DLL S9 2ndQ WK 01

Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
MALACAMPA NATIONAL HIGH SCHOOL
MALACAMPA, CAMILING, TARLAC
DAILY LESSON LOG IN SCIENCE 9

2nd Quarter
Week 1: Day 01 – Nov. 09, 2023 (Thursday)

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding the role of
preservatives in food safety and preservation.
B. Performance Standards Explain the chemical properties of food preservatives,
artificial sweetening agents, and food additives.
C. Learning Competencies The learners should be able to describe the chemical
properties of food preservatives, artificial sweetening
agents, and food additives.
*Specific Objectives (3 Skills a Day)
1. Cognitive* Understand the chemical properties of food preservatives.
2. Psychomotor* Identify different food preservatives. and make an
explanation about it.
3. Affective* Appreciate the importance of food preservation in daily
life.
II. CONTENT Topic: Chemical Properties of Food Sub-Topic: Types and Function of
Preservatives Food Presrvatives
III. LEARNING RESOURCES
A. REFERENCES :
1. Textbook Pages 2. Scientific Articles 3.
4. Additional Materials from LR Portal
B. Other Learning Resources: PPT of the lesson
IV. PROCEDURES
A. Reviewing previews lesson or Recall previous lesson
presenting the new lesson
B. Establishing a purpose to the The significance of understanding food preservatives in
lesson. ensuring food safety and shelf life.
There is a link that will be used for the
Quiz:
C. Presenting examples/instances of Showing a real-life example through video clip.

the new lesson
D. Discussing new concepts and Activity: Food Preservative Show and Tell
practicing new skills # 1.
Materials Needed:
1. Small items representing different food
preservatives (e.g., salt, sugar, vinegar, lemon
juice, and preservative-containing food items like
pickles or dried fruits)
2. A chart or poster board
3. Markers
4. Sticky notes
Steps:
ADDRESS: Malacampa, Camiling, Tarlac

EMAIL: 307006.malacampanhs@deped.gov.ph
CONTACT NO: 09667300150
1. Presenting various food preservatives

2. Creating a chart or poster board to divide each
type of food preservatives.
3. Labeling the section or writing the names of all the
preservatives that’s been used in items like pickles
and dried mangoes
4. Discussing each preservative
 Salt: Discuss how salt preserves food by
drawing out moisture and preventing the
growth of bacteria. Place a small salt
shaker or a pinch of salt on the chart.
 Sugar: Explain that sugar acts as a
preservative by binding to water
molecules, making them unavailable for
microorganisms. Add a few sugar cubes or
a small bowl of sugar to the chart.
 Vinegar: Explain how vinegar, especially
acidic in nature, prevents the growth of
harmful bacteria and molds. Show a small
bottle of vinegar.
 Lemon Juice: Describe how the citric acid
in lemon juice helps preserve fruits and
vegetables. Display a lemon or a small
bottle of lemon juice.
 Store-bought Preservatives: Discuss
common preservatives found in packaged
foods, such as sodium benzoate or sulfites.
Use a pack of preserved dried fruits or
pickles as an example.
E. Discussing new concepts and Activity 2: Identifying Preservatives in Food Samples

practicing new skills # 2. Objective: To conduct chemical tests to identify the
presence of common preservatives in food samples.
Materials Needed:
Food samples (e.g., fruit juices, packaged snacks, canned
fruits, etc.)
Chemical reagents:
Iodine solution
Vinegar (acetic acid)
Lemon juice
Starch solution
Baking soda solution
Distilled water
Test tubes and test tube rack
Droppers
Disposable gloves
Safety goggles
Labels for food samples

CONTACT NO: 09667300150
Procedure:
Preparation:
Prepare a variety of food samples, making sure some of

them contain common preservatives such as sulfites,
benzoates, or ascorbic acid.
Label each food sample with a code to keep the
preservative content confidential.
Safety First:
Before starting the experiment, ensure that all students are
wearing safety goggles and disposable gloves to handle
chemicals safely.
Testing for Sulfites:

