School AGSAM INTEGRATED SCHOOL Grade Level 10

Grades 1 to 12
Daily Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
Lesson Log
Teaching Dates and Time JANUARY 13-17, 2020 (9:50-10:50) Quarter 4TH QUARTER

Session 1 Session 2 Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
D. Specific Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson.
*ENGAGE
B. Establishing a purpose for
the lesson
*EXPLORE
C. Presenting Examples/
(MONDAY) (TUESDAY)
The learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles.
1. investigate the relationship between:
1.1 volume and pressure at constant temperature of a gas;
1.2 volume and temperature at constant pressure of a gas;
1.3 explains these relationships using the kinetic molecular theory
S10MT-IVa-b-21
Assess students’ prior knowledge
about behavior of gases.
3rd periodical Unified Examination Pre- assessment
261-262
352-354
https://www.youtube.com/watch?
v=90E2ihDVCSg
Answer the Pre-Assessment in
the LM pages 352-353
Watch video clip about Behavior
of Gases
https://www.youtube.com/watch?
v=90E2ihDVCSg
Prove that gases have the
following properties: Mass
and Volume
Properties of Gases (Mass
and Molume)
261-262
355-357
http://www.monkeysee.com
https://www.youtube.com/wa
tch?v=9RxQlMhJXk
Explain how gases behave
in different conditions
Watch short video clip about
Properties of gases
https://www.youtube.com/wa
tch?v=9RxQlMhJXk
Does a gas have mass?
Prove that gases have the
following properties:
Temperature and Pressure
Properties of Gases
( Temperature and
Pressure)
262-264
357-362
Explain how gases exhibit
mass and volume
PICTURE ANALYSIS:
The students will analyze the
picture, and describe what
property/ properties of gas
is/are exhibited.
Describe the behavior of gas
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
*EXPLAIN
E. Discussing new concepts
and practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative
Assessment 3)
*EVALUATE
G. Finding practical
applications of concepts and
skills in daily living
*EVALUATE
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% on the formative
assessment
B. No.of learners who require
additional activities for
Have a short discussion about the
video presented.
Based on the video presented,
how will you explain the behavior
of Gases?
Are all gases alike?
Can you play sports like volleyball
and basketball without the ball
sufficiently filled with air or gas?
There is a lot of “free” space in a
gas.
Gases can be expanded infinitely.
Gases occupy containers
uniformly and completely.
Research about Properties of
Gases
Does a gas have volume?
Perform Activity 1: “ Getting
to know Gases” Part A and
Part B.
Answer the guide questions
on Activity A: Gas and its
Mass on page 356 and
Activity B: “ Gas and its
Volume on page 357 of the
LM
Based on the activity, how
can you prove that gas has
mass?
What will be the effect of air
when introduced into the
water-oil mixture?
Enumerate some instances
where you have just
observed that gases has
mass and volume.
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.
when the temperature
increases and decreases.
Activity1: “Getting to know
Gases” Part C and Part D
Answer Guide Questions on
Activity C: Gas and its
Temperature and Activity D:
Gas and its Pressure
Based on the activity, what
happened to the pressure of
gas when exposed to varied
temperature?
What causes the balloon to
change its shape and size?
What will happen to the
vehicle tire during a long
summer drive?
Gas properties can be
modelled using math.
Models depends on ;
V = volume of the gas (L)
T = Temperature (K)
N = amount (moles)
P = pressure (atmosphere)
Describe and explain the
relationship between volume
and pressure of gas at
constant temperature.
remediation.
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
strategiesworked 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?

