DAILY LESSON PLAN

School GADDANI NATIONAL HIGH SCHOOL Grade Level 7

Teacher RUBY ROSE T. MOLINA Learning Area SCIENCE
Teaching 7:30 – 8:30 2nd
Quarter
Time

I. OBJECTIVES
A. Content The Learners demonstrate an understanding of organisms interacting with each
Standards other and their environment to survive
B. Performance The learners shall be able to conduct a collaborative action to preserve the
Standards ecosystem in the locality.
C. Learning The learners shall be able to Identify the different ecological relationships found in
Competency an ecosystem
I.a Cognitive The learners describe each type of ecological relationships founf in an ecosystem
I.b Affective The Learners appreciate the importance of the different ecological relationships
that exist in an ecosystem.
I.c The learners explain how do organisms interact with each other and with their
Psychomotor environment.

II. CONTENT Ecological relationship

III. Learning
Resources
A. References LM pg.151-153

B. Other Learning Illustrations of the different ecological relationships

Resources
IV. Procedure
Teacher’s Activities Students’ Activities
A. Prayer and (Prayer)
greetings Good morning class! Good morning Ma’am.
B. Reviewing Before we proceed to out next topic
previous lesson/ let us recall the following terms: ecology,
presenting the
new lesson ecosystem, biotic, abiotic, population and Ecology is the study of interactions of
community. living things and their environments.
What is ecology?
The environment in which these
interactions occur is called an Possible answers (aquatic ecosystem,
ecosystem. desert ecosystem, rainforest
Can you give examples of ecosystem? ecosystem).

Now, what are the 2 major components Biotic and abiotic components.
of an ecosystem?
That is correct! Can you give an example (student’s answer may vary)
of biotic components of the ecosystem?
How about abiotic components of the (student’s answer may vary)
ecosystem.
What about community? What is a A community is the living part of an
community? ecosystem.
That is correct!
All the organisms living together in an
 area make up a community.
A desert community might be made up of
cacti, shrubs, jack rabbits, snakes,
scorpions, and other plants and animals.
A rice field community might be made up
of rice plants, gastropods, mudfish, and
other plants and animals.
Each community is made up of several
populations.
What is a population then? population is a group of organisms
What populations could be present in the belonging to one species living in a
picture? given area.
Population of giraffes

Correct!
C. Establishing a In ecosystems, the populations of
purpose for the organisms interact with each other in
lesson different ways.
Take a look at these pictures. What can
you say on the first picture.

Beetle on a leaf, The beetle feeds on

the leaf

. If it continues to consume the leaves, Possible answers: the plant may get
what may happen to the plant? damage or even dies.
What about the second picture

Bee in a flower

How about the flower in the second No, the flower will be benefited in the
picture, will it die if the insect continues to process of pollination
sip its nectar?
D. Presenting Your observations of the organisms and (Student’s answer)
Examples/Instanc their environment have shown you many
es of the new instances of interrelationships.
lesson Organisms interact with one another and
with the physical environment in order to
survive.

E. Discussing New In studying communities, ecologists

Concepts and discuss different examples of
practicing new interspecific and intraspecific
skills #1 relationships.
Interspecific relationship shows the
interaction between organisms of
different species just like the pictures
above. Intraspecific relationship shows
the interaction between organisms
belonging to one species.
The various interactions may result in
different outcomes:
(1) beneficial outcomes for both parties,
represented by (+ , +)
(2) harmful outcomes for both parties,
represented by (- , -)
(3) one benefits and one is harmed,
represented by (+ , -)
(4) one benefits and the other is not
affected, represented by (+ , 0)
(5) one is harmed and the other is not
affected, represented by (- , 0)
(6) neither is affected, represented by ( 0,
0)
These relationships include mutualism,
predation, commensalism, parasitism
and competition.
What can you see on the picture?

Ants and aphids

The relationship between ants and

aphids is an example of MUTUALISM
(+ +)
What is mutualism? In Mutualism, both the
Mutualisms may involve either the species/organism benefit from one
exchange of resources, such as shelter, another
food and other nutrients, or they may
involve the exchange of services, such
as protection, transportation or
healthcare.
Can you give other examples of
mutualism? (students will give examples of
mutualism)
Very good!
Next we move on to the next type of
ecological relationship, look at the next
picture, what can you see on the picture?

