T1=V2/T2
and abstractions about the “the volume of a gas is
lesson directly related to its
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.
Gay-Lussac’s law states that
“the pressure of a fixed mass
of gas is directly proportional
10
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.
P1/T1=P2/T2 P1V1/T1= P2V2/T2
 temperature at constant As the temperature to the temperature at As the temperature
pressure”. increases, the volume of a constant volume”. increases, the pressure of
gas also increases at a gas also increases at
constant pressure. constant volume.
I. Evaluating learning 1. State Charles’ Law. Let the students solve the 1. State Gay-Lussac’s law. Let the students solve the Let the students solve the
2. How is the volume following problem. 2. What will happen to the following problem. following problem.
affected by the increase pressure of the gas if the 1. An aerosol container 1. A high altitude weather
in temperature? 1. A gas is collected and temperature is increased? has a pressure of 3.00 balloon is filled with 2000
3. Give at least one found to fill 3.75 L at 3. What is the relationship atm at 30.0°C. What is the L of helium at 20.00°C and
application of Charles’ 30.0°C. What will be its between temperature and new pressure in the 730.0 torr. What volume
law. volume at standard pressure at constant volume? aerosol container if it is will the balloon occupy at
temperature? 4. Give at least one example thrown into a fire with a an altitude where the
2. A 6.30 L of a gas is application of Gay-Lussac’s temperature of 600°C? pressure is 69.00 torr and
collected at 70.0°C. What law. The aerosol can explode if the temperature is -45°C?
will be its volume upon the pressure inside 2. A scuba diver releases
cooling to 30.0°C? exceeds 7.00 atm. Would a 25mL bubble at the
3. A 6.50 L of a gas is you expect the can to bottom of a lake, where
collected at 120 K and explode? the total pressure and
then allowed to expand to 2. A 5.00 L of a gas is temperature are 5.6 atm
23.0 L. What is the new collected at 22.0°C and and 10°C, respectively.
temperature in order to 745 mmHg. When the Calculate the volume of
maintain the same temperature is changed to the bubble when it
pressure? standard conditions, what reaches the surface,
is the new pressure? where the temperature is
3. A sample of nitrogen 23°C and the pressure is
(N2) occupies 300 mL at 1.0 atm.
200°C under a pressure of 3. A container of gas has
3.00 atm. If the pressure is a volume of 10 mL and is
increased to 9.00 atm, by at a pressure of 2.0 atm at
how much will the 30°C. What size container
temperature increase to would be needed for the
keep the volume constant same amount of gas at a
at 300 mL? pressure of 4.0 atm at
20°C?

11
J. Additional activities for
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.
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

12
 principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

School Grade Level 10

DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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.
B. Performance Standard

13
 S10MT-IVa-b-21
C. Learning
Competency/Objectives Investigate the relationship
Write the LC code for each. between volume and
temperature at constant
temperature of a gas
S10MT-IVa-b-21 S10MT-IVa-b-21 S10MT-IVa-b-21 S10MT-IVa-b-21
Investigate the relationship Explain the relationships of Explain the relationships of Assess what the students
between volume and volume and temperature, volume and temperature, have learned about the
temperature at constant and volume and and volume and lesson on Behaviour of
temperature of a gas temperature at constant temperature at constant Gases.
pressure of a gas. pressure of a gas.

Determine the application Determine the application

of gas laws in daily of gas laws in daily
occurrences. occurrences.

II. CONTENT Behaviour of Gases Behaviour of Gases Behaviour of Gases Behaviour of Gases
Activity 6 Activity 6 Activity 7 Activity 7 Summative Assessment
Squashing the Bottle Squashing the Bottle A Gaseous Outlook A Gaseous Outlook

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages pp. 275 - 276 pp. 275 - 276 pp. 277 – 278 pp. 277 - 278 pp. 278 - 279
2. Learner’s Materials
pages pp. 388 - 390 pp. 388 - 390 pp. 391 - 393 pp. 391 - 393 pp. 396 – 398

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal

B. Other Learning
Resource https://www.reference.com/
science/ideal-gas-law-
used-everyday-life-
3dacbd6ebd3b5949
https://www.reference.com https://www.quora.com/ https://www.quora.com/
/ science/ideal-gas-law- What-are-the-applications- What-are-the-applications-
used-everyday-life- of-the-kinetic-molecular- of-the-kinetic-molecular-
3dacbd6ebd3b5949 theory theory

14
IV. PROCEDURES

A. Reviewing previous How is the volume of the What is the relationship What is the relationship What does the kinetic
lesson or presenting gas related to its among volume, among volume, molecular theory explain?
the new lesson temperature and pressure? temperature, pressure and temperature, pressure and
number of moles? number of moles?
What is the relationship
among temperature,
pressure, and volume?