Take a small amount of each food sample and place it in
separate test tubes.
Add a few drops of vinegar to each test tube. If sulfites are
present, the solution may change color to yellow or
produce gas with a pungent odor (sulfur dioxide). Observe
and record the results.
Testing for Benzoates:

Take another set of food samples and place them in
separate test tubes.
Add a few drops of lemon juice to each test tube. If
benzoates are present, a white precipitate may form.
Observe and record the results.
Testing for Ascorbic Acid (Vitamin C):

For this test, take a food sample that is expected to contain
ascorbic acid (vitamin C).
Add a few drops of iodine solution to the sample. If
ascorbic acid is present, the solution will turn colorless or
lose its characteristic brown color. Observe and record the
results.
Control Test:
Use a known food sample without any preservatives as a
control.
Add the same reagents as in the previous tests and observe
the absence of any significant change.
Discussion:
After testing all the food samples, discuss the results as a
class.
Have students guess which preservatives might be present
in each food sample based on the test outcomes.
F. Discussing new concepts and Presenting video clip

CONTACT NO: 09667300150
Questions:
1. What do you think is the cause and effect of the wrong
choosing of the proper food preservation.
2. Analyze the video clip and give an short reflection
about it.
G. Developing Mastery Identifying Food Preservatives
Instructions:
1. Select three different packaged food items from
your home or grocery store. These can include
items like snacks, canned goods, or beverages.
2. Carefully examine the labels of each selected food
item. Look for any ingredients listed that are food
preservatives.
3. Make a list of the food preservatives found in each
item, along with their names.
4. For each preservative listed, briefly research its
purpose (e.g., to extend shelf life, enhance color,
or prevent spoilage) and any potential health
concerns associated with its consumption.
5. Write a short paragraph summarizing your
findings. Include information about the
preservatives you identified, their purpose in the
food items, and whether they are generally
considered safe for consumption.
Example Format:
Food Item 1: [Name of the Food Item]
Preservative 1: [Name of Preservative] –

Purpose: [Purpose of the Preservative, e.g., to prevent
spoilage] –
Health Concerns: [Brief information about any potential
health concerns]

Purpose: [Purpose of the Preservative]
- Health Concerns: [Brief information about any
potential health concerns]
Purpose: [Purpose of the Preservative] –
health concerns]

Preservative 1: [Name of Preservative]

CONTACT NO: 09667300150
- Purpose: [Purpose of the Preservative] –

health concerns]
H. Finding practical application of Discuss how knowledge of food preservatives helps in
concepts and skills in daily living. making healthier food choices.
I. Making Generalization and 1. What are food preservations on your own words.
Abstraction about the lesson. 2. How can you prevent chemical poisoning?
J. Evaluate Learning Check student’s output
K. Additional activities for
Application or
Remediation
V. REMARKS
VI. 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 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 this work?
F. What difficulties did I encounter which my
principal or superior can help me solve?
G. What innovations or localized materials
did I used/discovered which I wish to share with
other teachers?
Prepared by:
ERNALYN E. LAGMAN
Teacher III
Checked and Reviewed: Noted:
JOHNSON P. FLORES REYNALDO A. DORIA, Ed.D

HT III – Science Dept. Principal II
DAILY LESSON LOG IN ENVIRONMENTAL SCIENCE 9

1st Quarter
Week 4: Day 02 – Nov. 10, 2023 (Friday)