The tree and the orchid

 is a relationship in which one species
benefits, while the other is neither
benefitted nor harmed.

This picture represents

COMMENSALISM
What is commensalism?
Tree is the host , the orchid is the
That is correct! commensal
The organisms that benefits from the
relationship is called the commensal. The
other organism is called the host.
Now we go back to the picture, which of Shelter and nutrients.
them is the commensal and which of
them is the host?
Very good, what benefit does the tree
gives to the orchid?
(+ , 0)
In our picture the orchid is benefited from
(student’s will give other examples of
the which serves as its shelter/habitat
commensalism)
Can you give another example of
commensalism?
Next, look at the picture,
Shark and seal

This one represents the ecological is the kind of relationship wherein one
relationship called PREDATION organism is killed and eaten by
What is predation? another organism.
Very good! In predation the predator eats
the prey. Shark is the predator,seal is the prey!
one benefits and one is harmed,
represented by (+ , -)
On our previous picture which if them is student’s will give other examples of
prey and which is the predator? commensalism)
Very good
Give other examples of predation
Next, what can you see on the picture?
mosquito on the human skin
 Parasitism is an ecological
relationship wherein one organism
called the PARASITE benefits while
the other called the HOST is harmed.
Students will give more examples

This ecological relationship is called

PARASITISM
What is parasitism?
Give other examples of parasitism
Lastly,
For predation and parasitism we can use
the symbol (+ - )relationship Example is the tapeworm getting
nourishment from the body of the host
And for – symbol the other organism is
animal
hurt of affected. Example is the head louse (kuto) that
The host is the source of material gain. sucks blood.
The parasite is the dependent organism.
Parasites that live inside the body of the Weeds
host are called endoparasites.
Can you give examples of
is a relationship wherein two or more
endoparasites? species utilize the same limited
Parasites that live outside the host’s body resource, such as food, sunlight,
are called ectoparasites. space or nesting sites
Can you give examples of ectoparasites?
Again what can you see on the picture?
This picture represents the last ecological
relationship that we will discuss today, it
is called COMPETITION
Read about competition
Correct! They compete for food, nesting
sites, habitat, light, nutrients and water.
Symbol for competition will either be both
++, -- or +- , depending on who will
obtain means for survival.
There are 2 typs of competition
1. INTRASPECIFIC- that is between
2 same species
2. INTERSPECIFIC- that is between
2 different species
Here are examples of these 2 types of
competition
Do you have any questions?
F. Discussing New Individual activity. On your activity (students will perform the activity)
Concepts and sheets, Color the circle green if the
practicing new picture shows mutualism; red for
skills #2 predation; blue for commensalism, yellow
for parasitism; and orange for
competition.
G. Developing Group activity. On your activity sheet, n:
Mastery/ Leads to Describe the different ecological
formative relationships by completing the table
 assessment below. One is already done as your
guide.
(Activity 2 attached)
H. Finding practical Here are some applications of ecological
applications of relationship humans also do in the need
concepts and of survival.
skills in daily living MUTUALISM- the buyer and the seller,
the seller is benefited financially, and the
buyer is benefited by means of getting
what he/she wants
COMMENSALISM – examples
PARASITISM and PREDATION – those
who are willing to harm someone in order
to get what they want.
Examples: kidnappers, hold uppers
So, let us beware of these kinds of
peoples.
I. Generalizing and Again, what are the 4 ecological Mutualism, commensalism,
abstractions about relationship that we have discussed? parasitism, predation
the lesson
J. Evaluating Short quiz
Learning I have here pictures and I want you to
determine what type of ecological
relationship they represent.
Write
Mu- mutualism
Cm-commensalism
Pa- parasitism
Pr- Predation
Co - competition
K. Additional Ass. Give examples of predation and
activities for identify predators and prey animals.
application or Describe how they capture the prey.
remediation
V. Reflection Our society is composed of different
kinds of people with different traits,
personality and role as an individual.
There are people who share with us in
good or in bad times, there are people
who give in return of favour, and there
are people who just want to gain from us.
That is what the ecological relationship
wants us to imply.
Prepared by:
________________________
Ruby Rose T. Molina
Science Teacher
Noted by:
________________________