B. Establishing a www.youtube.com/watch?v=6Q-Sq334h6A www.youtube.com/watch?v=1Jtw8g795Us

purpose for the lesson

C. Presenting Follow TG for Activity 6 Follow TG for Activity 6 Follow TG for Activity 7 Follow TG for Activity 7 Refer to Teacher’s Guide
examples/Instances of A and B Problem Solving A and B Kinetic Molecular Theory for Summative
the new lesson on page 275 Ideal Gas Law on page 277 Answer to Questions Assessment
on page 276 on page 278 TG page 279

D. Discussing new Do Activity 6 Do Activity 6 Do Activity 7 Discussion and Answer Summative

concepts and Squashing the Bottle Squashing the Bottle A Gaseous Outlook Familiarization of the Assessment
practicing new skills # LM pages 388 – 390 LM pages 388 – 390. LM pages 391 – 393. Kinetic Molecule Theory LM pages 396-398
1

E. Discussing new
concepts and
practicing new skills
#2

F. Developing mastery Let the students conduct
(leads to Formative the activity and answer
Assessment ) guide questions facilitated
by the teacher.
Let the students be familiar Let the students conduct the
of Ideal Gas Law/Equation. activity and answer guide
Using the ideal gas questions facilitated by the
equation, let them compute teacher.
15
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.

G. Finding practical The most important use of the ideal gas law in daily life is
application of in estimating the amount of ventilation a building needs
concepts and skills in for human use; another use is in estimating cabin
daily living 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 What is the relationship among volume, temperature, What is the relationship among volume and temperature,
generalizations and pressure and number of moles? and volume and temperature at constant pressure of a
abstractions about the gas?
lesson Cite some examples in our everyday lives involving the
application of ideal gas law. Cite some examples in our everyday lives involving the
application of different gas laws.

I. Evaluating learning Answer guide questions Answer guide questions Answer guide questions Answer guide questions Answer Summative
and problem solving of and problem solving of and problem solving of and problem solving of Assessment
Activity 6. Activity 6. Activity 7. Activity 7.

J. Additional activities for Activity - Properties of Gases and the Kinetic Molecular
Activity - Air: An Ideal Gas?
application or Theory of Gases
remediation www.cabrillo.edu/~jmccullough/ www.ethiopianteachers.org/
EATOnlineResource/
physics4c/files/4c_lab2_ideal_gas_law.pdf
Subjects/Chemistry/EBook/
Unit5Lesson1.html
V. REMARKS

16
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

School Grade Level Grade Ten

DAILY LESSON Teacher Learning Area Science
LOG Teaching Dates and Time Quarter Fourth Quarter

17
 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 S10MT-IVe-g-23 S10MT-IVh-j-24
Write the LC code for each - Perform a laboratory - Distinguish between - Classify reactions - Perform an activity that - Perform an activity that
activity involving reactants and according to their illustrates Law of illustrates Law of
chemical reactions. products. types, based on how Conservation of Mass. Conservation of Mass.
- Distinguish evidences - Write a chemical atoms are grouped or (Laboratory Activity) (Paper Clip Reaction Model)
of chemical reactions. equation regrouped.
- Classify chemical
reactions.
II. CONTENT CHEMICAL REACTIONS CHEMICAL REACTIONS CHEMICAL REACTIONS CHEMICAL REACTIONS CHEMICAL REACTIONS
Evidences of Chemical Chemical Equation Types of Chemical Law of Conservation of
Reaction Reactions Mass
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp. 283 - 286 pp. 286 - 288 pp. 288 - 293 pp. 293 - 295 pp. 286 - 288
2. Learner’s Materials pages pp. 403 - 407 pp. 408 - 410 pp. 411 - 414 pp. 414 - 418 pp. 408 - 410
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources https://youtu.be/cZMkqag https://youtu.be/tULOnXX https://youtu.be/g- https://youtu.be/x9iZq3ZxbO
L8Ps Vr8g biRwAVTV8 8

