Department of Education

National Capital Region

Schools Division Office Quezon City
JOSE P. LAUREL SR. HIGH SCHOOL
19 F. Salalilla Street, Project 4, Quezon City, Metro Manila

Teacher Rhissan B. Acebuche Grade Level 9

DAILY LESSON LOG Teaching Week 7 Learning Area Science
Teaching Dates November 11-15, 2024 Quarter 2nd
Session 1 Session 2 Session 3 Session 4 Session 5
Class Schedule MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
November 11, 2024 November 12, 2024 November 13, 2024 November November 15, 2024
14, 2024

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the type of bonds that carbon forms that result in the diversity of carbon compounds.
B. Performance Name and classify compounds found at home.
Standards
C. Learning Competency Explain how the structure of the carbon atom affects the type of bonds it forms; (S9MT-IIg-h-17)
Given the necessary materials, 80% of the students should be able to:
D. Specific objectives a. Discuss why carbon is a a. define organic and a. determine the different a. observe the properties of common
unique atom (valence inorganic compounds and applications of organic organic compounds through
electron, bond length, differentiate between compounds and cite examples experimentation;
strength, multiple bond them based on their of each organic compound used
formation, etc.); chemical composition, in daily living; b. develop curiosity and interest in
properties, and uses; investigating the properties of organic
b. Demonstrate an b. demonstrate curiosity b. express appreciation of the compounds; and
appreciation for the role about the differences importance of organic
of carbon in living between organic and compounds in improving the c. conduct experiments safely and
organisms and everyday inorganic compounds and quality of human life; and accurately, and record observations
materials by actively their roles in the world effectively.
participating in around them; c. conduct simple experiments
discussions and c. physically sort and to demonstrate the properties
expressing curiosity about classify objects or cards of some organic compounds.
its applications; and representing different
compounds into organic
c. Accurately construct and inorganic categories.
and manipulate ball-and-
stick models of simple
organic molecules,
demonstrating dexterity
and spatial reasoning
skills.
 E. 21st Century Skills
☐ Problem Solving ☐ Problem Solving ☐ Problem Solving ☐ Problem Solving
☐ Information ☐ Information ☐ Information Literacy ☐ Information Literacy
Literacy Literacy ☐ Critical Thinking ☐ Critical Thinking
☐ Critical Thinking ☐ Critical Thinking

F. Specific Activities

[Link]
A. Topic CARBON AND ORGANIC COMPOUNDS
B. Subtopic Carbon and Its Organic & Inorganic Applications of Organic Properties of Common Organic
Uniqueness Compounds Compounds Compounds
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 42-50
pages
2. Learner’s Manual pp. 45-60
pages
3. Textbook pages Chang, R. (2021). Chemistry (13th ed.). McGraw-Hill Education. New York, NY.
Brown, W. H., LeMay, Jr., H. E., Bursten, B. E., Murphy, C. J., & Woodward, P. M. (2022). Chemistry: The Central Science (15th ed.).
Pearson Education. Boston, MA.
4. Additional Materials
from Learning
Resource (LR) Portal
IV. PROCEDURES Prayer
Greetings
Classroom Setting
A. REVIEW: Reviewing Begin by asking students Elements and Begin by reviewing the Review the definition of organic
the previous lesson to recall what they Compounds: Review the definition of organic compounds compounds and their key characteristics.
(ELICIT) learned about atoms and definitions of elements and the key elements they Discuss the different categories of organic
their structure in previous and compounds. contain (carbon, hydrogen, compounds (carbohydrates, lipids,
lessons. What is an element? (a oxygen, etc.). proteins) and their general properties.
What are the main parts pure substance that Ask students to recall the four Remind students of basic laboratory
of an atom? (protons, cannot be broken down major categories of organic safety rules and procedures.
neutrons, electrons) further) compounds: carbohydrates,
What are valence What is a compound? (a lipids, proteins, and nucleic
electrons? (electrons in substance made of two or acids.
the outermost shell) more elements chemically Briefly discuss the basic
Why are valence combined) structures and functions of
electrons important? Give examples of these categories
elements and compounds.