Wilfredo M. Gandeza
Science Coordinator
 DAILY LESSON PLAN

I. OBJECTIVES
D. Content The Leaners demonstrate an understanding on the unit, mole, the quantitatively
Standards measures the number of very small particles of matter
E. Performanc The learners shall be able compute the molar mass of elements and common
e Standards compounds
F. Learning The learners should be able to use mole concept to express mass of substances.
Competency S9MT-IIi-19

I.a Cognitive Differentiate between atomic weight and molecular weight;

I.b Affective Appreciate the importance of knowing the amount of an object.

I.c The Learners appreciate the importance of the unit mole specially to chemist.
Psychomotor
The learners compute molar mass of different substances.
II CONTENT MOLES- Molar mass
III Learning
Resources
C. References LM pg. 151-153
D. Other Chemistry Science and Technology III, Periodic table of contents
Learning Activity Sheets
Resources
IV. Procedure
Teacher’s Activities Students’ Activities
L. Prayer and Good morning class! Good morning ma’am!
greetings
Last meeting on our activity we
M. Reviewing learned that things with the same
 previous number of items with different kinds
lesson/ have different masses, could you give
presenting an example of this? 5 pieces of 5peso coin, 5 pieces of
the new 10peso coin and 5 pieces of 1peso coin,
lesson Very goood! In thesame way that although they have thesame number of
Rhendel and Jomarie; Dave and items they have different masses.
Kenneth ;KC and Jojimar are
grouped into 2, all are boys, all are
slim but they different masses,
although they have thesame number
in a group.
A mole is a unit used by chemist to count
Now that you have already number of atoms, ions or molecules on a
understood our previous lesson, let’s substance by weighing.
go back to the concept of a mole what
is a mole again? One mole of different substances always
contains 6.02x1023 particles, but each of
And what is the equivalent of one these substances has different mass.
mole in every particle?

Good!
Can you give me an example of a
substances together with their mass
and the number of particle. (possible answeres…)
Oxygen gas mass is 32g number of
particles is 6.02x1023
Sucrose or table sugas mass is 342.34g
number of particle is still 6.02x1023
Hydrogen Peroxide mass is 34. 02g
number of particle is still 6.02x1023

Very good!
N. Establishing Now lets us perform the next activity
a purpose for to visualize how one mole of different
the lesson substances differs in mass. You may
open your books on page 151 and let
us perform the activity together.
O. Presenting First, bring out your periodic table of
Hydrogen 1.007g
Examples/ elements. Look for the atomic weightOxygen 15.9 g
Instances of of Hydrogen, Oxygen, Carbon, Sulfur,Carbon 12.01 g
the new Potassium and Phosporus. Sulfur 32.06 g
lesson Potassium 39 g
What do you observe about their Phospurous 30.9 g
atomic weight?
The atomic weight of each elements
differ from the other.
P. Discussing Remember this, the atomic weight of
New an element is equal its atomic mass
Concepts and is also equal to its molar mass
and expressed in grams. Example Carbon,
practicing look on your periodic table for the Carbon’s atomic weight is 12.01 g
new skills #1 atomic weight of Carbon

Molar mass is the mass of one mole What is a molar mass Ma’am?
of a substance expressed in grams.

Now you are going to perform an

activity wherein you are going to
determine/compute for the molar
mass of common substances. Students will perform the activity
individually on their activity sheet,
For table 4A, consult the periodic answering Table 4A
table of elements for the atomic
weight or atomic mass of each Table 4A.
elements given in the table, write the Element Symbol Atomic Molar
symbol and determine the molar mass weight mass
based from the value of its atomic mass(g) (g/mol)
weight. Sulfur 32.07g
(Asupre)
Lead 207.20g
(Tingga)
Very good what can you conclude Copper 63.55g
aboout the molar mass of an (Tanso)
element/atom?
The atomic weight of an element is equal
its atomic mass and is also equal to its
molar mass as an atom expressed in
Very easy right? grams.