IV. PROCEDURES
A. Reviewing previous
lessons or presenting the new
lesson
a. How do you know if a Recall that in some of the Recall how the students Introduce the lesson by Warm Up:
certain change that has examples presented in were able to translate showing the picture/image
taken place involves a the previous chemical reactions into of Antoine Lavoisier and the Analyze the equation:
chemical reaction? lesson/activity, there are chemical equations. jumbled words. O2 + 4H2 H4 + 2H2O
18

B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
combinations of
b. What indicators/ chemicals such as the Recheck if they have the - Let the learners arrange - Does this equation prove
evidences should be mixing of vinegar and correct data in the table 8 the jumbled word to the Law of Conservation
present to consider it a baking soda, it produced of their previous activity. reveal the name and his of Mass?
chemical change? gas. contribution. (See
attachment) - Explain your answer.
What are the Reactants?
What is a Product?
Motivational Activity: Show pictures of Jumbled Words. Ask the Motivational Activity: Demonstration:
materials needed to students to arrange the Light a candle. Watch and
1. Pour a bleaching make a hamburger (e.g. jumbled words to identify Weighing an equal part observe.
reagent (chlorox) in a a bun, burger patty the “Types of Chemical sugar and salt, and the
colored paper. Observe tomatoes, cheese and a Reactions”. (See mixture of both. - Where does the wax go?
lettuce). attachment)
- What happens to - What can you infer - Is it truly disappearing?
the colored paper? Ask: with the initial mass
What do you think will be (mass of sugar and
2. Add-in vinegar into a made if you’ll combine salt individually) and
baking powder. Observe these materials? the final mass
(mixture of both)?
- What is formed in
the mixture?
Watch video on Evidences Watch a video on Watch video on Types of Watch video on Law of
of Chemical Reactions. Reactants and Products Chemical Reactions Conservation of Mass
https://youtu.be/cZMkqagL https://youtu.be/tULOnXX https://youtu.be/gbiRwAV https://youtu.be/x9iZq3Zxb
8Ps Vr8q TV8 O8
Exploring Evidences of
Chemical Reactions
Perform Activity 1 in the Perform the Activity 2 in Picture/Diagram Analysis: Perform Activity 4 in the LM Perform Activity 4 in the LM
LM pages 403 – 406, the LM pages 408 – 410, Present a Powerpoint pages 414 – 415, How pages 414 – 415, How much can
“Everything has changed”. “What’s in a Reaction?” presentation on the much can you take?” (Part you take?” (Part 2: Paper Clip
diagram representation of 1: Laboratory Activity on Reaction Model)
Note:
19

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
The activity will be done
simultaneously.
Each group will be
assigned a specific task.
Discuss the answers to Discuss the steps in
the Guide Questions on writing chemical
pages 404 – 406 of the equation. (See
LM. attachment)
(Show the symbols
needed in writing
equations in the Table 7
of LM page 410.)
Create/compose a Write the chemical
“Chemical Reaction” song. equations of the given
chemical reactions. (See
attachment)
Give examples of changes Relate reactants and
(preferably using picture) products as an essential
to identify the evidences part of your daily life.
that distinguish them as
chemical change.
Generalize the lesson by Generalize the lesson by
summarizing the concept describing the chemical
of a chemical reaction. equation which
distinguish the difference
between the reactants
and products, and
reiterate the steps
“The Types of Chemical
Reactions”.
- Name the type of
chemical reactions
based on the
diagram
presented.
(See attachment)
Perform Activity 3 in the
LM pages 411 – 413, “We
Simply Click Together”.
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.
In what aspect of your life
can you apply what you
have learned about the
types of chemical
reactions?
Generalize the lesson by
classifying chemical
reactions according to
their types.
20
Law of Conservation of
Mass)
Suggested Activity: Post on the board the students
(Optional) output for easy discussion of their
result.
As Good As It Gets!
(See attachment)
Answer the Guide
Questions and record your
observation in Table 10
(page 415 of the LM) of the
activity.
How can you apply the concept of
The Law of Conservation of Mass
in your daily life?
Sentence completion:
The Law of Conservation of Mass
states that the mass of the
reactants is equal to the mass of
the products.
 followed in writing
chemical equations.
I. Evaluating learning Enumerate the Evidences Match the symbols used Answer enrichment Short Quiz:
of Chemical Reactions in writing a chemical activity in the LM on page
and cite examples of each equations with their 414. Answer the following questions.
evidences. meaning. (See (See attachment)
attachment)
J. Additional activities for
application or remediation
V. REMARKS Continuation of the previous
lesson.
VI. REFLECTION
A. No. of learners who earned
80% in the Evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson
works? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these works?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or
localized materials did I
use/discover which I wish to
share with other teachers?