B. MOTIVATION: The Carbon Puzzle:  "Mystery Materials": Show students a variety of Engage students with a demonstration
Establishing a purpose Present students with a Present students with a everyday products (e.g., food that highlights the unique properties of
for the lesson variety of everyday variety of everyday items, clothing, medicine, organic compounds. For example:
objects made from objects, some made of cleaning agents).  Compare the flammability of
carbon-based compounds organic compounds (e.g., Ask them to identify the main water and ethanol.
 (e.g., pencil (graphite), cotton shirt, wooden ingredients in these products  Show the reaction of vinegar
plastic bottle, sugar cube, block, sugar) and some and discuss how these (acetic acid) with baking soda.
piece of wood). made of inorganic ingredients might be related to Ask students to predict the outcomes of
Question: What do all compounds (e.g., salt, organic compounds. different experiments and explain their
these things have in metal key, glass). Initiate a discussion about how reasoning.
common? (They all  Question: How can we organic compounds are
contain carbon) classify these objects into essential to our daily lives.
Lead-in: Explain that different groups based on
carbon is a special the types of compounds
element that can form they are made of?
many different  Lead-in: Introduce the
compounds, making it terms "organic" and
essential for life as we "inorganic" and explain
know it. that these categories help
us understand the vast
world of chemical
compounds.
C. Presenting Visual Aids: Show images  Visuals: Show images  Display charts or use a Introduce the different properties that will
examples/instances of of different forms of of various organic and projector to show examples of be investigated in the experiments (e.g.,
the new lesson carbon (diamond, inorganic compounds organic compounds and their solubility, flammability, acidity/basicity,
(ENGAGE) graphite, fullerenes). (e.g., methane, water, applications. melting point, boiling point).
Discussion: glucose, table salt).  Categorize the examples Show students examples of how these
Point out the diverse  Brainstorming: Ask based on their functional properties are relevant in everyday life.
properties of these forms students to brainstorm groups (e.g., alcohols,
(diamond - hard, graphite other examples of organic aldehydes, ketones, carboxylic
- soft, fullerenes - and inorganic compounds acids).
spherical) they encounter in their  Provide specific examples of
Ask students to think daily lives. each category and their uses in
about how the same daily life (see examples below).
element can have such
different forms.
D. Discussing new  Interactive Lecture:  Interactive Facilitate a discussion about Divide students into small groups and
concepts and practicing Explain the unique Discussion: Explain the the properties of different provide each group with a set of materials
new skills (EXPLORE) properties of carbon: key differences between organic compounds and how and instructions for conducting
 Tetravalence: organic and inorganic these properties relate to their experiments.
 Bonding compounds: uses. Possible Experiments:
Variety:  Chemical If possible, conduct simple  Solubility: Test the solubility of
 Chain Formula experiments to demonstrate different organic compounds in
Formation:  Properties the properties of some organic water and other solvents (e.g.,
 Bond Strength  Uses compounds. For example: ethanol, oil).
& Length:  Classifying  Test the solubility of  Flammability: Compare the
 Modeling: Use ball- Compounds: Provide different organic flammability of different organic
and-stick models or online students with a list of compounds in water compounds (with proper safety
simulations to illustrate chemical formulas (e.g., and oil. precautions).
different carbon bonding C₆H₁₂O₆, NaCl, CO₂, H₂O,  Demonstrate the  Acidity/Basicity: Test the pH of
arrangements (e.g., CaCO₃) and have them reaction of an acid with different solutions containing
methane, ethane, classify each as organic or a base. organic compounds (e.g., vinegar,
ethene). inorganic. Encourage students to ask lemon juice, soap solution).
 Group Work: Have  Group Activity: Divide questions and share their  Melting Point/Boiling Point:
 students work in small students into groups and observations. Determine the melting point of a
groups to build models of provide each group with a solid organic compound (e.g.,
simple organic molecules. set of cards with the sugar) or the boiling point of a
names and properties of liquid organic compound (e.g.,
various compounds. Have ethanol). (This may require more
them sort the cards into advanced equipment.)
organic and inorganic  Chemical Reactions: Conduct
categories. simple chemical reactions
involving organic compounds,
such as the reaction of vinegar
and baking soda or the iodine test
for starch.
Emphasize the importance of accurate
measurements, careful observations, and
detailed record-keeping.
E. Developing Mastery Concept Mapping: Guide  Concept Attainment: Provide students with a Have each group present their findings to
(EXPLAIN) students in creating a Present students with a worksheet or online quiz to test the class, including their observations,
concept map Venn diagram comparing their understanding of the data, and conclusions.
summarizing the key and contrasting organic concepts discussed. Facilitate a class discussion to compare
properties of carbon and and inorganic compounds. Review the answers and and contrast the properties of different
how they contribute to its Guide them in filling out provide feedback to students. organic compounds.
uniqueness. the diagram with key Encourage peer teaching and Help students to connect the observed
Questioning: Use probing characteristics. group discussions to clarify any properties to the molecular structures of
questions to assess  Questioning: Use misconceptions. the compounds.
student understanding: targeted questions to
Why is carbon's check for understanding:
tetravalence important?  What element is
How does carbon's ability always present in
to form multiple bonds organic
increase its versatility? compounds?
What are some examples  How do the
of molecules with carbon melting points of
chains or rings? organic and
inorganic
compounds
generally
compare?
 Can you give an
example of an
inorganic
compound that is
essential for life?