CONTACT NO: 09667300150
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of how genetic
information is organized in genes on chromosomes.
B. Performance Standards Not specified in CG.
C. Learning Competencies The learners should be able to explain the different
patterns of non-Mendelian inheritance.
S9LT-ld-3
1. Cognitive* Understand the chemical properties of artificial
sweetening agents.
2. Psychomotor* Identify products containing artificial sweeteners.
3. Affective* Evaluate the impact of artificial sweeteners on health.
II. CONTENT Topic: Chemical Properties of Sub-Topic: Types and Effects of
Artificial Sweetening Agents Artificial Sweeteners
A. REFERENCES :
1. Textbook Pages 2. 3.
IV. PROCEDURES
A. Reviewing previews lesson or Recall previous lesson
presenting the new lesson
B. Establishing a purpose to the Interactive Game
lesson. Welcome to Sweetener Quest!
You find yourself in a grocery store surrounded by shelves

filled with products labeled "sugar-free" and "low-calorie."
Your mission is to navigate the store, learn about artificial
sweeteners, and make healthy choices for your well-being.
Scenario 1: The Sweetener Stand
You approach a sweetener stand where a friendly vendor offers

you free samples of products sweetened with artificial
sweeteners. What would you like to do?
Accept the samples and try the products.

Politely decline the samples and move on.
Enter your choice: 1 or 2
Scenario 2: Reading Labels
You pick up a box of cookies and notice it's labeled "sugar-

free." How do you proceed?
Buy the cookies without further inspection.

Read the ingredient list and nutritional information to check for
artificial sweeteners.
Scenario 3: Choosing a Beverage
You're thirsty and looking for a drink. You see various options,
including diet soda and flavored water with artificial

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sweeteners. What will you do?
Choose the diet soda for a refreshing drink.

Opt for plain water or a beverage without artificial sweeteners.
Scenario 4: Talking to a Nutritionist
You meet a nutritionist in the store who offers to share insights

about artificial sweeteners. Would you like to learn more?
Listen to the nutritionist and ask questions.

Politely decline and continue your shopping.
Scenario 5: Making a Decision
After gathering information and exploring the store, you come

across a variety of products. Based on what you've learned,
what will you purchase?
Choose products sweetened with artificial sweeteners.

Opt for products without artificial sweeteners, focusing on
natural alternatives.
Congratulations on completing Sweetener Quest!
Thank you for playing and making informed choices about

artificial sweeteners and your health. Remember, it's essential
to stay informed and make decisions that align with your well-
being. Stay healthy!
C. Presenting examples/instances of Artificial sweeteners and discuss their chemical
the new lesson composition
Artificial sweeteners are sugar substitutes that provide
a sweet taste to food and beverages without adding
calories. There are several types of artificial
sweeteners, each with unique chemical properties and
uses in food products. Here's an easy introduction to
some common artificial sweeteners:
Aspartame:
Chemical Properties: Aspartame is a low-calorie

sweetener made of two amino acids, phenylalanine
and aspartic acid, and a small amount of methanol.
Use in Food Products: Aspartame is commonly used
in a variety of products, including soft drinks, chewing
gum, desserts, and tabletop sweeteners.
Examples: Equal, NutraSweet.
Sucralose:
Chemical Properties: Sucralose is made by replacing
three hydrogen-oxygen groups on a sucrose (sugar)

CONTACT NO: 09667300150
molecule with chlorine atoms, making it non-caloric.

Use in Food Products: Sucralose is heat-stable,
making it suitable for baking. It is used in beverages,
baked goods, and other low-calorie or sugar-free
foods.
Examples: Splenda.
Saccharin:
Chemical Properties: Saccharin is an organic
compound with a sweet taste. It is several hundred
times sweeter than sucrose.
Use in Food Products: Saccharin is often used in soft
drinks, canned fruits, candies, and pharmaceutical
products.
Examples: Sweet'N Low.
Stevia:
Chemical Properties: Stevia is a natural sweetener

extracted from the leaves of the Stevia rebaudiana
plant. It contains compounds called steviol glycosides,
which provide sweetness.
Use in Food Products: Stevia is used in a variety of
food and beverage products, including teas, soft
drinks, and desserts.
Examples: Truvia, Pure Via.
Acesulfame Potassium (Ace-K):
Chemical Properties: Acesulfame potassium is a

calorie-free sweetener often used in combination with
other sweeteners to enhance sweetness.
Use in Food Products: It is heat-stable and suitable for
cooking and baking. Commonly found in sugar-free
and "diet" products.
Examples: Sunett, Sweet One.
D. Discussing new concepts and Game: Sweetener Quiz