21

DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
School Grade Level 10
Teacher Learning Area Science
Teaching Dates and Time Quarter Fourth
Monday Tuesday Wednesday Thursday Friday
The learners demonstrate an understanding of the chemical reactions associated with biological and industrial processes affecting life and the
environment
The learners shall be able to, using any form of media, present chemical reactions involved in biological and industrial processes affecting life
and environment.
S10MT-IVe-g- 23 S10MT-IVh-j-24
- Enumerate the steps - Explain the rate of - Study the effect that - Explain how the - Analyze the effect of
in balancing chemical chemical reaction temperature, reactant factors affecting rates chemical reactions on
equations according to collision concentration, particle of chemical reactions life and the
- Apply the concept of theory size, catalysts and are applied in the environment through
Law of Conservation - Discuss the cause of surface area have on formation of acid rain visual presentation
of Mass in balancing chemical reaction chemical reaction - Gather relevant
chemical equations rates observations and
- Recognize the value researches on
of these different chemical reactions
factors by citing their
applications in given
situations
Law of Conservation of Rate of Chemical Reaction
Mass: Collision Theory Factors affecting the Benefits and harm posed by chemical reactions
Balancing Chemical reaction rate
Equations
pp. 296-298 pp. 299-300 pp. 300-302 pp. 303-304 pp. 304- 311
pp. 419-421 pp. 422-424 pp. 425- 429 pp. 430-433 pp. 433-436
22
C. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lessons or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
https://phet.colorado.edu/
en/simulations/category/c
hemistry (PhET
Simulations on the Rate
of Chemical Reaction)
State the law of Enumerate steps on
conservation of mass balancing chemical
equations.
Present different Post pictures of a burning
chemical equations on vehicle and a puppy with
the board and ask the the statement: A burning
students if these vehicle and a puppy are
equations follow the law undergoing a similar kind
of conservation of mass. of chemical reaction.
What reaction could this
be?
From the presented Teacher Demonstration:
chemical equations, let Using PhET simulations
the students recognize on the Rate of Chemical
the difference between Reaction let the students
the subscript and the describe the behavior of
coefficient. the particles.
(e.g.N2 + 3 H2 → 2 NH3)
After balancing the  Perform Activity 6:
equation 2 H2 + O2 → 2 Race to the Finish
H2O, allow the students Line Part I.
to identify the steps on  Answering the Guide
balancing chemical Questions
equations.
23
- http://documentslide.co
m/documents/lesson-
plan-collision-
theory.html
- https://www.youtube.co
m/watch?v=I48hAOh3z
JY
- Conceptual and
Functional Chemistry:
Modular Approach
(Padolina, et.al), pages
274-275
Explain Collision Theory
and it’s relation to the rate
of chemical reaction.
Watch a video on Extreme
Diet Coke & Mentos
Experiments II: The
Domino Effect (YouTube)
Ask the students: How can
this be possible?
Using PhET simulations on
the Rate of Chemical
Reaction, let the students
do the simulation activity.
Ask them their
observation.
Perform Activity 6: Race to
the Finish Line Part II
(Create 4 stations in doing
the activity)
https://www.youtube.com/ - Research
watch?v=Nf8cuvl62Vc materials/articles
gathered by the
students
Enumerate the factors How is acid rain produced?
that affect the rate of
chemical reactions.
Let the students watch a Remind the students on
short video clips about GRASP Task Design
acid rain Prompts
LM page 434
Picture Analysis on Students showcase their
Activity 7: Making multimedia presentation on
Connections (Part I) the effect of chemical
LM page 430-431 reactions on life and the
environment.
Let the students read the
selection about acid rain
issues on page 432.
Students showcase their
multimedia presentation on
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the Evaluation
B. No. of learners who require
additional activities for
Perform Activity 5: Discuss energy diagram,
Balancing Act. activated complex, and
activation energy.
Enumerate the steps on How is collision theory
balancing chemical related to the rate of
equations. chemical reaction?
How can you relate How is the concept of
balancing equations to collision theory can be
your life? related or applied in your
daily activities?
Generalize the lesson by Synthesize the lesson
relating the law of through a sentence
conservation of mass completion. (E.g Chemical
with balancing chemical
reaction occurs when _.)
equations.
5- item balancing Construct a concept map
chemical equations to explain how chemical
reaction occurs. (10pts.)
Give additional exercises
on balancing. (See
attachment)
In using the simulation
activity, PhET application
should be installed on
your computer.
24
Answering and discussing
laboratory results and
Guide Questions.
Using folded cards let the
students use their
knowledge on the factors
affecting reaction rates in a
certain situation. (See
attachment)
Using the important terms
of the lesson, call on a few
students to use these
terms to summarize the
lesson.
Answer the given
Enrichment activity found
in LM page 429
Research on how a
specific chemical reaction
poses useful or harmful
effects to life and
environment.
Discuss GRASP Task the effect of chemical
Design Prompts reactions on life and the
LM page 434 environment
Answer Analyzing the
issue questions 1-5 on
page 433
What should you do to Did your presentation
minimize the formation of meaningful? Creative and
acid rain? Illustrative?
Acid rain is an extremely Discuss briefly the
destructive form of presentation of each group.
pollution and the
environment suffers from
its effects.
Create a cause-and-effect Though this is a group
graphic organizer to show task, students are assess
the formation of acid rain. on their performance using
the Critical Thinking
Rubric.
Prepare a visual
presentation of a chemical
reaction on life and
environment.
remediation who scored below
80%
C. Did the remedial lesson
works? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these works?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?

