School San Jose National High School Grade Level Grade 9
GRADES 1 to 12 Teacher Mary Ann S. Dordines Learning Area Science
DAILY LESSON LOG Dates and
09-05-18 (8:30-9:30) (10:45-11:45) Quarter Second Quarter
Time
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the development of atomic models that
led to the description of the behavior of electrons within atoms.
B. Performance Standard
C. Learning Competencies
Write the LC code for each The learners should be able to describe how the Bohr model of the atom improved
Rutherford’s atomic mode.
(S9MT-IIg-17)
Objectives
Given several activities, the Grade 9 learners are expected to do the following with
80% proficiency:
a.
II. CONTENT
Electronic Structure of Matter
III. LEARNING RESOURCES
A. References C. Materials:
1. Teacher’s Guide pages Science 9 TG. pp.115-130 - Manila paper, Cartolina, Pictures
2. Learners Material pages Science 9 LM. pp. 110-145 D. Values Integration:
3. Textbook pages - Cooperativeness, Competencies,
Self-discipline
4. Additional materials from E. E. Unlocking Difficulties;
Learning Resource (LR) portal. - Organic Compounds, Structural,
Condensed, Line-Bond.
B. Other Learning Resource https://www.scribd.com/doc/236838691/Grade-
9-Science-K-12
IV. PROCEDURES
A. Reviewing previous lesson or ELICIT
presenting the new lesson
Review the lesson on the composition of atom.
B. Establishing a purpose for the ENGAGE
lesson
It is important to remember the foundation of atoms in order to appreciate its
development.
C. Presenting
examples/instances of the Atoms are so tiny that a tip of a pen comprises billions of it.
new lesson.
D. Discussing the new concepts EXPLORE
and practicing new skills #1 The teacher will divide the class into two groups.
Each group will be given different compounds of alkanes, alkenes, alkynes, what
are they going to do is to construct the line-bond structural formula. Each group
will choose five representatives to write the answer on the board.
-Give the Line-bond Structural Formula of the following compounds;
1. Butane
2. 1-Butene
3. Pentane
4. Propyne
E. Discussing the new concepts Same group will apply to the next activity
and practicing new skills #2 The learners will also write the condensed formula of the same compound given.
-Write the Condensed Structural Formula;
1. Butane
2. 1-Butene
3. Pentane
4. Propyne
Developing mastery EXPLAIN (chalk-talk-method)
(Leads to formative The teacher will further explain by discussing the following terms.
assessment 3) 1. Line-bond Structural Formula- tells us which atoms in a molecule. It is also
shows us how they connect to each other.
2. Condensed Structural Formula- is a system of writing organic structures so we
can try to write them in a line of text.
Finding practical application of ELABORATE
concepts and skills in daily The teacher will call the learners randomly to give examples that they use in their
living in daily life situation and daily routine.
Making generalization and The teacher will ask students to differentiate using line-bond structural formula and
abstraction about the lesson condensed structural formula.
Evaluating learning EVALUATION
Directions:
A. Give what is asked in the following item.
1. It is family of hydrocarbons that are connected by single bond only.
2. It is family of hydrocarbons that are connected by triple bond.
3. It is family of hydrocarbons that are connected by double bond.
B. Give is the Line-bond Structural Formula and the Condensed Structural
Formula.
1. Heptane
2. Propane
3. Propene
4. 1- Hexene
5. 2- Butyne
Additional activities for EXTEND
application or remediation The teacher will let the learners study in advance about the other common
compounds organic compounds, and alcohol.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
VI. REFLECTION 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 question.
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 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 this work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovation or localized material did I use/discover which I wish to
share with other teachers?
Checked by:
Ms. Julie Ann S. Sicoy
CTE