Mary Grace Jerna N. Cuadra Florecito G. Silvoza

Name of Teacher and Signature School Principal III

Grades 1 to 12 School AGSAM INTEGRATED SCHOOL Grade Level 10

Daily Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
 Lesson Log
Teaching Dates and Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
D. Specific Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson.
*ENGAGE
JANUARY 20-24, 2020 (9:50-10:50) Quarter 4TH QUARTER
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 Session 4 Session 5(FRIDAY)
(WEDNESDAY) (THURSDAY)
The learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles.
1. investigate the relationship between:
1.1 volume and pressure at constant temperature of a gas;
1.2 volume and temperature at constant pressure of a gas;
1.3 explains these relationships using the kinetic molecular theory
S10MT-IVa-b-21
Visualize and manipulate Derive the equation to 1. Define Charles’ Law. 1. Solve problems 1. Define Gay-Lussac’s
the relationship between compute the given 2. Investigate the related to Charles’ Law. Law.
pressure and volume problems relationship between 2. Show the 2. Investigate the
volume and temperature at relationship between relationship between
constant pressure. volume and temperature and
3. Appreciate the temperature at constant pressure at constant
importance of Charles’ pressure by volume.
Law in our life. constructing a graph. 3. Appreciate the
importance of Gay-
Lussac’s law in our life.
BOYLE’S LAW Problem solving for CHARLES’ LAW CHARLES’ LAW GAY-LUSSAC’S LAW
Boyle’s Law
265-267 265-267 pp. 268-269 pp. 268-269 pp. 270-272
362-369 362-369 pp. 369-375 pp. 369-375 pp. 375-380
https://www.youtube.com/w
atch?
v=P_Cah94kYEs&spfreload
=10
Recall the different Recall the concept of the Recall the relationship Recall Charles’ Law. Recall the formula for
properties of matter. Boyles Law. between volume-pressure What is the relationship Charles’ law.
at constant temperature between volume and How will you describe
(Boyle’s Law). temperature at constant the graph of a volume
 pressure? temperature
relationship?
B. Establishing a purpose for Watch a video clip on how Formula Introduce to the students Tell the students that Tell the students that
the lesson the Lung model (used in Transformation: that today’s lesson will Charles’ law (volume- aside from Boyle’s and
*EXPLORE discussing the Respiratory P1V1 = P2V2 focus on the relationship temperature Charles’ law there is
system in Grade 9) works.  Derive the equation as between volume and relationship at constant another gas law that
https://www.youtube.com/w to what variable is temperature at constant pressure) can be they need to be familiar
atch? unknown. pressure (Charles’ Law). expressed with. Ask the question
v=P_Cah94kYEs&spfreload You may ask the mathematically. “How temperature
=10 questions: Show the mathematical affects the pressure of
1. What will happen to the expression of Charles’ the gas at constant
volume of a gas if the Law. (Refer to LM p. volume?
temperature is increased 372) Solicit responses to the
at constant pressure? Let the students derive students. They can
2. What will happen to the formula based on the verify if their answers
volume of gas if the given equation. are correct by
temperature is decreased investigating the
at constant pressure? relationship between
Solicit answers of the temperature and
students. Do not reveal pressure at constant
yet the correct answer. volume through an
Tell them that they will experiment.
verify if their answers
are correct by
performing an
experiment.
C. Presenting Examples/ Solving sample Show a sample During hot summer
instances of the new lesson Based on the video clip, problems. problem to the class. days, the pressure in
students will explain what (LM pp 373-374) car tires increases.
causes the lung cavity to Note: Temperature How will the
expand and contract. should be expressed in relationship of
Kelvin. temperature and
pressure explain this?
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.
D. Discussing new concepts
and practicing new skills #1
*EXPLAIN
E. Discussing new concepts
and practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative
Assessment 3)
*EVALUATE
G. Finding practical
applications of concepts and
skills in daily living
*EVALUATE
Perform Activity 2: Boyle’s
Law
Marshmallow Fluff (see
attachment)
Discuss the relationship
between volume and
pressure of gas at constant
temperature as stated by
Robert Boyle.
Write the mathematical
equation to show
relationship.
From the given equation,
express the variable of the
following symbols:
V = ____________
P = ____________
T = ____________
n = ____________
Cite some examples which
are related to the concept
presented that
can be applied in your daily
life.
Compute the following Divide the class into 5 Let the students answer To investigate the
problems on page 368 of groups. Let each group the problem solving to relationship between
the LM. perform activity 3, Charles’ facilitate mastery of temperature-pressure
Law (LM pp. 369-371). concepts on the volume at constant volume, let
Note: Remind the students –temperature each group perform
of the safety precautions in relationship. (LM p. activity 4 Gay-Lussac’s
performing the experiment. 374) Law.
You may call 3 students Note: Remind the
to show their solution students of the safety
on the board. precautions in
performing the
experiment.
Express the relationship Let each group present Tell the students that Let each group present
of volume and pressure their observations in the another way of showing their observations in the
at constant temperature experiment. the relationship experiment.
through an equation. Clarify students’ between volume and The teacher facilitates
misconception. temperature at constant the discussion to clarify
pressure is by students’
constructing a line misconception.
graph.
Give them data of
volume-temperature
and let them construct
a graph. (Students
should use graphing
paper)
1. What happens to the Let them solve more Based on the activity,
size of the balloon as the problems. Compare the pressure
temperature decreases? exerted by the
2. How does the change in denatured alcohol
temperature relate to the molecules before and
volume of gas in the after shaking.
balloon? How is the temperature
of gas molecules
affected by pressure or
vice versa?
Ask the students to cite Ask the students to cite
practical applications practical applications
regarding Charles’ Law. regarding Gay-Lussac’s
Possible answers: Law.
Sky lanterns works on Possible answers:
Charles’ law. The direct proportion of
As the temperature temperature-pressure
increases, the sky lantern relationship is applied

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Gas particles have a very
weak intermolecular force
of attraction, hence they
move as far as possible
from each other. They have
the tendency to occupy all
the spaces they are
contained in. If the pressure
is increased, the volume
will be decreased forcing
the gas particles to move
closer to one another
obtain its full volume and in sealed metal
rises in the atmosphere. containers (pressure
The human lung capacity cooker) used for
will also decrease in colder cooking. The
weather and may make it accumulated steam
more difficult for athletes increases the pressure
to perform to their and the boiling point of
optimum levels in such the liquid; thus, food is
weather. Charles law also
cooked faster.
comes into play in the
Pressure cooking is
baking of bread or cake.
During baking, the yeast recommended in high
used gives off carbon altitudes where the
dioxide gas bubbles which atmospheric pressure is
expand further due to the low. In these
rising temperature and conditions, boiling
cause the baking bread or occurs at lower
cake to rise and become temperatures, resulting
fluffy. in slower cooking of
food.
When the pressure Charles’ Law states that V1/T1=V2/T2 Gay-Lussac’s law states that
increases, the volume “the volume of a gas is As the temperature “the pressure of a fixed mass
also decreases. directly related to its increases, the volume of gas is directly proportional
temperature at constant of a gas also increases to the temperature at
pressure”. at constant pressure. constant volume”.
Answer another set of 1. State Charles’ Law. Let the students solve 1. State Gay-Lussac’s
sample problems 2. How is the volume the following problem. law.
(see attachment) affected by the increase in 1. A gas is collected 2. What will happen to
temperature? and found to fill 3.75 L the pressure of the gas
3. Give at least one at 30.0°C. What will be if the temperature is
application of Charles’ law. its volume at standard increased?
temperature? 3. What is the
2. A 6.30 L of a gas is relationship between
collected at 70.0°C. temperature and
What will be its volume pressure at constant
upon cooling to volume?
30.0°C? 4. Give at least one
 3. A 6.50 L of a gas is example application of
collected at 120 K and Gay-Lussac’s law.
then allowed to expand
to 23.0 L. What is the
new temperature in
order to maintain the
same pressure?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
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
strategiesworked 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?

Mary Grace Jerna N. Cuadra Florecito G. Silvoza

Name of Teacher and Signature School Principal III
 School AGSAM INTEGRATED SCHOOL Grade Level 10
Grades 1 to
12 Daily Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
Lesson Log
Teaching Dates and Time JANUARY 27-31, 2020 (9:50-10:50) Quarter 4TH QUARTER

Session 1 (MONDAY) Session 2 Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
(TUESDAY)
The learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles
The learners should be able to…
1. investigate the relationship between:
1.1 volume and pressure at constant temperature of a gas;
1.2 volume and temperature at constant pressure of a gas;
1.3 explains these relationships using the kinetic molecular theory
S10MT-IVa-b-21

D. Specific Objectives 1. Solve problems related 1. Determine the Investigate the relationship Investigate the relationship Explain the
to Gay-Lussac’s law. relationship among between volume and between volume and relationships of
2. Show the relationship temperature, pressure, temperature at constant temperature at constant volume and
between temperature and and volume of gases at temperature of a gas temperature of a gas temperature, and
pressure at constant constant number of volume and
volume by constructing a moles operationally. temperature at
graph. constant pressure of a
gas.
Determine the
application of gas laws
in daily occurrences
GAY-LUSSAC’S LAW COMBINED GAS LAW Behaviour of Gases Behaviour of Gases Behaviour of Gases
II. CONTENT Activity 6 Activity 6 Activity 7
Squashing the Bottle Squashing the Bottle Squashing the Bottle
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 270-272 pp. 272-273 pp. 275 - 276 p. 275 - 276 pp. 277 – 278
pages
2. Learner’s Material pp. 375-380 pp. 380-383 pp. 388 - 390 pp. 388 - 390 pp. 391 - 393
pages
3. Textbook pages
4. Additional Material
from
Learning Resource (LR)
Portal
B. Other Learning https://www.reference.com https://www.reference.com/ https://www.quora.co
Resources / science/ideal-gas-law- science/ideal-gas-law-used- m/ What-are-the-
used-everyday-life- everyday-life- applications-of-the-
3dacbd6ebd3b5949 3dacbd6ebd3b5949 kinetic-molecular-
theory