25
 School Grade Level 10
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 / S10MT-IVcd-22 (Recognize the major categories of biomolecules such as carbohydrates and lipids)
Objectives (Differentiate the biomolecules from each other in terms of their functions and structures)
 Pre – assess the  Introduce  Determine the  Describe the  Describe the
knowledge of carbohydrates and characteristics and classification of classification of
students about lipids as one of the elements present in carbohydrates in carbohydrates in
biomolecules important the molecules of terms of terms of
 Create a K-W-L biomolecules in carbohydrates a. Number of units d. Number of units
questions in the body  Describe the b. Structures e. Structures
Module no. 3  Detect the classification of c. Functions f. Functions
 Define presence of carbohydrates in  Create a story that  Create a story that
Biomolecules carbohydrates and terms of shows the shows the
lipids in food a. Number of units importance of importance of
samples b. Structures Carbohydrates in a Carbohydrates in a
c. Functions living things living things

II. CONTENT Module 3: MODULE 3: MODULE 3: MODULE 3: MODULE 3:

BIOMOLECULES BIOMOLECULES BIOMOLECULES BIOMOLECULES BIOMOLECULES
Introduction to Carbohydrates and lipids Carbohydrates Carbohydrates Carbohydrates
biomolecules
26

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
Answering Pre-
assessment
Creating K-W-L questions
pp. 314-315 p. 316 pp. 316-317 pp. 316-317 pp. 316-317
pp. 443-446 pp.447-448 pp. 450-456 pp. 450-456 pp. 450-456
https://www.google.com.p https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/w
h/search?biw=1366&bih= watch?v=OGD3q1eQ1TE watch?v=YO244P1e9QM watch?v=YO244P1e9QM atch?v=YO244P1e9QM
662&noj=1&tbm=isch&sa https://www.google.com.p https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/w
=1&btnG=Search&q=nucl h/search?q=carbohydrate watch?v=uTi9wcNCoic watch?v=uTi9wcNCoic atch?v=uTi9wcNCoic
eic+acid+food#imgrc=cJi s+and+lipids++food+sam http://staff.katyisd.org/sites http://staff.katyisd.org/sites http://staff.katyisd.org/sites/
VpKDADS1J0M%3A ple&biw=1366&bih=662&t /mpjh8sci/Lists/8th%20Gra /mpjh8sci/Lists/8th%20Gra mpjh8sci/Lists/8th%20Grad
bm=isch&tbo=u&source= de%20Science%20Calend de%20Science%20Calend e%20Science%20Calendar/
univ&sa=X&ved=0ahUKE ar/Attachments/187/Biomol ar/Attachments/187/Biomol Attachments/187/Biomolecu
wjE- ecules%20HW%20key.pdf ecules%20HW%20key.pdf les%20HW%20key.pdf
cTpwsLQAhUIvrwKHY0W http://gpschools.schoolwire http://gpschools.schoolwire http://gpschools.schoolwires
CKoQsAQINA s.net/cms/lib05/MI0100097 s.net/cms/lib05/MI0100097 .net/cms/lib05/MI01000971/
1/Centricity/Domain/2027/ 1/Centricity/Domain/2027/ Centricity/Domain/2027/Bio
Biomolecule%20Activity.pd Biomolecule%20Activity.pd molecule%20Activity.pdf
f f
What are the different What are biomolecules? What are the foods that What are the elements that What are the elements that
nutrition obtain from the What are the different are rich in carbohydrates? makes up carbohydrates? makes up carbohydrates?
food you eat? How kinds of biomolecules? Lipids? Why are these
important they are in our molecules essential to our
body? body?
Show pictures of different Showing different sample https://www.youtube.com/ What are the different Watch video clip lesson by
foods. Classified it based of foods (pictures or watch?v=YO244P1e9QM kinds of carbohydrates? Richard J. Wood, animation
on the nutrition they actual sample should be by Qa’ed
obtained. In this module brought to class)
27

