School Grade Level 10

DAILY LESSON LOG Teacher Learning Area SCIENCE

Teaching Date and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrate understanding of the type of bonds that carbon forms that result in the diversity of carbon compounds.

A. Content Standard
B. Performance Standard
C. Learning S9MT-IIh-18
Competency/Objectives
Write the LC code for each. • Recognize the general • Recognize the general • Recognize the • Recognize the general
• Recognize the general classes and uses of classes and uses of general classes and classes and uses of
classes and uses of organic compound. organic compound. uses of organic organic compound.
organic compound. • Show oil and gas • Explain how carbon is compound. • Perform guided
• Differentiate organic formation. used or applied in • Perform guided experiments in
compound by inorganic • Discuss the major everyday life. experiments in determining the
compound. classes of organic determining the properties of common
compounds. properties of common organic compounds.
organic compounds
II. CONTENT The variety of carbon compound
(Organic Compounds)
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages pp.105-106 pp.105-106 pp.107-108 pp.107-108

2. Learner’s Materials pages pp.131-132,142-143 pp.131-132 pp.132-135 pp.132-135

3. Textbook pages

4. Additional Materials from SLM

Learning Resource
(LR)portal
B. Other Learning Resource https://www.youtube.com http://2012books.lardbuck
/watch?v=8YHsxXEVB1 et.org/books/principles-
M ofgeneral-chemistryv1.0/s2
8-01-functionalgroups-and-
https://www.youtube.com classes-.html
/watch?v=q7pTbt_-KPY

http://2012books.lardbuck
et.org./books/principles-
ofgeneral
chemistryv1.0/s28-01-
functionalgroups-and-
classes-html
IV. PROCEDURES

A. Reviewing previous lesson or Review organic How oil and gas formed? What are the important Describe the physical
presenting the new lesson compounds uses of carbon properties of matter.
compound?

B. Establishing a purpose for the Begin the lesson by Start the lesson by Introduce the lesson by Ask one representative/ Ask the students if they
lesson writing “organic”, giving short motivating asking the students to volunteer from the class finished answering their
inorganic”, and activity. explain how carbon is to be blind folded.( Use experiment which was
used or applied in their actual lubricating oil,
“compound” on the board. done yesterday.
Ask two volunteers to everyday life? ethyl alcohol, and
go in front and match gasoline ) and guess the If not provide at least
Ask the students to create a
object using his sense of 10-15 minutes to
concept map. Branching off the following to its
smelling and touching. answer the questions
the sides will be the appropriate object.
students understanding of in the activity.
the word. (see attachment # 2)

Ask students if they had

an idea of where is
gasoline come from?
C. Presenting Show pictures of organic Let the students watch Do activity # 1 Organic Let the student describe
examples/Instances of and inorganic compound. a Compounds: Are They the appearance/
the new lesson. video clips about Oil and Useful ( See Attachment # properties of each object.
On the board let the Gas Formation. 5)
students classify them
 according to its proper
group.
Let them identify each
household products and its
important uses

D. Discussing new concepts and Show a video clips about Lead the students to Presentation of the result Before letting the Let them go to their proper
practicing new skills # 1 organic and inorganic discover that gasoline is of the activity students do the groupings for the final
compounds.. only one of the sample experiments, discuss first analysis and exchanging
products of the major of ideas.
the safety precautions
classes of organic
compounds. that the students should
take on the conduct of
the experiments.

Perform activity #2
Properties of Common
Organic Compounds

E. Discussing new concepts and Based from the video Provide a photo copy of Checking and discussion Students were instructed Presentation of the result
practicing new skills # 2 presented, ask the students the major classes of of the activity results to observe and take of the activity per group.
to differentiate organic organic compound. down notes while
compounds from conducting an
inorganic compounds. Assign each group of experiments.
students to
conceptualize the major
classes of compounds,
its functional groups and
its important uses. (see
attachment #3)

Students will answer the

some guide questions.
F. Developing mastery How is carbon compound What are the important What are the important The students will answer Checking of the result of
(leads to Formative differ from inorganic uses of organic uses of hydrocarbons? guide questions. (see the activity.
Assessment 3) compounds? compounds? attachment #6)
Discuss the properties of
common organic
compounds.
G. Finding practical application Why is it important to have Why do some motorists Why do some motorists Why are some label Why are some label
of concepts and skills in fat in your diet? prepared to use unleaded prepared to use unleaded products of some products of some
daily living gasoline than any type of gasoline than any type of household materials has household materials has
gasoline? gasoline? remarkable word of
remarkable word of
“always keep at room
“always keep at room temperature”?
temperature”?

H. Making generalizations and Why carbon is special Can you describe major What are carbon What are the common What are the common
abstractions about the lesson compared to other classes of organic compounds? properties of organic properties of organic
elements? compounds? compounds? compounds?

I. Evaluating learning Short Quiz See Rubrics See Rubrics See Rubrics
(See Attachment)
J. Additional activities for Construct the structure of Enumerate other
application or remediation hydrocarbons assigned examples of organic
using marshmallows, raisins compounds that you
and toothpicks. The usually used in your
marshmallows will be the everyday living.
hydrogen atoms, raisins
should be the carbon atoms,
and toothpicks will be the
bond.
IV. REMARKS

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