IV. PROCEDURES
A. Reviewing previous Recall the result of their Picture analysis. (refer How is the volume of the What is the relationship What is the
lesson or presenting the activity on Gay-Lussac’s to the attachment) gas related to its among volume, temperature, relationship among
new lesson. law. Based on the result of Recall the formula for temperature and pressure? pressure and number of volume, temperature,
*ENGAGE the activity, what happens Boyle’s, Charles’ and What is the relationship moles? pressure and number
to the pressure if the Gay-Lussac’s law. among temperature, of moles?
temperature increases at pressure, and volume?
constant volume?
What is the relationship
between temperature and
pressure at constant
volume?

B. Establishing a purpose The relationship between Boyle’s, Charles’ and www.youtube.com/watch? www.youtube.com/watch? www.youtube.com/wat
for the lesson temperature and pressure Gay-Lussac’s law can v=6Q-Sq334h6A v=6Q-Sq334h6A ch?v=1Jtw8g795Us
*EXPLORE at constant volume can be be combined into one
expressed mathematically. mathematical
Constructing a line graph is expression.
another way of showing the Show the
relationship between mathematical
temperature-pressure. expression of
Show the mathematical Combined Gas Law.
expression of Gay-Lussac’s (LM p. 383)
Law. (LM p. 377) Let the students derive

C. Presenting Examples/
instances of the new lesson
D. Discussing new
concepts and practicing
new skills #1
*EXPLAIN
E. Discussing new concepts
and practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative
Assessment 3)
*EVALUATE
G. Finding practical
applications of concepts
and skills in daily living
*EVALUATE
Let the students derive
formula based on the given
equation.
Show a sample problem to
the class. (LM pp.378-379)
Note: Temperature should
be expressed in Kelvin.
To ensure the mastery of
concepts on the
temperature-pressure
relationship, let the
students answer problem
solving (LM p. 379
Boardwork
After solving the problem,
give them the data of
temperature-pressure. Let
them construct a line graph
to show the relationship
between temperature and
pressure. (LM p. 378)
Note: The activity should be
done by group.
Problem solving
formula based on the
given equation.
Show a sample Follow TG for Activity 6 Follow TG for Activity 6 Follow TG for Activity
problem to the class. A and B Problem Solving 7
(LM p.383) on page 275 Ideal Gas Law A and B
on page 276 on page 277
To ensure the mastery Do Activity 6 Do Activity 7
of concepts in Squashing the Bottle Do Activity 6 A Gaseous Outlook
determining change in LM pages 388 – 390 Squashing the Bottle LM pages 391 – 393.
the final volume, LM pages 388 – 390.
temperature, or
pressure of gases, let
the students answer
problem solving
(LM p.384)
Call some students to
present their answers
on the board.
Give them more Let the students conduct Let the students be familiar of Let the students
problem solving. the activity and answer Ideal Gas Law/Equation. conduct the activity
guide questions facilitated Using the ideal gas equation, and answer guide
by the teacher. let them compute the given questions facilitated by
problems on page 390 of the the teacher.
LM.
Ask the students to The most important use of The most important use of the Modern refrigeration is
cite practical the ideal gas law in daily life ideal gas law in daily life is in a practical application
applications regarding is in estimating the amount estimating the amount of of the kinetic
Combined Gas Law. of ventilation a building ventilation a building needs molecular theory.
Possible answers: needs for human use; for human use; another use is When freon gas is
In the automobile tire, another use is in estimating in estimating cabin compressed, the walls
the amount of gas cabin pressurization in pressurization in airplanes. In moving inward (or
remains constant, yet airplanes. In any closed any closed environment with piston) adds kinetic
driving down the road environment with many many people inside, the energy to the
increases the people inside, the amount amount of air that gets molecules which in
temperature of the tire of air that gets through the through the walls may be turn causes the gas to
walls may be insufficient. insufficient. The amount of increase in
and the gas inside,
The amount of oxygen in a oxygen in a given volume is temperature. The
thus pressure
given volume is determined determined by this law. warmed gas is allowed
increases. In addition, by this law. to pass through
the tire has some external cooling coils
elasticity, so volume to dissipate the extra
increases slightly. Tire heat into the
manufacturers take environment, then the
these factors into gas expands again
account as they (walls moving away
determine the slow down molecules)
maximum cold to become cooler and
inflation temperature absorb heat inside
for each tire. fridge then start the
cycle again.
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

H. Making generalizations P1/T1=P2/T2
and abstractions about the As the temperature
lesson increases, the pressure of a
gas also increases at
constant volume.
I. Evaluating learning Let the students solve the
following problem.
1. An aerosol container has
a pressure of 3.00 atm at
30.0°C. What is the new
pressure in the aerosol
container if it is thrown into
a fire with a temperature of
600°C? The aerosol can
explode if the pressure
inside exceeds 7.00 atm.
Would you expect the can
to explode?
2. A 5.00 L of a gas is
collected at 22.0°C and 745
mmHg. When the
temperature is changed to
standard conditions, what is
the new pressure?
3. A sample of nitrogen
(N2) occupies 300 mL at
200°C under a pressure of
3.00 atm. If the pressure is
increased to 9.00 atm, by
how much will the
temperature increase to
keep the volume constant
air from the lungs as
he ascends to prevent
damage due to these
changes.
P1V1/T1= P2V2/T2 What is the relationship What is the relationship What is the
among volume, among volume, temperature, relationship among
temperature, pressure and pressure and number of volume and
number of moles? moles? temperature, and
Cite some examples in our Cite some examples in our volume and
everyday lives involving the everyday lives involving the temperature at
application of ideal gas law. application of ideal gas law. constant pressure of a
gas?
Cite some examples in
our everyday lives
involving the
application of different
gas laws.
Let the students solve Answer guide questions Answer guide questions and Answer guide
the following problem. and problem solving of problem solving of Activity 6. questions and problem
1. A high altitude Activity 6. solving of Activity 7.
weather balloon is
filled with 2000 L of
helium at 20.00°C and
730.0 torr. What
volume will the balloon
occupy at an altitude
where the pressure is
69.00 torr and the
temperature is -45°C?
2. A scuba diver
releases a 25mL
bubble at the bottom
of a lake, where the
total pressure and
temperature are 5.6
atm and 10°C,
respectively. Calculate
the volume of the
bubble when it
reaches the surface,
where the temperature
is 23°C and the
pressure is 1.0 atm.
3. A container of gas
 at 300 mL? has a volume of 10 mL
and is at a pressure of
2.0 atm at 30°C. What
size container would
be needed for the
same amount of gas
at a pressure of 4.0
atm at 20°C?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who
earned 80% on the
formative assessment
B. No.of learners who
require additional activities
for remediation.
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
strategiesworked 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?