C. Presenting
examples/Instances of the new
lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
G. Finding practical application
of concepts and skills in daily
living
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
Answering of Pre-
Assessment 1-10 found in
LM.
Create K-W-L questions
to pre-asses their
knowledge about
Biomolecules
Introduce the Module 3:
Biomolecules
What are Biomolecules?
Checking of Pre-
Assessment and
presentation/discussion of
K-W-L questions
What makes up
biomolecules? How are
they classify as essential
organic compounds found
in our body?
Which of these foods are
classified as
carbohydrates and lipids?
Why do you think they are
classified as
carbohydrates? Lipids?
Unlocking of difficult terms
- biomolecules
- carbohydrates
- protein
- lipids
- nucleic acid
Performing Activity #1
found in LM p. 447
(materials should be
prepared ahead of time)
Discussion of the result
And answering of guide
questions
What are the food sample
shows the presence of
carbohydrates? What
about lipids?
What kind of foods rich in
fats and lipids should be
taken in moderation?
Why? What happen in the
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?
Unlocking of difficult terms
- Carbohydrates
- Monosaccharides
- Disaccharides
- polysaccharides
“Getting to know
Carbohydrates”
(see attachment for the
activity in 4 learning
stations)
Checking of output for the
4 learning station if the
task are being accomplish.
What are the elements
found in carbohydrates?
What are the different
types of carbohydrates
What are the benefits of
carbohydrates in our
body? What will happen to
the excess carbohydrates
that we obtained from the
28
Unlocking of difficult terms
- glucose
- fructose
- maltose
- sucrose
- galactose
- starch
- glycogen
Continuation..
Start of the discussion and
presentation of output in
Learning station 1
Learning station 2
What are the different
classification of
carbohydrates? How do
they differ from one
another?
Aaron drinks his milk at
bed time. He suddenly
feels bloated along with a
build-up of intestinal gas.
He feels uneasy and
http://ed.ted.com/lessons/ho
w-do-carb
How do carbohydrates
impact your health?
-
Continuation..
Start of the discussion and
presentation of output in
Learning station 3
Learning station 4
How do molecular
structures of different types
of carbohydrates differ?
What are the functions of
carbohydrates in the living
things?
Why do people who
underwent diet trim down
the consumption of food
rich in carbohydrates?

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
excess carbohydrates that food we eat? Which cannot sleep. What
we eat? carbohydrates should we happens to Aaron? Does
eat? his case has to do with the
term “lactose intolerance”?
Biomolecules are What do carbohydrates Carbohydrates is one of Carbohydrates is one of the
comprise of and lipids give o our the important biomolecules important biomolecules in
carbohydrates, lipids, body? Carbohydrates and in our body, it comprises our body, it comprises
protein and nucleic acid. lipids is always a part of elements like carbon, elements like carbon,
Most of them are made up our lives it is important hydrogen, and oxygen. hydrogen, and oxygen.
of carbon, hydrogen, that we know the nutrients They are classified into They are classified into
oxygen and nitrogen we found in the food we Monosaccharide, Monosaccharide,
eat. disaccharide and disaccharide and
polysaccharide. What polysaccharide.
makes them differ from
one another?
Evaluation are based on Formative Assessment. Rubrics for the result of Use group rubrics to Use group rubrics to
the K-W-L chart they Short pen and paper quiz. group discussion evaluate the result of the evaluate the result of the
made activities activities
Research information Read more on the Read more about lipids as In case of
about carbohydrates in elements present in the another important remedial/enrichment do
terms of description, carbohydrates, their biomolecules in our body. “Molecular Modelling
classification, structures structure, classification, Activity for Carbohydrates”
and functions description and its see attachment for the
function. activity sheet.
The objectives of the The objectives of the Making a Model of
lesson are not fully lesson are not fully Molecular Structures of
attained the, there will be a attained the, there will be a Carbohydrates
continuation of the lesson continuation of the lesson
tomorrow. tomorrow.
29
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?

