Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division Office Bulacan
BALIWAG POLYTECHNIC COLLEGE
PoblacionBaliwag, Bulacan

GRADES 1 to 12 School  BALIWAG POLYTECHNIC COLLEGE Grade Level 12

DAILY LESSON LOG Teacher  JESSE GABRIEL Learning Area  Physical Science
Teaching Dates and Time  August 14-18, 2017 Quarter  1st Quarter

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children
to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate The learners demonstrate The learners demonstrate an The learners demonstrate
understanding of… understanding of… understanding of: understanding of…
How energy is harnessed 2. How energy is harnessed The following aspects of chemical The following aspects of chemical
changes. changes:
How fast a reaction takes place. How fast a reaction takes place
How much reactants are needed and How much reactants are needed and
how much products are formed in a how much products are formed in a
reaction. reaction
How much energy is involved in a How much energy is involved in a
reaction? reaction
How energy is harnessed.
Make either a poster, a flyer, or a Make either a poster, a flyer, or a The learners makes either a poster, a Make either a poster, a flyer, or a
brochure on a product (such as fuels, brochure on a product (such as fuels, flyer, or a brochure on a product (such brochure on a product (such as fuels,
household, or personal care products) household, or personal care products) as fuels, household, or personal care household, or personal care products)
indicating its uses, properties, mode of indicating its uses, properties, mode of products) indicating its uses, properties, indicating its uses, properties, mode of
action, and precautions. action, and precautions. mode of action, and precautions. action, and precautions.

C. Learning Competencies / Calculate the amount of substances used
Objectives or produced in a chemical reaction
Write the LC code for each S11/12PS-IIIf-h-25
Identify the reactants and the products in
chemical reactions
Compute the amount of reactants used
and the amount products produced
Recognize the importance of chemical
Calculate present yield of a reaction
S11/12PS-III-h-26
Compute present yield of a reaction
Distinguish reactants and products
Recognize the value of computing
percent yield.
The learners will determine the limiting
reactant in a reaction and calculate the
amount of product formed. S11/12PS-
IIIh-27
At the end of the session, students are
expected to:
Calculate present yield of a reaction
S11/12PS-III-i-28
Recognize that energy is released or
absorbed during a chemical reaction,
specifically
Determine if energy is released or
absorbed in a given sample of chemical
reactions

BALIWAG POLYTECHNIC COLLEGE – Daily Lesson Log Page 1 of 5


II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
(LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
BALIWAG POLYTECHNIC COLLEGE – Daily Lesson Log
SESSION 1 SESSION 2 SESSION 3 SESSION 4
reactions in our daily lives Define what is the limiting reactant? Describe the characteristics of a chemical
Identify the limiting reactant in the reaction when it is released or absorbed
problem. energy
Calculate the amount of product Recognizes the importance of energy in
formed. chemical reaction to take place.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
How chemical changes take place How chemical changes take place How chemical changes take place. How chemical changes take place
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
The Physical Sciences (For Senior High The Physical Sciences(For Senior High The Physical Sciences (For Senior High The Physical Sciences (For Senior High
School) School) School) School)
 Pages 20-50
Andaya (2010). Conceptual Science and Andaya (2010). Conceptual Science and Andaya (2010). Conceptual Science and
Beyond III: Chemistry. Brilliant Creations Beyond III: Chemistry. Brilliant Creations Beyond III: Chemistry. Brilliant Creations
Publishing, Inc. Publishing, Inc. Publishing, Inc.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Definition of Chemical Reaction Ask: The teacher will let the students solve Review:
1. What is solute? for the a percent yield of reaction. Question: Differentiate limiting reactants
2. What is solvent? Practice some actual yield and from excess reactants
Review the process of stoichiometry percentage of the problems below:
For the balance equation shown below,
if the reaction of 40.8 g of C6H6O3
produces a 39.0% yield, how many
grams of H2O would be produced?
C6H6O3 +6O26 6CO2 + 3H2O
Giving analogy to reactants and products Video presentation of milling palay to Motivation: With guide questions. Picture analysis with jumbled letters: the
For example, in cooking: rice. teacher will show a group picture with the
Ingredients (Reactants)  Dish (Product) Ask: commonality just like 4 pics 1 word and
1. What is the video about? below given the jumbled letters as clues
2. What is the initial weight of for the tight answer. The students will
palay? guess the word.
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 SESSION 1
Show picture of a store, then let the
learners brainstorm about it. This will
lead to the discussion of chemical
reaction.
C. Presenting examples/
instances of new lesson
Rotational Learning Stations. There will
be 5 learning stations where in each
group will rotate into. For every learning
skill, there will be given example
chemical reactions. Then, the group will
identify the reactants and the products
D. Discuss new concepts and for each learning skill.
practicing new skills #1
Discussion about the activity proper,
guiding the learners on how to compute
the amount of substances used and the
amount of products formed.
E. Discuss new concepts and
practicing new skills #2
BALIWAG POLYTECHNIC COLLEGE – Daily Lesson Log
SESSION 2
3. How much rice did the farmer
obtain from 60 kg of palay?
 Picture Analysis
Group Activity: Sieve Analysis
Materials: 1 pail of gravel and sand
Question:
What is the initial weight of 1 pail of
gravel and sand in kg?
How much sand (kg) did you get from 1
pail of gravel and sand after sieving?
How much stones (in kg) did you get
after sieving?
Compute the percentage of the following
after sieving:
Sand
Stones
Integrate chemical reaction in the class
discussion: Identify reactants and
products
Problem solving
Let the students compute the percent
yield of a reaction. Give several problems
to practice.
SESSION 3
 Picture analysis:
How many shoes are needed by 25
people if they need two pair of shoes
each?
What if 48 shoes are available how
many shoes will be lacking for 25
people?
 