Mary Grace Jerna N. Cuadra Florecito G. Silvoza

Name of Teacher and Signature School Principal III
 Grades 1 to 12 School AGSAM INTEGRATED SCHOOL Grade Level 10
Daily Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
Lesson Log Teaching Dates and Time FEBRUARY 3-7, 2020 (9:50-10:50) Quarter 4TH QUARTER

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 Session 4 (THURSDAY) Session 5(FRIDAY)

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
(WEDNESDAY)
The learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles
The learners should be able to…
1. investigate the relationship between:
1.1 volume and pressure at constant temperature of a gas;
1.2 volume and temperature at constant pressure of a gas;
1.3 explains these relationships using the kinetic molecular theory
S10MT-IVa-b-21

D. Specific Objectives Explain the relationships Explain the relationships Assess what the Measure the depth of Measure the depth of
of volume and of volume and students have learned understanding the understanding the
temperature, and volume temperature, and volume about the lesson on students have learned students have learned
and temperature at and temperature at Behavior of Gases. about the lesson on about the lesson on
constant pressure of a constant pressure of a Behavior of gas. Behavior of gas.
gas. gas.
Determine the application Determine the application
of gas laws in daily of gas laws in daily
occurrences. occurrences.
Individual Problem Individual solving by
II. CONTENT
Solving group
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp. 277 – 278 pp. 277 - 278 pp. 278 - 279
2. Learner’s Material pp. 391 - 393 pp. 391 - 393 pp. 396 – 398
pages
3. Textbook pages
4. Additional Material
from
Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous What is the relationship What does the kinetic Review previous topic. Review previous topic.
lesson or presenting the new among volume, molecular theory explain? Remind the students of the Remind the students of
lesson.
*ENGAGE
B. Establishing a purpose for
the lesson
*EXPLORE
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
*EXPLAIN
E. Discussing new concepts
and practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative
Assessment 3)
*EVALUATE
temperature, pressure
and number of moles?
www.youtube.com/watch?v=1Jtw8g795Us
Follow TG for Activity 7
A and B
on page 277
Do Activity 7
A Gaseous Outlook
LM pages 391 – 393.
Let the students conduct
the activity and answer
guide questions facilitated
by the teacher.
formula used in solving the formula used in
Gas Laws. solving Gas Laws.
Inform the class that they The students will have to
will be answering answer 5 questions one
individual gas laws from each gas laws.
problem to measure the
depth of their
understanding on the
topic.
Follow TG for Activity 7 Refer to Teacher’s
Kinetic Molecular Theory Guide for Summative
Answer to Questions Assessment
on page 278 TG page 279
Discussion and Answer Summative Explain to the students They are given the whole
Familiarization of the Assessment that they will be rated period to answer the five
Kinetic Molecule Theory LM pages 396-398 individually and has to problems.
solve their own problem in
ten minutes.
There will be 10 students Arrange them in such a
in each batch. way that one line is boys
and one line is girls. Give
different set of problems
to those who got perfect
score from previous
solving acitivity.
Check the understanding
of the students about the
Kinetic Molecular Theory.
Try to answer True or
False. Page 393 LM

G. Finding practical
applications of concepts and
skills in daily living
*EVALUATE
Modern refrigeration is a practical application of the Let students answer Let the students answer
kinetic molecular theory. When freon gas is problem individually.
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 generalizations What is the relationship among volume and

and abstractions about the temperature, and volume and temperature at constant
pressure of a gas?
lesson Cite some examples in our everyday lives involving
the application of different gas laws.
I. Evaluating learning Answer guide questions Answer guide questions Answer Summative Check their answers. Check their answers.
and problem solving of and problem solving of Assessment
Activity 7. Activity 7.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
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
strategiesworked 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?

Mary Grace Jerna N. Cuadra Florecito G. Silvoza

Name of Teacher and Signature School Principal III

Grades 1 to School AGSAM INTEGRATED SCHOOL Grade Level 10

12 Daily Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
Lesson Log Teaching Dates and Time FEBRUARY 10-14, 2020 (9:50-10:50) Quarter 4TH QUARTER