Instructions: I will provide you with a series of questions
about artificial sweeteners. Choose the correct answer
from the options provided.
1. Which of the following artificial sweeteners is

200-700 times sweeter than sucrose (table sugar)?
A) Aspartame
B) Saccharin
C) Stevia
D) Sucralose
2. What is the chemical name for aspartame?
A) Sodium cyclamate

CONTACT NO: 09667300150
B) Sucralose
C) L-phenylalanine methyl ester
D) Acesulfame potassium
3. Which artificial sweetener is derived from the

leaves of the Stevia rebaudiana plant?
A) Saccharin
B) Aspartame
C) Steviol glycosides
D) Neotame
4. Sucralose is a derivative of which natural sugar?
A) Glucose
B) Fructose
C) Maltose
D) Sucrose
5. Which artificial sweetener is often used in soft

drinks, tabletop sweeteners, and baked goods?
A) Neotame
B) Saccharin
C) Aspartame
Answers:
D) Sucralose
C) L-phenylalanine methyl ester
C) Steviol glycosides
D) Sucrose
E. Discussing new concepts and Activity 2
practicing new skills # 2. Title: Sweetness Showdown - Artificial vs. Natural
Objective: Compare products with artificial sweeteners to
those with natural sugars and determine preferences based
on taste.
Materials:
 Products with artificial sweeteners (e.g., diet soda,
sugar-free candies)
 Products with natural sugars (e.g., regular soda,
fruits)
 Blindfolds or eye masks
 Scorecards or voting sheets
 Cups, plates, or bowls for serving
 Water or palate cleansers
 Results chart or board
Instructions:
Pour or cut small portions of the chosen products into

CONTACT NO: 09667300150
cups, plates, or bowls.

Set up a designated area for tasting with separate stations
for artificial and natural products.
Prepare blindfolds or eye masks for the students.
The students will be divided into groups.
In each round, students wear blindfolds, taste a small
sample of a product from either the artificial or natural
category, and cleanse their palate with water between
samples.
Questions:
Compare the taste of products with artificial sweeteners to
those with natural sugars.
Discuss the difference between artificial sweeteners and
natural sugars, mentioning common examples of each.
Discuss the different sweetness level, and overall
preference within their groups.
F. Discussing new concepts and Going to watch a video clip
And going to make a reflection about this video clip.

G. Developing Mastery Answer the following:
1. What are artificial sweeteners?
A) Natural sugars found in fruits and

vegetables
B) Sweet substances made from chemicals
and used to sweeten food and drinks*
C) Sugars derived from honey
D) Sugars extracted from sugar cane and sugar
beets
2. Which of the following is a potential ethical

concern regarding the use of artificial sweeteners?
A) Artificial sweeteners are too expensive for

consumers
B) Artificial sweeteners can lead to tooth
decay
C) Some artificial sweeteners are hundreds of
times sweeter than sugar, leading to
potential health issues*
D) Artificial sweeteners are not as flavorful as
natural sugars
3. Why might the food industry choose to use

CONTACT NO: 09667300150
artificial sweeteners in their products?
A) Artificial sweeteners are always healthier

than natural sugars
B) Artificial sweeteners have a longer shelf
life and can reduce calorie content in
products*
C) Artificial sweeteners are easier to produce
than natural sugars
D) Artificial sweeteners have a stronger taste
than natural sugars
4. What should the food industry consider when

using artificial sweeteners to ensure ethical
practices?
A) The potential health risks and benefits for

consumers*
B) The color and appearance of the sweetener
C) The cost of production
D) The popularity of the sweetener in the
market
5. Which organization is responsible for regulating

the use of food additives, including artificial
sweeteners, in the United States?
A) Food and Drug Administration (FDA)*