Yes Ma’am!
For table 4B, you are going to
compute the molar mass of the
compound by using this formula Table 4B
(number of atom A x atomic Compound Chemical Ma Molar
mass/weight of element ) + (Number Formula ss Mass
of atom B x atomic mass of element ) (g) (g/mol)
Let me give you an example for this. Water H2O
Let’s say we are going to find out the Table salt NaCl
molar mass of Magnesium Chloride, Table C12H22O11
first we must write the chemical Sugar
formula of the given compound,
anyone knows the chemical formula of
Magnesium Chloride?
Correct, next using the formula that I
gave you let us start calculating for that is MgCl2
the molar mass of this compound.
Given:
Number of atom for Mg is 1 (meaning
only 1 atom of magnesium is needed
in the compound)
What is the atomic weight of
magnesium base on the periodic
table?
Tha’s right!
Number of atom for Cl is 2 (meaning 2
atoms of chlorine is needed in the
compound based from the chemical Atomic weight is 24.12 g
formula)
Look for the atomic weight of chlorine.
Now we are ready to compute for the
molar mass using the fomula.
(On the board....the teacher writes)
(1atom of Mg x 24.12g) + (2atom of Cl
x 35.45g)
That is 1x24.12 for Mg = 24.12g Atomic weight is 35.45g
2x 35.45 for Cl = 70.9g
Then add 24g + 70.9 g =95.02 g
 What is the molar mass of the
compound?
That is the correct answer and that is
how we calculate for the molar mass
of a compound.

Now you can proceed performing on Molar mass of MgCl2 is 95.02g

calculating the molar masses of
common compounds on table 4B Students will perform the activity
individually on their activity sheet.
Q. Discussing Based from the concept of the activity (student’s possible answers...)
New what can uou conclude? That mass of different substances differs
Concepts from one another, although they have
and thesame number of particle in one mole.
practicing Molar mass of substances on table 4A
new skills #2 What do you observe on geting the will be easily determine based from the
molar mass of the substances in table periodic table, the atomic weight is the
4A and 4B? molar mass of the substance or elements
while on table 4B the molar mass of
substance specifically compound will be
That is correct! calculated based on the number of
The atomic weight is the mass of an elements present in a compound using
element while the what we so called the formula (number of atom A x atomic
molecular weight is the mass of one mass of A) + (Number of atom B x
molecule in a compound atomic mass of B).
R. Developing Let us have more more exercises on
Mastery/ the calculating the molar mass of Chemical Name Chemical Molar
Leads to common compouds to us. Formula Mass
formative I have here another table and let us fill (g/mol)
assessment the molar mass of each given Iron (II) sulphte FeSO
4
compound. ( ferrous sulfate)
Ethyl Alcohol C2H5OH
Ammonia NH3
Citric Acid C6H8O6
Very good, I am pretty sure that you Aluminum Al(OH)3
understood the lesson very well! Hydroxide
S. Finding In real life applications, pieces of
practical matter are quantified by finding the
applications mass or counting. The choice of
of concepts quantifying goods is determined by
and skills in convinience. In laboratory, chemist
daily living measure out a chemical substance
and react it with another substance to
form the desired quantity of a new
product. In this case, chemists wants
to know the number of atoms, ions, or
molecules because these are the
ones react with each others. However
these things are too small and too
many to count individually so chemist
use unit mole to count them by
weighing. That is the importance of
knowing on how to calculate the molar
mass of a substance. We are able to
know how much is needed to come up
with that compound
T. Making Based from the activities you have Molar mass of monatomic Elements like
Generalizatio perform what can you generalized Na, Li, Mg is numerically equal to its
ns and about the molar mass of common atomic mass express in grams.
 abstractions elements and compounds? The mass of substance specifically
about the compound will be calculated based on
lesson the number of elements present in a
compound using the formula (number of
atom A x atomic mass of A) + (Number
of atom B x atomic mass of B).