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
D. Specific Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Material
from
Learning Resource
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 Session 4 (THURSDAY) Session 5(FRIDAY)
(WEDNESDAY)
The learners demonstrate an understanding of how gases behave based on the The learners demonstrate an understanding of the
motion and relative distances between gas particles structures of biomolecules, which are made up mostly
of a limited number of elements such as carbon,
hydrogen, oxygen and nitrogen
The learners should be able to… S10MT-IVcd-22 (Recognize the major categories of
1. investigate the relationship between: biomolecules such as carbohydrates and lipids)
1.1 volume and pressure at constant temperature of a gas; (Differentiate the biomolecules from each other in
1.2 volume and temperature at constant pressure of a gas; 1.3 explains these terms of their functions and structures)
relationships using the kinetic molecular theory
S10MT-IVa-b-21
Measure the depth of understanding the students Evaluate the depth of Pre – assess the Introduce carbohydrates
have learned about the lesson on Behavior of gas. understanding the knowledge of students and lipids as one of the
students have learned about biomolecules important biomolecules in
about the lesson on Create a K-W-L questions the body
Behavior of gas. in Module no. 3 Detect the presence of
Define Biomolecules carbohydrates and lipids
in food samples
Individual solving by group Moving examination Module 3: MODULE 3:
BIOMOLECULES BIOMOLECULES
Introduction to Carbohydrates and lipids
biomolecules
Answering Pre-
assessment
Creating K-W-L questions
pp. 314-315 p. 316
pp. 443-446 pp.447-448
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson.
*ENGAGE
B. Establishing a purpose for
the lesson
*EXPLORE
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
*EXPLAIN
E. Discussing new concepts
and practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative
Assessment 3)
*EVALUATE
G. Finding practical
applications of concepts and
skills in daily living
*EVALUATE
Review previous topic. Remind the students of the Review previous topic. What are the different
formula used in solving Gas Laws. Remind the students of nutrition obtain from the
the formula used in food you eat? How
solving Gas Laws. important they are in our
body?
The students will have to answer 5 questions one from The students will be Show pictures of different
each gas laws. arrange in such a foods. Classified it based
manner that they will be on the nutrition they
facing one question obtained. In this module
each. 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.
They are given the whole period to answer the five After 2 minutes they Create K-W-L questions to
problems. have to move to the next pre-asses their knowledge
question. about Biomolecules
Arrange them in such a way that one line is boys and They have to continue Introduce the Module 3:
one line is girls. Give different set of problems to those doing this up until they Biomolecules
who got perfect score from previous solving activity. finish all the questions. What are Biomolecules?
Checking of Pre-
Assessment and
presentation/discussion of
K-W-L questions
Let the students answer Let the students answer What makes up
the question. biomolecules? How are
they classify as essential
organic compounds found
in our body?
What are biomolecules?
What are the different
kinds of biomolecules?
Showing different sample
of foods (pictures or
actual sample should be
brought to class)
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
excess carbohydrates
that we eat?
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
Biomolecules are What do carbohydrates
comprise of and lipids give o our
carbohydrates, lipids, body? Carbohydrates and
protein and nucleic acid. lipids is always a part of
Most of them are made up our lives it is important
of carbon, hydrogen, that we know the
oxygen and nitrogen nutrients we found in the
food we eat.
Check their answers. Check their answers. Evaluation are based on
the K-W-L chart they made

VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
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
strategiesworked 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?

Mary Grace Jerna N. Cuadra Florecito G. Silvoza

Name of Teacher and Signature School Principal III

Grades 1 to School AGSAM INTEGRATED SCHOOL Grade Level 10

 12 Daily Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
Lesson Log Teaching Dates and Time FEBRUARY 17-21, 2020 (9:50-10:50) Quarter 4TH QUARTER

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 Session 4 (THURSDAY) Session 5(FRIDAY)

(WEDNESDAY)
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 S10MT-IVcd-22 (Recognize the major categories of biomolecules such as carbohydrates and lipids)
Competencies/Objectives (Differentiate the biomolecules from each other in terms of their functions and structures)
Write the LC code for each.
D. Specific Objectives
 Characteristics  Describe the  Describe the  Determine the  Define proteins
and elements present classification of classification of molecular characteristics  Describe the
in the molecules of carbohydrates in carbohydrates in and elements present in four levels structure
carbohydrates terms of terms of lipids of proteins
 Describe the a. Number of units d. Number of units  Describe the  Understand the
classification of b. Structures e. Structures classification of lipids in importance of proteins
carbohydrates in terms c. Functions f. Functions terms of in our body
of  Create a story  Create a story a. structures
a. Number of units that shows the that shows the b. functions
b. Structures importance of importance of  construct
Carbohydrates in a
c. Functions Carbohydrates in a molecular model of
living things
living things fats

MODULE 3: MODULE 3: MODULE 3: LIPIDS PROTEINS

II. CONTENT BIOMOLECULES BIOMOLECULES BIOMOLECULES
Carbohydrates Carbohydrates Carbohydrates
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp. 316-317 pp. 316-317 pp. 316-317 pp.317-318 pp. 319-320
2. Learner’s Material pp. 450-456 pp. 450-456 pp. 450-456 pp. 457-462 pp.462-465
pages
3. Textbook pages
4. Additional Material
from
Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson.
*ENGAGE
B. Establishing a purpose for
the lesson
*EXPLORE
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
*EXPLAIN
E. Discussing new concepts
and practicing new skills #2
What are the foods What are the elements What are the https://www.youtube.co Ask the students to
that are rich in that makes up elements that makes m/watch? recall the previous
carbohydrates? Lipids? carbohydrates? up carbohydrates v=YO244P1e9QM lesson.
Why are these the student will watch a
molecules essential to video about lipids in
our body? (2:05min-4:08min) time
https://www.youtube.co What are the different Watch video clip What are the elements Video presentation
m/watch? kinds of lesson by Richard J. that makes up showing the
v=YO244P1e9QM carbohydrates? Wood, animation by carbohydrates? importance of knowing
the student will watch Qa’ed the protein structure
a video about http://ed.ted.com/less https://www.youtube.c
carbohydrates in ons/how-do-carb om/watch?
(1:10min-2:05min) time v=gWM7S0Mpvtg
Based on what you
see in the video.
What are the
elements that makes
up carbohydrates?
Unlocking of difficult Unlocking of difficult How do carbohydrates Unlocking difficulties: Present a video
terms terms impact your health? - Lipids showing an example of
- Carbohydrates - glucose - Fats protein song
- Monosaccharides - fructose - Triglycerides https://www.youtube.c
- Disaccharides - maltose - Phospholipids om/watch?
- polysaccharides - sucrose - Steroids v=DipuIBLJ3ng
- galactose - Waxes
- starch
- glycogen
“Getting to know Continuation.. Continuation.. Perform the Activity Let the students
Carbohydrates” Start of the discussion Start of the discussion “The Chemistry of perform the activity,
(see attachment for the and presentation of and presentation of Lipids” PROTEIN FOLD”
activity in 4 learning output in output in
stations) Learning station 1 Learning station 3
Learning station 2 Learning station 4
Checking of output for
the 4 learning station if
*ELABORATE
F. Developing mastery
(Leads to Formative
Assessment 3)
*EVALUATE
G. Finding practical
applications of concepts and
skills in daily living
*EVALUATE
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
the task are being
accomplish.
What are the elements What are the different How do molecular What are the different Ask the students what
found in classification of structures of different classifications of lipids? is the essential of the
carbohydrates? What carbohydrates? How do types of How do they differ from four levels of structure
are the different types they differ from one carbohydrates differ? one another? of proteins.
of carbohydrates another? What are the
functions of
carbohydrates in the
living things?
What are the benefits Aaron drinks his milk at Why do people who Jepthah wants to eat a Ask the students to
of carbohydrates in our bed time. He suddenly underwent diet trim food that high in energy explain what will
body? What will feels bloated along down the before he starts training happen if the chain of
happen to the excess with a build-up of consumption of food for his taekwondo protein does not exist
carbohydrates that we intestinal gas. He feels rich in carbohydrates? competition. What kind or will not function
obtained from the uneasy and cannot of food will be given to well, what
food we eat? Which sleep. What happens to him to ensure the most will happen to the
carbohydrates should Aaron? Does his case energy per pound? living organism?
we eat? has to do with the term
“lactose intolerance”?
Carbohydrates is one Carbohydrates is one Lipids are substances Ask the students to
of the important of the important such as a fat, oil or wax explain the importance
biomolecules in our biomolecules in our that dissolves in alcohol of the shape of the
body, it comprises body, it comprises but not in water. What folds in making a chain
elements like carbon, elements like carbon, are the elements found of proteins or amino
hydrogen, and oxygen. hydrogen, and in lipids? How important acids.
They are classified into oxygen. They are is lipids as one of the
Monosaccharide, classified into important biomolecules
disaccharide and Monosaccharide, in our body
polysaccharide. What disaccharide and
makes them differ from polysaccharide.
one another?
Rubrics for the result of Use group rubrics to Use group rubrics to See rubrics for the Draw the structure of
group discussion evaluate the result of evaluate the result of result of group proteins and include
the activities the activities discussion/ collaboration the elements
associated to it.
Read more about lipids In case of
application or remediation as another important remedial/enrichment
biomolecules in our do “Molecular
body. Modelling Activity for
Carbohydrates” see
attachment for the
activity sheet.
V. REMARKS
VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
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
strategiesworked 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?

