Annex 2B.4 to DepEd Order No. 42, s.

2016
School: BAGONG BARRIO NATIONAL HIGH Grade Level: 9
Teacher: JEWEL LORRAINE C. YU Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Date: QUARTER 2 WEEK 5 Quarter: Matter Second Quarter

SUBJECT Teaching class: SNOWDROP (7:30 AM-8:05 AM) Module: 2 Week: 5

I. OBJECTIVES

A. Content Standards Demonstrates understanding of the type of bond that carbon forms resulting to the diversity of carbon compounds.

B. Performance Standards

Explain how the structure of the carbon atom affects the type of bonds it forms; (S9MTIIg h 17)
At the end of the lesson, the learners should be able to:
C. Learning Competencies/Objectives/ Write the LC code for each. 1. determine the different uses of organic compounds and cite examples of each
organic compound; and
2. find the properties of common organic compounds through experimentation.

II. CONTENT PROPERTIES AND USES OF ORGANIC COMPOUNDS

III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages Chemistry in the New Millennium pp. 343-345
3. Textbook pages SLeM Week 5
4. Additional Materials from Learning Resource (LR) portal.
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson (ELICIT) The students will classify compounds as Organic or Inorganic.

The students will play the Scanvenger Hunt Game. Students will find the organic compounds (objects) being described.
The following organic compounds and their uses will be shown and given emphasis.

Vitamin C- Food
B. Establishing a purpose for the lesson. (ENGAGE) Petroleum Gas, Kerosene- Fuel
Vinegar- Food
Acetone-Cleaner
Ethyl Alcohol-Disinfectant

Unlocking of Terms:

The students will arrange the letters to form the word being described in each item.

Direction: Unscramble the letters to form a word being describe below.

1. haPes - physical state of the material. This describes the physical

C. Presenting examples/instances of the new lesson.
property of matter whether it is solid, liquid or gas
2. ysitosVic - measure of fluid’s resistance to flow. If it is high, the flow
of the fluid is slow.
3. iailtltoyV - measure of the tendency of substance to evaporate or
to turn into its gaseous state.
4. tamyiFbillam - measure of how easily a material burns.

The teacher will demonstrate an experiment about properties of common organic compounds. The class then, will be divided into four (4) groups. Each group will be
assigned to present their observation in class after the experiment

Part I- Group 1
Part II- Group 2
Part III- Group 3
Part IV- Group 4

Part I. Observing the Phases of the Materials

1. Place 15 mL of each liquid in the four (4) identical test tubes and label each test tube according to the liquid it contains.
2. Observe the materials and write the phase and odor of the materials in the table above.
Part II. Testing the Viscosity of the Materials
1. Fill a test tube with the first liquid, drop one plastic bead, and then cover it tightly with a cork or rubber stopper.
D. Discussing new concepts and practicing new skills #1 (EXPLORE) 2. Invert the test tube so that the bead falls and touches the cork.
3. Quickly turn the test tube in an upright position. Determine the time it takes the bead to fall or reach the bottom of the test tube.
4. Follow the same procedures with the remaining liquids.
Part III. Testing the Volatility of the Materials
1. Using a medicine dropper, put two drops of each liquid material on the separate pieces of bond papers. You and your group mates should do this at the same time and
place it on the armrest.
2. Record the time it takes the papers to get dry. This is equivalent to the time it takes the liquid to completely evaporate.
Part IV. Testing for Flammability of the Materials
1. Prepare four bottle crowns (tansan) and then place a cotton bud in each crown.
2. Wet the cotton buds with 10 drops of the liquid materials.
3. Ignite each wet cotton bud using a lighted match stick.
4. Record the time it takes each cotton bud to burn completely.
5. Repeat steps 1-4 four more times so that you will have five trials per liquid material.
6. Compute for the average time it takes each cotton bud to burn completely.

After performing the experiment, each group should have a representative to present their observations through the following guide questions.

1. Which material is most viscous? What are the common uses of viscous materials?
2. Which material/s is/are flammable? In what ways are these materials used?
E. Discussing new concepts and practicing new skills #2 (EXPLORE)
3. Which liquid material have strong odor?
4. Why is it important to know the properties of these kind of organic compounds?

*Self-assessment rubric and an experiment design rubric will be given to assess the students' learning/performance.

The student will describe how each property of organic compounds determine their uses.

The most viscous material is the lubricating oil. Common uses of viscous materials are for lubrication of parts of machines, instruments, appliances and protect materials
F. Developing Mastery (Leads to Formative Assessment) (EXPLAIN) from rusting.

Kerosene and ethyl alcohol are organic compounds which are flammable. Flammable liquids such as the two is used as fuel for lamps and portable stove. Although ethyl
alcohol is flammable, it is not used as fuel for lamps and stove but can be used as a component of biofuels for vehicles, ingredient for liquors and as a disinfectant.

The student will answer the following questions from the "Check Your Understanding Part" of SLEM.

1. Why do you think Super C scolded the gasoline Boy?

G. Finding practical applications of concepts and skills in daily living.
 The student will answer the following questions from the "Check Your Understanding Part" of SLEM.

1. Why do you think Super C scolded the gasoline Boy?

G. Finding practical applications of concepts and skills in daily living.
(ELABORATE)
2. Why do people often uses oil to lubricate the gears of a bicycle?

3. Why do you think a man use kerosene and not water in removing the paint in the paintbrush?

Summary
H. Making generalizations and abstractions about the lesson.
The student will describe the uses and properties of some organic compounds through picture analysis.

SELF ASSESSMENT
B. II and III only D. I and IV only Directions: Read each question/statement carefully. Choose the letter of the correct answer.
I. Evaluating learning.(EVALUATE)
4. Vicky’s car stopped at the middle of the road. She found out that her
car has ran out of fuel. Which compound must she buy? ANSWER KEY: 1. B 2. B 3. A 4. A 5. A

J. Additional activities for application or remediation (Extend)

V. ASSIGNMENT

VI. REMARKS

VII. REFLECTIONS
A. No. of learners who earned 80% on the formative assesment

B. No. of learners who require additional activities for remediation.

C. Did the remedial lessons work?No. of learners who have cope 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 help me solve?

G. What innovation or localized materials did I used / discover which I wish to
share with other teacher?
Section: ___________ Total: _____ Present: ______ : Absent ________ Section: ___________ Total: _____ Present: ______ : Absent ________
ATTENDANCE Section: ___________ Total: _____ Present: ______ : Absent ________ Section: ___________ Total: _____ Present: ______ : Absent ________
Section: ___________ Total: _____ Present: ______ : Absent ________ Section: ___________ Total: _____ Present: ______ : Absent ________

Prepared by: Checked by:

JEWEL LORRAINE C. YU MARY JOY S. ESCANDOR