B) Environmental Protection Agency (EPA)
C) World Health Organization (WHO)
D) Centers for Disease Control and Prevention
(CDC)
6. What is one alternative solution to the ethical

concerns related to artificial sweeteners in the food
industry?
A) Stop using sweeteners altogether

B) Clearly label products containing artificial
sweeteners and provide information about
potential health risks*
C) Increase the use of natural sugars
regardless of the cost
D) Encourage consumers to use more artificial
sweeteners for better taste
7. Which of the following is a potential benefit of

using artificial sweeteners in the food industry?
A) Reduced risk of obesity and diabetes

B) Prolonged shelf life of products*
C) Improved taste of all food products

CONTACT NO: 09667300150
D) Increased production cost for food

companies
8. How can consumers make ethical choices

regarding products with artificial sweeteners?
A) By avoiding all products with artificial

sweeteners
B) By researching and understanding the
potential health risks and benefits of
artificial sweeteners*
C) By trusting food companies'
advertisements
D) By relying on taste tests conducted by
experts
9. Which of the following is an example of an

artificial sweetener commonly used in the food
industry?
A) Glucose
B) Fructose
C) Aspartame*
D) Sucrose
10. What is one potential environmental concern

related to the production of artificial sweeteners?
A) Artificial sweeteners have no

environmental impact
B) The production process of some artificial
sweeteners can lead to pollution and
environmental damage*
C) Artificial sweeteners are biodegradable and
eco-friendly
D) Artificial sweeteners help in preserving
natural resources
Answers:
1. B) Sweet substances made from chemicals and used to

sweeten food and drinks*
2. C) Some artificial sweeteners are hundreds of times
sweeter than sugar, leading to potential health issues*
3. B) Artificial sweeteners have a longer shelf life and can
reduce calorie content in products*
4. A) The potential health risks and benefits for
consumers*
5. A) Food and Drug Administration (FDA)*
6. B) Clearly label products containing artificial
sweeteners and provide information about potential health
risks*

CONTACT NO: 09667300150
7. B) Prolonged shelf life of products*

8. B) By researching and understanding the potential
health risks and benefits of artificial sweeteners*
9. C) Aspartame*
10. B) The production process of some artificial
sweeteners can lead to pollution and environmental
damage*
H. Finding practical application of Brainstorm alternative natural sweeteners that can be used
concepts and skills in daily living. in home cooking and baking.
I. Making Generalization and Ask the learners to summarize their understanding of the
Abstraction about the lesson. concepts.
J. Evaluate Learning The activity served as evaluation
K. Additional activities for
Application or
Remediation
V. REMARKS
VI. REFLECTION
Evaluation
remediation
other teachers?
Prepared by:
ERNALYN E. LAGMAN
Teacher III


CONTACT NO: 09667300150
DAILY LESSON LOG IN SCIENCE 9

1st Quarter
Week 4: Day 03 – Nov. 13, 2023 (Monday)

I. OBJECTIVES
S9LT-ld-3
1. Cognitive* Understand the chemical properties of common food
additives.
2. Psychomotor* Identify food products containing additives.
3. Affective* Evaluate the necessity of additives in food production.
II. CONTENT Topic: Chemical Properties of Food Additives Sub-Topic: Types and Uses of
Common Food Additives
A. REFERENCES :
1. 2. 3.
IV. PROCEDURES
A. Reviewing previews lesson or presenting Recall previous lesson
the new lesson
B. Establishing a purpose to the lesson. The start will be engaged first with a video clip

CONTACT NO: 09667300150
C. Presenting examples/instances of the Video clip

new lesson
D. Discussing new concepts and 1. What is the purpose of food additives?