Mary Grace Jerna N. Cuadra Florecito G. Silvoza

Name of Teacher and Signature School Principal III

Grades 1 to School AGSAM INTEGRATED SCHOOL Grade Level 10

12 Daily Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
Lesson Log Teaching Dates and Time FEBRUARY 24-28, 2020 (9:50-10:50) Quarter 4TH QUARTER

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
D. Specific Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Material
from
Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 Session 4 (THURSDAY) Session 5(FRIDAY)
(WEDNESDAY)
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
S10MT-IVcd-22 (Recognize the major categories of biomolecules such as carbohydrates and lipids)
(Differentiate the biomolecules from each other in terms of their functions and structures)
Define proteins  Identify the different  Define nucleic acids Create a chain made out  Analyze the genes
 Describe the agents for the  Describe the of four DNA nucleotides. of the DNA and
structure of proteins. denaturation of structure of nucleic  Explain the rules of determine what traits
 Understand the proteins. acids base pairing the organisms have.
importance of proteins  Cite different  Relate the concept of  Transcribed DNA
in our body ordinary activities at DNA base pair on how strand to its
home that involve all information about complimentary RNA
denaturation of each every one of us is strand
proteins. encoded into simple
 Understand the
language.
importance of proteins
in our body

PROTEINS PROTEINS NUCLEIC ACIDS NUCLEIC ACIDS NUCLEIC ACIDS
pp. 319-320 pp. 320-321 pp.321-323 pp. 323-325 pp. 325-327
pp. 465-470 pp. 470-473 pp.473-475 p. 475-477 p. 478-480
Ask the students to Ask the students to Ask the students to Ask the students to Ask the students to
lesson or presenting the new
lesson.
*ENGAGE
B. Establishing a purpose for
the lesson
*EXPLORE
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
*EXPLAIN
recall the previous recall the previous recall the previous recall the previous recall the previous
lesson. lesson lesson. lesson. lesson
Ask the students this Video presentation Show pictures of Ask the students with a Ask the students with a
question, Some people about the importance different physical HOTS question, What HOTS question, how
in the U.S. and in other of protein In our body. characteristics of a do you think is the DNA affects the
parts of the world do https://www.youtube.c person like blue eyes importance of DNA and physical characteristics
not get enough protein om/watch? and black eyes, RNA to human of a human being?
in their diet. Given v=oRN17s50xFk pointed nose and non- existence?
what you know about pointed nose, small
proteins, how would and tall
you person and etc. Then
convince people to ask the students what
donate money to they can say about
programs that seek to the different pictures,
increase the protein and what they think is
intake of people who the possible reason
do not have enough why their physical
protein? characteristics is
different.
Present a video Present a short video Present a video Present a video Present a video
showing the different clip regarding on how showing the structure presentation showing an presentation showing
signs of a person the denaturation of of nucleic acids. introduction to the four how DNA and protein
having a protein proteins possible. https://www.youtube. bases pair of DNA and are worked together
deficiency. https://www.youtube.c com/watch?v=MA- RNA https://www.youtube.c
This will lead to the om/watch? ouz1LtpM https://www.youtube.co om/watch?
discussion of proteins. v=NtsD_zD5GOM m/watch? v=gG7uCskUOrA
https://www.youtube.c v=T5gEIViVAPw
om/watch?
v=iZyGgG3XNno
Video Presentation Show some pictures Perform the activity Perform the activity “MY Perform the activity
about the top 10 foods related to the “Have your DNA and NAME IN DNA” “SNORKS THE ALIEN
that are high in denaturation of Eat it Too”
protein. proteins. This will lead
https://www.youtube.c to the discussion of
om/watch?v=- importance knowing
RIuCaxfN0M&t=4s the denaturation of
proteins.

E. Discussing new concepts
and practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative
Assessment 3)
*EVALUATE
G. Finding practical
applications of concepts and
skills in daily living
*EVALUATE
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
Ask the students to cite
some ordinary activities
at home that can
exhibit denaturation of
proteins.
Let the students Let the students
perform Activity 2 Test perform Activity 2 The
for Proteins A Denaturation of
(LM pp 462-463) Proteins B
Presentation of the Presentation of the How will you describe Presentation of the Presentation of the
results in Activity 2 results in Activity 2 The the difference results in activity MY results in activity
Test for Proteins Denaturation of between DNA and NAME IN DNA “SNORKS THE ALIEN
Proteins RNA linked to nucleic
acid?
Ask the students to Ask the students to Ask the students to Ask the students to Present a video
explain the essential of give some importance explain the explain what do you showing how DNA is
proteins to our body. of denaturation of importance of think will happen if the being damaged by
proteins. How people knowing the DNA of a rule of base pairing in different nutritional
benefited to it. person. Give some DNA and RNA is not deficiencies.
situations that DNA is follow. https://www.youtube.c
being applied. om/watch?
v=Vey9nbNvPLc
What do you think will Ask the students, why Make a Venn diagram Teacher will present Ask the students.
happen if a person is people apply showing the another set of base of As a students, how can
lack of proteins in their denaturation in foods? comparison and DNA, students will look you share your
body? Give some similarities of DNA and and find the appropriate knowledge about
possible solutions or RNA. base pair. nucleic acids in other
remedies that can help especially those have
a person to regain its DNA deficiencies?
protein content inside
the body.
What do you think is The students will take Draw the structure of Ask the students. How Teacher will give a 15
the nutritious benefit a 15 items quiz given nucleic acids important is the rule of items quiz.
we can get in eating by the teacher. base pairing in DNA and
food with protein RNA?
content?
 VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
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
strategiesworked 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?