 The teacher will let the students to
define the limiting factors and identify
the limiting factors from the given
examples.
Then the teacher will present the step
by step process identifying the limiting
factors through solving the problem
given.
SESSION 4
Release
Absorb
 The teacher will connect the word absorb
and release with the topic, then will
introduce the concepts of Endothermic
Reaction and Exothermic Reaction leading
to the discussion.
 a. The teacher will distribute the
activity paper:
(Classify Me!)
Determine the following reactions if it is
an endothermic or exothermic reaction.
The teacher will divide the class into 2
groups, namely endothermic group and
exothermic reaction given by the teacher
and post it on the board, finally they will
explain or defend their answers.
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F. Developing mastery
(Leads to formative Assessment 3)
G. Finding practical
applications of concepts
and skill in daily living
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
BALIWAG POLYTECHNIC COLLEGE – Daily Lesson Log
SESSION 1
Group Activity: Numbered Heads
Together
The teacher presents problems on the
board. Each group will compute for the
answers. The teacher gives the time limit.
Pains check Each pair an article about
“Green Energy”. Then they will answer
the following questions:
What must be the properties of a good
alternative to fossil fuels?
Stating the rules on Stoichiometry.
Problem-solving
Make a research about other sources of
energy which can be alternative to fossil
fuels. Are they “green” energy resources,
too?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
SESSION 2
Class discussion: from the activity, let the
students present the formula for
computation of percent.
Present the definition of percent yield
and relate it with the formula of percent.
 Let the students compute how much
sugar they can get form drinking 1 sakto
size Coca-cola (Coke Sakto).
 Let the students compute how much
sugar they can get form drinking 1 sakto
size Coca-cola (Coke Sakto).
 Give 5 reactions. Compute the percent
yield for each product.
 Give some more problem to practice to
be submitted next meeting.
SESSION 3
Solve the following equation:
In the reaction between 100g sodium
chloride, Nacl, as shown in the following
equation.
2 Na + Cl2 2NaCl
Which is the limiting reactant?
How much NaCl is formed?
For the balanced equation shown
below, if the reaction of 91.3 grams of
C3H6 produces a 81.3% yield, how
many grams of CO2would be produced?
2C3H6+9O2=>6CO2+6H2O
Limiting reactants can be applied in
anaerobic respiration.
The chemical equation for this is:
Glucose (ethanol or lactic acid) +
carbon dioxide + energy
C6H12O6 2C2H5OH + 2CO2 +
2ATP
Give some more examples of limiting
reactants have you encountered in your
life? How does it help you to be a better
person?
Solve following equations by pair.
Peer teaching in solving.
SESSION 4
 The teacher will ask the students to make
and design their own graphic organizer to
describe the characteristics of
endothermic and exothermic reaction.
 Students will make a reflection in their
journal about the importance of energy in
chemical reaction or importance of
chemical reaction in our daily life.
Guide Question:
Differentiate endothermic from
exothermic reaction
Why energy is important for chemical
reaction to take place.
Students will answer the multiple choice
quiz.
Students will enumerate at least 3
endothermic and exothermic reactions
occurs in our daily life or found at home.
Page 4 of 5
 SESSION 1 SESSION 2 SESSION 3 SESSION 4
B. No. of learners who require
additional activities for
remediation
C. Did the remediation lesson
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did 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?

Submitted by: __JESSE GABRIEL______ Checked by: _________________________ Noted by: ____Ms.Joanna Marie Baloloy_______
SHS Teacher School Principal

BALIWAG POLYTECHNIC COLLEGE – Daily Lesson Log Page 5 of 5