That atomic weight is also the molar

mass for monayomic elements and
molecular weight is the molar mass of
one molecule in a compound
U. Evaluating On a ½ sheet of paper, calculate the
Learning molar mass of the following elements
and compounds, use your periodic
table
1. Gold (Au)
2. Silver (Ag)
3. Carbon Dioxide (CO2)
4. Nitogen Gas(N2)
5. Lactic acid ( C3H6O3)
V. Additional
activities for
application or
remediation
V. Reflection What are other lessons does
calculating or knowing the molar mass
of a substances teaches us as an
individual?
Knowing things like this are very
important because it gives us an idea
on how things made perfectly.
Everything is made perfectly when
right procedure, right amount are to
be executed. Let’s take table salt as
an example, right amount/mass of Na
must be react with Cl to become very
useful to us, if this is not done well it
becomes useless.

Prepared By: Noted By:

________________________ _________________________
Ruby Rose T. Molina Wilfredo M. Gandeza
Science Teacher Science Coordinator
Name: ________________

Grade and Section: _________________

Activity sheet
The Mass of One Mole of a Substance
Objective:
 Compute for the molar mass of common substances
Materials:

 Periodic table
Procedure:

1. For table 4A, consult the periodic table of elements for the atomic mass, which has the same
numerical value with its molar mass. For table 4B, compute the molar mass of the compound using
this formula:
(number of atom A * atomic mass of A) + (number of atom B * atomic mass of B)
Example: MgCl2 (1x24.21g) + (2x 35.45g) =95.11g
Table 4A Molar Mass of Some Common Elements

ELEMENT SYMBOL MASS(g) MOLAR

MASS(G/mol)

Sulfur(asupre)

Lead (tingga)
 Copper (Tanso

Table 4B Molar Mass of Some Common Compound

School GADDANI NATIONAL HIGH SCHOOL Grade Level 9

Teacher RUBY ROSE T. MOLINA Learning Area SCIENCE
Teaching 7:30 – 8:30
Quarter
Time

Compound Chemical MASS(g) MOLAR

Formula MASS(G/mol)

Water

Table salt

Table sugar

Guide questions:
1. Do you think that one mole of the different substances have the same amount?
2. What do you observe about the molar mass of the substances in table 4A and 4B ?
3. What can you infer from this activity?

DAILY LESSON PLAN

I. OBJECTIVES
G. Content The Learners demonstrate an understanding volcanoes found in the Philippines.
Standards
H. Performanc The learners shall be able to illustrate the different types of volcanic eruptions.
e
Standards
 I. Learning The learners shall be able should be able to explain what happens when volcanoes
Competency erupt.
I.a Cognitive
I.b Affective
The learners differentiate the different types of eruption.
I.c The Learners appreciate the importance of knowing the different types of eruption.
Psychomoto The learners illustrate their understanding of the different types of eruption through
r concept map.
II. CONTENT Volcanic eruption
III. Learning
Resources
E. References LM pg. 173-174

F. Other Illustrations of the different types of eruption

Learning
Resources
IV. Procedure
Teacher’s Activities Students’ Activities
W. Prayer and Last meeting we have discussed that
greetings volcanoes are also classified according to
X. Reviewing the shape of their cones, what are these Shield, cinder and composite
previous lesson/ classifications of volcanoes?
presenting the
new lesson I have here pictures of volcano from the
different parts of the world and tell me what
kind of volcano it is according to the shape
of the cone. (student’s answer based from the
( Show pictures of different volcanoes ) picture given)

Y. Establishing a Now, that you can already distinguish

purpose for the different volcanoes according to the shape
lesson of their cones let us move on to another
way to describe volcanoes.

Z. Presenting
Examples/Instan I have ere a short video clip and tell me
ces of the new something about the video
lesson (Present videos of erupting volcanoes and
ask the students about the video.)
What is the video clip all about? Volcanic eruptions/ different types of
That is correct! volcanic eruptions
Based from the video, there are different
ways in how a volcano erupts.
That will be our topic for today.
The different kinds and types of volcanic
eruption.
Volcanoes erupt differently and they are
classified according to what type of
eruption they undergo.
AA.Discussing New All volcanoes have a pocket of magma
Concepts and beneath the surface and one or more
practicing new cracks through which the magma forces its
skills #1 way out.
Magma chamber
How do you call the pocket of magma
inside the volcano?
Correct.