Mary Grace Jerna N. Cuadra Florecito G. Silvoza

Name of Teacher and Signature School Principal III

Grades 1 to School AGSAM INTEGRATED SCHOOL Grade Level 10

12 Daily Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
Lesson Log Teaching Dates and Time MARCH 2-6, 2020 (9:50-10:50) Quarter 4TH QUARTER

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 Session 4 (THURSDAY) Session 5(FRIDAY)

(WEDNESDAY)
 I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
D. Specific Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Material
from
Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson.
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 use any form of media, present chemical reactions involved in biological and industrial processes
affecting life and the environment.
S10MT-IVe-g-23 S10MT-IVh-j-24
Apply the principles of conservation of mass to chemical reactions Explain how the factors affecting rates of chemical reactions are
applied in food preservation and materials production, control of fire,
pollution, and corrosion.
Perform a laboratory Distinguish between Classify reactions Perform an activity that Perform an activity that
activity involving reactants and products. according to their illustrates Law of illustrates Law of
chemical reactions. - Write a chemical types, based on how Conservation of Mass. Conservation of Mass.
- Distinguish evidences equation atoms are grouped or
of chemical reactions. regrouped. (Laboratory Activity) (Paper Clip Reaction
- Classify chemical Model)
reactions.
CHEMICAL REACTIONS CHEMICAL REACTIONS CHEMICAL CHEMICAL REACTIONS CHEMICAL REACTIONS
Evidences of Chemical Chemical Equation REACTIONS Law of Conservation of
Reaction Types of Chemical Mass
Reactions
pp. 283 - 286 pp. 286 - 288 pp. 288 - 293 pp. 293 - 295 pp. 286 - 288
pp. 403 - 407 pp. 408 - 410 pp. 411 - 414 pp. 414 - 418 pp. 408 - 410
https://youtu.be/cZMkq https://youtu.be/tULOn https://youtu.be/g- https://youtu.be/x9iZq3
agL8Ps XXVr8g biRwAVTV8 ZxbO8
a. How do you know if Recall that in some of Recall how the Introduce the lesson by Warm Up:
a certain change that the examples students were able to showing the Analyze the equation:
has taken place presented in the translate chemical picture/image of O2 + 4H2 H4 + 2H2O
*ENGAGE
B. Establishing a purpose for
the lesson
*EXPLORE
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
*EXPLAIN
involves a chemical previous reactions into Antoine Lavoisier and
reaction? lesson/activity, there chemical equations. the jumbled words.
b. What indicators/ are combinations of Recheck if they have Does this equation
evidences should be chemicals such as the the correct data in the Let the learners arrange prove the Law of
present to consider it a mixing of vinegar and table 8 of their the jumbled word to Conservation of Mass?
chemical change? baking soda, it previous activity. reveal the name and his
produced gas. contribution. (See - Explain your answer.
What are the attachment)
Reactants?
What is a Product?
Motivational Activity: Show pictures of Jumbled Words. Ask Motivational Activity: Demonstration:
1. Pour a bleaching materials needed to the students to Weighing an equal part Light a candle. Watch
reagent (chlorox) in a make a hamburger arrange the jumbled sugar and salt, and the and observe.
colored paper. Observe (e.g. a bun, burger words to identify the mixture of both. - Where does the wax go?
- What happens to the patty tomatoes, cheese “Types of Chemical - What can you infer
colored paper? and a lettuce). Reactions”. (See with the initial mass - Is it truly disappearing?
Ask: attachment) (mass of sugar and salt
2. Add-in vinegar into a What do you think will individually) and the
baking powder. be made if you’ll final mass (mixture of
Observe combine these both)?
- What is formed in the materials?
mixture?
of Chemical Watch a video on Watch video on Types Watch video on Law of
Reactions. Reactants and Products of Chemical Reactions Conservation of Mass
https://youtu.be/cZMkq https://youtu.be/tULOn https://youtu.be/gbiR https://youtu.be/x9iZq3
agL8Ps XXVr8q wAVTV8 ZxbO8
Exploring Evidences of
Chemical Reactions
Perform Activity 1 in Perform the Activity 2 Picture/Diagram Perform Activity 4 in the Perform Activity 4 in
the LM pages 403 – in the LM pages 408 – Analysis: LM pages 414 – 415, the LM pages 414 –
406, “Everything has 410, “What’s in a Present a Powerpoint How much can you 415, How much can
changed”. Reaction?” presentation on the take?” (Part 1: you take?” (Part 2:
Note: diagram Laboratory Activity on Paper Clip Reaction
The activity will be representation of Law of Conservation of Model)
done simultaneously. “The Types of Mass)
Each group will be Chemical Reactions”.
assigned a specific - Name the type of

E. Discussing new concepts
and practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative
Assessment 3)
*EVALUATE
G. Finding practical
applications of concepts and
skills in daily living
*EVALUATE
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
task. chemical reactions
based on the diagram
presented.
(See attachment)
Discuss the answers to Discuss the steps in Perform Activity 3 in Suggested Activity: Post on the board the
the Guide Questions on writing chemical the LM pages 411 – (Optional) students output for
pages 404 – 406 of the equation. (See 413, “We Simply Click As Good As It Gets! easy discussion of their
LM. attachment) Together”. (See attachment) result.
(Show the symbols
needed in writing
equations in the Table
7 of LM page 410.)
Create/compose a Write the chemical Answer the Guide Answer the Guide
“Chemical Reaction” equations of the given Questions of the Questions and record
song. chemical reactions. activity on page 411 your observation in
(See attachment) of the LM. Table 10 (page 415 of
Fill-out the Table 9: the LM) of the activity.
Types of Chemical
Reactions on page
413.
Give examples of Relate reactants and In what aspect of your How can you apply the Give examples of
changes (preferably products as an life can you apply concept of The Law of changes (preferably
using picture) to essential part of your what you have Conservation of Mass in using picture) to
identify the evidences daily life. learned about the your daily life? identify the evidences
that distinguish them types of chemical that distinguish them
as chemical change. reactions? as chemical change.
Generalize the lesson Generalize the lesson Generalize the lesson Sentence completion: Generalize the lesson
by summarizing the by describing the by classifying chemical The Law of by summarizing the
concept of a chemical chemical equation reactions according to Conservation of Mass concept of a chemical
reaction. which distinguish the their types. states that the mass of reaction.
difference between the the reactants is equal to
Followed in writing the mass of the
chemical equations. products.
reactants and
products, and reiterate
the steps
Enumerate the Match the symbols Answer enrichment Short Quiz: Enumerate the
Evidences of Chemical used in writing a activity in the LM on Answer the following Evidences of Chemical
 Reactions and cite chemical equations page 414. questions. (See Reactions and cite
examples of each with their meaning. attachment) examples of each
evidences. (See attachment) evidences.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
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
strategiesworked 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?