a. To improve taste
b. To enhance color
c. To extend shelf life
d. All of the above
2. Which of the following is a common preservative

used in food products?
a. Vitamin C
b. Sodium benzoate
c. Citric acid
d. Baking soda
3. What is the main function of emulsifiers in food

products?
a. To enhance flavor
b. To stabilize mixtures of oil and water
c. To add color
d. To increase sweetness
4. Which food additive is responsible for the fizz in

carbonated beverages?
a. Aspartame
b. Citric acid
c. Sodium bicarbonate (baking soda)
d. Monosodium glutamate (MSG)
5. What is the chemical property of antioxidants that

makes them beneficial in food products?
a. They absorb light

b. They neutralize free radicals

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c. They create bubbles

d. They provide a sour taste
6. Which food additive is commonly used to thicken

and stabilize food products?
a. Monosodium glutamate (MSG)

b. Gelatin
c. Ascorbic acid
d. Sucralose
7. Which of the following food additives is used as a

flavor enhancer in savory dishes?
a. Aspartame
b. Sodium chloride (salt)
c. Saccharin
d. Monosodium glutamate (MSG)
8. Which food additive is responsible for the creamy

texture in ice creams?
a. Emulsifiers
b. Antioxidants
c. Sweeteners
d. Colorants
Answers:
1.D) All of the above

2. B) Sodium benzoate
3. B) To stabilize mixtures of oil and water
4. C) Sodium bicarbonate (baking soda)
5. B) They neutralize free radicals
6. B) Gelatin
7. D) Monosodium glutamate (MSG)
8. A) Emulsifiers
E. Discussing new concepts and Activity 2: Food Additive Role-Play
Materials:
1. Scenario cards describing different food products
and situations
2. Costumes or props related to the scenarios
Instructions:
1. Each participant will be given with a scenario card
describing a specific food product and a situation
where food additives are involved (e.g., a soft
drink factory adding flavors and colors).
2. Asking the participants to prepare a short role-play
based on the given scenario, incorporating
information about the types of additives used, their

CONTACT NO: 09667300150
chemical properties, and their functions in the food

product.
3. Each group will going to perform their role-play in
front of the class, emphasizing the roles of
different additives in the scenario.
4. Discussion and questions from the audience after
each performance.
F. Discussing new concepts and Activity 2: Food Additive Role-Play
G. Developing Mastery Presentation of outputs
H. Finding practical application of Discuss how reading food labels can help in making
concepts and skills in daily living. healthier and informed food choices.
I. Making Generalization and 1. Define all the food additives that you always
Abstraction about the lesson. encounter.
2. How food additives effect your foods.
3. How food additives affect your health.
J. Evaluate Learning The activity served as evaluation
K. Additional activities for Application or
Remediation
V. REMARKS
VI. REFLECTION
Evaluation
remediation
other teachers?
Prepared by:
ERNALYN E. LAGMAN
Teacher III


CONTACT NO: 09667300150
DAILY LESSON LOG IN ENVIRONMENTAL SCIENCE 9

1st Quarter
Week 4: Day 04 – Nov. 14, 2023 (Tuesday)

I. OBJECTIVES
S9LT-ld-3
1. Cognitive* Summarize the key concepts about food preservatives,
artificial sweeteners, and additives.
2. Psychomotor* Prepare a presentation on a specific type of food additive.
3. Affective* Reflect on the importance of understanding food
chemistry in daily life.
II. CONTENT Topic: Generalization and Reflection on Sub-Topic: Impact of Chemical
Food Chemistry Concepts Knowledge on Everyday Choices
A. REFERENCES :
1. 2. 3.
IV. PROCEDURES
A. Reviewing previews lesson or presenting Recall previous lesson
the new lesson
B. Establishing a purpose to the lesson. Discuss the importance of summarizing knowledge for future
application.
C. Presenting examples/instances of the new Answer a series of questions to summarize the main
lesson concepts learned throughout the week. Discuss their
responses as a class.
D. Discussing new concepts and practicing Answer a series of questions to summarize the main
new skills # 1. concepts learned throughout the week. Discuss their
responses as a class.
E. Discussing new concepts and practicing Research Projects:
new skills # 2.  Individual or group research projects where
students investigate the impact of a specific food
additive on food quality, taste, or shelf life.
 Students will encourage to interview food industry