F. APPLICATION: Real-World Real-World Divide students into small Ask students to apply their knowledge to
Finding practical Connections: Discuss Connections: Discuss the groups and assign each group a explain the properties of common
applications of concepts the importance of carbon importance of both specific organic compound or household products containing organic
and skills in daily living in: organic and inorganic functional group. compounds (e.g., why oil and water don't
(EXTEND)  Living compounds in various Ask each group to research and mix, why soap can remove grease, why
organisms: fields: present on the applications of some foods spoil faster than others).
 Proteins,  Medicine: their assigned compound in Have students research the uses of
carbohydrates, Organic various industries (e.g., specific organic compounds in different
lipids, DNA compounds (e.g., medicine, agriculture, industries (e.g., medicine, agriculture,
 Everyday antibiotics, manufacturing). manufacturing).
materials: painkillers) and Alternatively, have students
Plastics, fuels, inorganic create posters or presentations
medicines compounds (e.g., showcasing the "organic
 Technology: antacids, chemistry in my home" by
Carbon antiseptics) identifying and explaining the
nanotubes,  Agriculture: organic compounds found in
graphene Organic fertilizers everyday household items.
(e.g., compost)
and inorganic
fertilizers (e.g.,
ammonium
nitrate)
 Environmental
Science: Organic
pollutants (e.g.,
pesticides) and
inorganic
pollutants (e.g.,
heavy metals)

G. GENERALIZATION:  Guide students to  Guide students to Facilitate a class discussion to Guide students to make generalizations
Making generalizations summarize the key summarize the key summarize the key concepts about the relationships between the
and abstractions about properties of ionic properties of covalent learned about organic structure and properties of organic
the lesson (ELABORATE) compounds and their compounds and their compounds and their compounds.
relationship to the ionic relationship to the applications. Emphasize the importance of
bond and crystal lattice covalent bond and Ask students to reflect on the experimentation in understanding the
structure. intermolecular forces. importance of organic properties of matter.
 Have students create a  Have students create a chemistry in their lives and in Discuss the role of organic compounds in
concept map or table concept map or table society as a whole. various natural processes and human
linking the properties of contrasting the properties Encourage students to think activities.
ionic compounds to their of ionic and covalent about potential career paths
explanations. compounds. related to organic chemistry.
H. ASSESSMENT: Students will answer a 5- Students will answer a 5- Students will answer a 5-item Students will answer a 5-item quiz.
Evaluating Learning item quiz. item quiz. quiz.
(EVALUATE)
I. Additional activities Remediation: For Assignment: Assignment: Assignment: None
for Application or students needing extra Give other examples of  Assign research Remediation:
Remediation help, provide additional organic and inorganic projects on specific  Provide more structured
practice with Lewis dot compounds. Discuss their applications of organic experiments with step-by-step
structures and building uses and applications. compounds. instructions.
simple molecules. Remediation: For  Have students design  Offer opportunities for one-on-one
Assignment: students who need extra and conduct their own guidance and feedback.
 Have students support, provide simpler experiments.  Use visual aids and simulations to
research the uses examples and practice  Encourage students to reinforce concepts.
of different with identifying carbon in explore advanced
 allotropes of chemical formulas. topics in organic
carbon. chemistry.
 Challenge
students to design Remediation:
a molecule with  Provide individualized
specific properties tutoring or extra
using carbon and practice exercises.
other elements.  Use visual aids and
 Have students hands-on activities to
explore the role of reinforce concepts.
carbon in climate  Encourage students to
change. seek help from the
teacher or peers.
V. REMARKS
VI. REFLECTION
a. No of learners who SECTION DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
earned 80% on the
formative assessment 9-Mt. Apo
9-Mt. Arayat
9-Mt. Kanlaon
9-Mt. Makiling
9-Mt. Pinatubo

b. No. of learners who SECTION DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

require additional
activities for 9-Mt. Apo
remediation 9-Mt. Arayat
9-Mt. Kanlaon
9-Mt. Makiling
 9-Mt. Pinatubo
c. Did the remedial
lesson work? No. of
SECTION DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
learners who have 9-Mt. Apo
caught up with the
9-Mt. Arayat
lesson
9-Mt. Kanlaon
9-Mt. Makiling
9-Mt. Pinatubo
d. No. of learners who SECTION DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
continue to require
remediation 9-Mt. Apo
9-Mt. Arayat
9-Mt. Kanlaon
9-Mt. Makiling
9-Mt. Pinatubo
e. Which of my teaching
strategies worked well?
Why did these work?
f. What difficulties did I
encounter that my
principal or supervisor
can help me solve?
g. What innovation of
localized materials did I
use/ discover that I wish
to share with other
teachers?

Prepared by: Verified by: Noted by:

RHISSAN B. ACEBUCHE RYAN NOEL A. DOÑA JOHANNSEN C. YAP, Ph.D

Master Teacher I Head Teacher III Assistant School Principal II, Officer-in-Charg