School Grade Level 10

Teacher Learning Area SCIENCE
DAILY LESSON LOG
Teaching Dates and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY 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.
B. Performance Standard
C. Learning Competency/ S10MT-IVc-d-22 (Recognize the major categories of biomolecules such as carbohydrates, lipids, proteins and nucleic acids)
Objectives  Determine the  Define proteins  Define proteins  Identify the different  Define nucleic acids
Write the LC code for each molecular  Describe the four levels  Describe the structure of agents for the  Describe the
characteristics structure of proteins proteins. denaturation of proteins. structure of nucleic
and elements  Understand the  Understand the  Cite different ordinary acids
present in lipids importance of proteins importance of proteins in activities at home that
 Describe the in our body our body involve denaturation of
classification of proteins.
lipids in terms of  Understand the
a. structures importance of proteins
b. functions in our body
 construct 
molecular model
of fats
30
II. CONTENT
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
BIOMOLECULES
LIPIDS PROTEINS PROTEINS PROTEINS NUCLEIC ACIDS
pp.317-318 pp. 319-320 pp. 319-320 pp. 320-321 pp.321-323
pp.462-465 pp. 465-470 pp. 470-473 pp.473-475
pp. 457-462
https://www.youtube.com
/watch?v=YO244P1e9Q
M
http://staff.katyisd.org/sit
es/mpjh8sci/Lists/8th%20
Grade%20Science%20C
alendar/Attachments/187
/Biomolecules%20HW%
20key.pdf
https://www.google.com.
ph/?gfe_rd=cr&ei=NVM2
WL2pN9SB1AStpY-
ABg#q=lipids+activity+w
orksheet
https://www.youtube.com Ask the students to recall .Ask the students to recall the Ask the students to recall Ask the students to
/watch?v=YO244P1e9Q the previous lesson. previous lesson. the previous lesson recall the previous
M lesson.
the student will watch a
video about lipids in
(2:05min-4:08min) time
What are the elements Video presentation showing Ask the students this Video presentation about Show pictures of
that makes up the importance of knowing question, Some people in the the importance of protein In different physical
carbohydrates? the protein structure U.S. and in other parts of the our body. characteristics of a
https://www.youtube.com/w world do not get enough https://www.youtube.com/w person like blue eyes
atch?v=gWM7S0Mpvtg protein in their diet. Given atch?v=oRN17s50xFk and black eyes, pointed
what you know about nose and non-pointed
proteins, how would you nose, small and tall
31

C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
convince people to donate person and etc. Then
money to programs that seek ask the students what
to increase the protein intake they can say about the
of people who do not have different pictures, and
enough protein? what they think is the
possible reason why
their physical
characteristics is
different.
Unlocking difficulties: Present a video showing an Present a video showing the Present a short video clip Present a video
- Lipids example of protein song different signs of a person regarding on how the showing the structure
- Fats https://www.youtube.com/w having a protein deficiency. denaturation of proteins of nucleic acids.
- Triglycerides atch?v=DipuIBLJ3ng This will lead to the possible. https://www.youtube.co
- Phospholipids discussion of proteins. https://www.youtube.com/w m/watch?v=MA-
- Steroids https://www.youtube.com/wat atch?v=NtsD_zD5GOM ouz1LtpM
- Waxes ch?v=iZyGgG3XNno
Perform the Activity Let the students perform the Video Presentation about the Show some pictures related Perform the activity
“The Chemistry of Lipids” activity, PROTEIN FOLD” top 10 foods that are high in to the denaturation of “Have your DNA and
protein. proteins. This will lead to Eat it Too”
https://www.youtube.com/wat the discussion of
ch?v=-RIuCaxfN0M&t=4s importance knowing the
denaturation of proteins.
Ask the students to cite
some ordinary activities at
home that can exhibit
denaturation of proteins.
Let the students perform Let the students perform
Activity 2 Test for Proteins A Activity 2 The Denaturation
(LM pp 462-463) of Proteins B
What are the different Ask the students what is the Presentation of the results in Presentation of the results How will you describe
classifications of lipids? essential of the four levels Activity 2 Test for Proteins in Activity 2 The the difference between
How do they differ from of structure of proteins. Denaturation of Proteins DNA and RNA linked to
one another? nucleic acid?
Jepthah wants to eat a Ask the students to explain Ask the students to explain Ask the students to give Ask the students to
food that high in energy what will happen if the chain the essential of proteins to some importance of explain the importance
before he starts training of protein does not exist or our body. denaturation of proteins. of knowing the DNA of
for his taekwondo will not function well, what How people benefited to it. a person. Give some
32