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professionals or scientists working in the field of

food additives for a real-world perspective.
F. Discussing new concepts and practicing Presentation of the Research Project
new skills # 3.
G. Developing Mastery The students will be going to create presentations or
infographics illustrating the chemical structures of
common artificial sweeteners.
H. Finding practical application of concepts Presentation
and skills in daily living.
I. Making Generalization and Abstraction The students will be asked to find foods that
about the lesson. undergoes food preservation and going to present in
front what are those, and how’s that preservatives
affect their lives.
J. Evaluate Learning Activity served as evaluation
K. Additional activities for Application or
Remediation
V. REMARKS
VI. REFLECTION
Evaluation
remediation
other teachers?
Prepared by:
ERNALYN E. LAGMAN
Teacher III


CONTACT NO: 09667300150

DLL S9 2ndQ WK 01

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Republic of the Philippines

DAILY LESSON LOG IN SCIENCE 9

Week 1: Day 01 – Nov. 09, 2023 (Thursday)

C. Presenting examples/instances of Showing a real-life example through video clip.

ADDRESS: Malacampa, Camiling, Tarlac

1. Presenting various food preservatives

E. Discussing new concepts and Activity 2: Identifying Preservatives in Food Samples

ADDRESS: Malacampa, Camiling, Tarlac

Prepare a variety of food samples, making sure some of

Testing for Sulfites:

Testing for Benzoates:

Testing for Ascorbic Acid (Vitamin C):

ADDRESS: Malacampa, Camiling, Tarlac

Preservative 1: [Name of Preservative] –

Food Item 2: [Name of the Food Item]

Food Item 3: [Name of the Food Item]

ADDRESS: Malacampa, Camiling, Tarlac

- Purpose: [Purpose of the Preservative] –

Checked and Reviewed: Noted:

JOHNSON P. FLORES REYNALDO A. DORIA, Ed.D

DAILY LESSON LOG IN ENVIRONMENTAL SCIENCE 9

Week 4: Day 02 – Nov. 10, 2023 (Friday)

ADDRESS: Malacampa, Camiling, Tarlac

You find yourself in a grocery store surrounded by shelves

Scenario 1: The Sweetener Stand

You approach a sweetener stand where a friendly vendor offers

Accept the samples and try the products.

Scenario 2: Reading Labels

You pick up a box of cookies and notice it's labeled "sugar-

Buy the cookies without further inspection.

Scenario 3: Choosing a Beverage

ADDRESS: Malacampa, Camiling, Tarlac

sweeteners. What will you do?

Choose the diet soda for a refreshing drink.

Scenario 4: Talking to a Nutritionist

You meet a nutritionist in the store who offers to share insights

Listen to the nutritionist and ask questions.

Scenario 5: Making a Decision

After gathering information and exploring the store, you come

Choose products sweetened with artificial sweeteners.

Congratulations on completing Sweetener Quest!

Thank you for playing and making informed choices about

Chemical Properties: Aspartame is a low-calorie

ADDRESS: Malacampa, Camiling, Tarlac

molecule with chlorine atoms, making it non-caloric.

Chemical Properties: Stevia is a natural sweetener

Chemical Properties: Acesulfame potassium is a

D. Discussing new concepts and Game: Sweetener Quiz

1. Which of the following artificial sweeteners is

2. What is the chemical name for aspartame?

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3. Which artificial sweetener is derived from the

4. Sucralose is a derivative of which natural sugar?

5. Which artificial sweetener is often used in soft

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cups, plates, or bowls.

And going to make a reflection about this video clip.

A) Natural sugars found in fruits and

2. Which of the following is a potential ethical

A) Artificial sweeteners are too expensive for

3. Why might the food industry choose to use

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artificial sweeteners in their products?