Mary Grace Jerna N. Cuadra Florecito G. Silvoza

Name of Teacher and Signature School Principal III

Grades 1 to School AGSAM INTEGRATED SCHOOL Grade Level 10

12 Daily Teacher MARY GRACE JERNA N. CUADRA Learning Area SCIENCE
Lesson Log Teaching Dates and Time MARCH 2-6, 2020 (9:50-10:50) Quarter 4TH QUARTER

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 Session 4 (THURSDAY) Session 5(FRIDAY)

(WEDNESDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the chemical reactions associated with biological and industrial processes

B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
D. Specific Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Material
from
Learning Resource
(LR) Portal
B. Other Learning
Resources
affecting life and the environment.
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.
S10MT-IVe-g-23 S10MT-IVh-j-24
Apply the principles of Explain how the factors affecting rates of chemical reactions are applied in food preservation and materials
conservation of mass to production, control of fire, pollution, and corrosion.
chemical reactions
Enumerate the steps in Explain the rate of - Study the effect that - Explain how the factors - Analyze the effect of
balancing chemical chemical reaction temperature, reactant affecting rates of chemical reactions on
equations according to collision concentration, particle chemical reactions are life and the
- Apply the concept of theory size, catalysts and applied in the formation environment through
Law of Conservation of - Discuss the cause of surface area have on of acid rain visual presentation
Mass in balancing chemical reaction chemical reaction - Gather relevant
chemical equations rates observations and
- Recognize the value researches on chemical
of these different 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
https://phet.colorado.e https://www.youtube.co
du/en/simulations/cate - m/watch? - Research
gory/chemistry (PhET http://documentslide.c v=Nf8cuvl62Vc materials/articles
Simulations on the om/documents/lesson

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson.
*ENGAGE
B. Establishing a purpose for
the lesson
*EXPLORE
C. Presenting Examples/
instances of the new lesson
Rate of Chemical -plan-collision- gathered by the
Reaction) theory.html
-
https://www.youtube.
com/watch?
v=I48hAOh3zJY
- Conceptual and
Functional Chemistry:
Modular Approach
(Padolina, et.al),
pages 274-275
State the law of Enumerate steps on Explain Collision Enumerate the factors How is acid rain
conservation of mass balancing chemical Theory and it’s that affect the rate of produced?
equations. relation to the rate of chemical reactions.
chemical reaction.
Present different Post pictures of a Watch a video on Let the students watch Remind the students
chemical equations on burning vehicle and a Extreme Diet Coke & a short video clips about on
the board and ask the puppy with the Mentos Experiments acid rain GRASP Task Design
students if these statement: A burning II: The Domino Effect Prompts
equations follow the vehicle and a puppy (YouTube) LM page 434
law of conservation of are undergoing a Ask the students: How
mass. similar kind of chemical can this be possible?
reaction. What reaction
could this be?
From the presented Teacher Using PhET Picture Analysis on Students showcase
chemical equations, let Demonstration: simulations on the Activity 7: Making their multimedia
the students recognize Using PhET simulations Rate of Chemical Connections (Part I) presentation on
the difference between on the Rate of Reaction, let the LM page 430-431 the effect of chemical
the subscript and the Chemical Reaction let students do the Discuss GRASP Task reactions on life and
coefficient. the students describe simulation activity. Design Prompts the environment.
(e.g.N2 + 3 H2 → 2 the behavior of the Ask them their LM page 434
NH3) particles. observation.
Discuss energy
diagram, activated
complex, and activation
energy
D. Discussing new concepts
and practicing new skills #1
*EXPLAIN
E. Discussing new concepts
and practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative
Assessment 3)
*EVALUATE
G. Finding practical
applications of concepts and
skills in daily living
*EVALUATE
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% on the formative
assessment
Enumerate the steps How is collision theory Answering and Answer Analyzing the
on balancing chemical related to the rate of discussing laboratory issue questions 1-5 on
equations. chemical reaction? results and Guide page 433
Questions.
Perform Activity 5: Discuss energy Discuss GRASP Task the effect of chemical Post on the board the
Balancing Act. diagram, activated Design Prompts students output for
complex, and activation LM page 434 easy discussion of their
energy. result.
Enumerate the steps How is collision theory Answering and Answer Analyzing the
on balancing chemical related to the rate of discussing laboratory issue questions 1-5 on
equations. chemical reaction? results and Guide page 433
Questions.
How can you relate How is the concept of Using folded cards let What should you do to Did your presentation
balancing equations to collision theory can be the students use their minimize the formation meaningful? Creative
your life? related or applied in knowledge on the of acid rain? and Illustrative?
your daily activities? factors affecting
reaction rates in a
certain situation. (See
attachment)
Generalize the lesson Synthesize the lesson Using the important Acid rain is an extremely Discuss briefly the
by relating the law of through a sentence terms of the lesson, destructive form of presentation of each
conservation of mass completion. (E.g call on a few students pollution and the group.
with balancing Chemical reaction to use these terms to environment suffers
chemical equations. occurs when _.) summarize the lesson. from its effects.
5- item balancing Construct a concept Answer the given Create a cause-and- Though this is a group
chemical equations map to explain how Enrichment activity effect graphic organizer task, students are
chemical reaction found in LM page 429 to show the formation assess on their
occurs. (10pts.) of acid rain. performance using the
Critical Thinking Rubric.
Research on how a Prepare a visual Give additional exercises
specific chemical presentation of a on balancing. (See
reaction poses useful chemical reaction on attachment)
or harmful effects to life and environment.
life and environment.
B. No.of learners who require
additional activities for
remediation.
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
strategiesworked 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?

Mary Grace Jerna N. Cuadra Florecito G. Silvoza

Name of Teacher and Signature School Principal III