How about the long tube in the Pipe

ground/inside the volcano that connects the
magma chamber to the Earth’s surface.

That’s correct!

Volcanoes erupt when magma rise to the

surface.
Show picture of the classifications of
Geologists classify volcanic eruptions as volcano according to type of eruption
QUITE or EXPLOSIVE eruption.

The SILICA content of the magma helps to

determine whether the volcanic eruption is
quite or explosive. Silica is from the
elements silicon and oxygen.

For QUITE eruption, volcano erupts quietly

if its magma is low in silica content.
Magma flows easily, gases dissolve in
magma bubbles out gently.

It produce 2 types of lava, the Pahoehoe

the fast moving hot lava and Aa the slow
moving cooler lava.

And for explosive eruption, the volcano

erupts explosively if its magma is high in
silica content; the magma is thick and
sticky. Magma slowly builds up in the
volcanoes’ pipe wherein in dissolved gases
cannot escape while trapped gases build
up pressure until they explode.

Aside from 2 types of eruption, we have

also different styles of volcanic eruption.

a. Phreatic eruption
Phreatic is a stream-driven eruption
Read what is phreatic as the hot rocks come in contact with
water.
Show picture of phreaomagmatic
Phreatomagmatic is a violent eruption
b. Phreatomagmatic due to contact between water and
magma. As a resu; a large column of
Read what is phreatomagmatic very fine ash and high speed and
sideway emission of pyroclastics.
Show picture of phreatomagmatic
Strombolian a periodic weak to violent
c. Strombolian
eruption characterized by fountain
Read what is strombolian lava.

Show picture of strombolian Vulcanian is characterized by tall

eruption columns that reach u to
d. Vulcanian 20km high with pyroclastic flow an
ash fall tephra.
Read what is vulcanian
Plinian is excessively explosive type
Show picture of vulcanin of eruption of gas and pyroclastics.
e. Plianian
 Read what is plinian

Show picture of plinian

BB.Discussing New Students will perform activity 1 (word hunt)

Concepts and find me!
practicing new
skills #2
CC. Developing
Mastery/ Leads
to formative
assessment
DD. Finding It is important to know what type of an
practical eruption a volcano is most likely to produce
applications of so that the types of hazards produced by
concepts and such an eruption can be identified.
skills in daily
living Knowledge of these types of hazards, will
help determine where a person would need
to go to be safe during a volcanic eruption.
EE.Generalizing Complete the concept map about volcanic
and abstractions eruption by filling appropriate words inside
about the lesson the box

FF. Evaluating Volcano Vocabulary

Learning Direction: Write the correct answer before the number.
____________1. It is called the Volcanoes pocket of magma.
____________2. Is a long tube in the ground that connects the magma chamber to
the Earth’s surface
____________3. Magma that comes out inside the volcano.
____________4. A material formed from elements SILICON AND OXYGEN
____________5. Fast moving hot lava from a quite type of eruption.
____________6. Cooler, slower– moving lava from a quite type of eruption.
____________7. A stream driven eruption as the rocks come in contact with water.
____________7. A periodic weak to violent eruption characterized by fountain of
lava.
____________8. Characterized by tall eruption column that reach up to 20km high
with pyroclastic flow and ash fall tephra.
____________9. Excessively explosive type of eruption of gas and pyroclastic.
____________10. A violent eruption due to the contact between water and magma.
G. Additional
activities for
application
or
remediation
V. Reflection What are other lessons we can get from Expected answers will be….
knowing the different types of volcanic
 eruptions that we could apply in our life? Volcanic eruptions are just like US
human beings, volcanoes need to
erupt to cool the earth itself; so with
ourselves, sometimes we need also to
erupt, means to bring out our
emotions specially when we feel
anger, we need to release that
feeling, in order for us to cool
ourselves. There are also different
kinds on how people erupt or releases
their feeling and it will be depending
upon the situation. The most
important thing in there is that we
come to realized that all things on this
planet has an exit point of things
which are unwanted and need to be
released.

Prepared by:
________________________
Ruby Rose T. Molina
Science Teacher
Noted by:
________________________
Wilfredo M. Gandeza
Science Coordinator