H. Making generalizations and
abstractions about the lesson
competition. What kind of will happen to the living situations that DNA is
food will be given to him organism? being applied.
to ensure the most
energy per pound?
Lipids are substances Ask the students to explain What do you think will Ask the students, why Make a Venn diagram
such as a fat, oil or wax the importance of the shape happen if a person is lack of people apply denaturation showing the
of the folds in making a proteins in their body? Give in foods? comparison and
that dissolves in alcohol
chain of proteins or amino some possible solutions or similarities of DNA and
but not in water. What acids. remedies that can help a RNA.
are the elements found in person to regain its protein
lipids? How important is content inside the body.
lipids as one of the
important biomolecules
in our body

I. Evaluating learning See rubrics for the result Draw the structure of What do you think is the The students will take a 15 Draw the structure of
of group discussion/ proteins and include the nutritious benefit we can get items quiz given by the nucleic acids.
collaboration elements associated to it. in eating food with protein teacher.
content?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation

33
 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?

School Grade Level 10

Teacher Learning Area SCIENCE
DAILY LESSON LOG
Teaching Dates and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

A. Content Standard
B. Performance Standard
C. Learning Competency /
Objectives
Write the LC code for each.
The learners demonstrate an understanding of the structure of biomolecules, which are made up of mostly of a limited number of
elements, such as carbon, hydrogen, oxygen and nitrogen.
S10MT-IVc-d-22 (Recognize the major categories of biomolecules such as carbohydrates, lipids, proteins and nucleic acids)
 Create a chain made out  Analyze the genes of
of four DNA nucleotides. the DNA and .
 Explain the rules of base determine what traits
pairing the organisms have.
 Relate the concept of  Transcribed DNA
DNA base pair on how all strand to its
information about each complimentary RNA
strand
every one of us is

34

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
encoded into simple
language.
NUCLEIC ACIDS
pp. 323-325
p. 475-477
Ask the students to recall the
previous lesson.
Ask the students with a
HOTS question, What do you
think is the importance of
DNA and RNA to human
existence?
Present a video presentation
showing an introduction to
the four bases pair of DNA
and RNA
https://www.youtube.com/wat
ch?v=T5gEIViVAPw
Perform the activity “MY
NAME IN DNA”
NUCLEIC ACIDS
pp. 325-327
p. 478-480
Ask the students to recall
the previous lesson
Ask the students with a
HOTS question, how DNA
affects the physical
characteristics of a human
being?
Present a video
presentation showing how
DNA and protein are
worked together
https://www.youtube.com/
watch?v=gG7uCskUOrA
Perform the activity
“SNORKS THE ALIEN
35
F. Developing mastery Presentation of the results in Presentation of the results
(leads to Formative activity MY NAME IN DNA in activity “SNORKS THE
Assessment 3) ALIEN
G. Finding practical application of Ask the students to explain Present a video showing
concepts and skills in daily living what do you think will happen how DNA is being
if the rule of base pairing in damaged by different
DNA and RNA is not follow. nutritional deficiencies.
https://www.youtube.com/
watch?v=Vey9nbNvPLc
H. Making generalizations and Teacher will present another Ask the students.
abstractions about the lesson set of base of DNA, students As a students, how can
will look and find the you share your knowledge
appropriate base pair. about nucleic acids in
other especially those
have DNA deficiencies?
I. Evaluating learning Ask the students. How Teacher will give a 15
important is the rule of base items quiz.
pairing in DNA and RNA?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

36
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

37