DAILY LESSON LOG School Teacher Teaching Dates and Time MONDAY I. B. Performance Standard C. Learning Competency/Objectives III. A. 1. 2. 3. 4. TUESDAY WEDNESDAY 9 SCIENCE SECOND QUARTER THURSDAY FRIDAY OBJECTIVES A. Content Standard II. Grade Level Learning Area Quarter CONTENT LEARNING RESOURCES References Teacher’s Guide pages Learner’s Materials pages Textbook pages Additional Materials from Learning Resource The learners demonstrate understanding of the development of atomic models that led to the description of the behavior of electrons within the atoms. Describe how Bohr’s model of the atom improved Rutherford’s atomic model Explain how Quantum Mechanical Model of the atom describes the energies and positions of the electrons. S9MT-IIa-13 Determine the Describe how it is Write the characteristic colors likely to find the electron that metal salts emit electron in an configuration of atom by the elements in Relate colors emitted probability the third period by salts to the structure of the atom Determine the pattern of filling the orbitals based on the given distribution for the first 10 elements Devise rules in filling up the orbitals FLAME TEST PREDICTING THE ELECTRON PROBABLE LOCATION CONFIGURATION OF AN ELECTRON pp. 83-85 pp. 100-104 pp. 85-88 pp. 104-108 pp. 88-89 pp. 108-109 Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry Module 10 What’s inside the Atom? https://www.youtube.com/ watch?v=bmZ2bpJKXUI Module 10 What’s inside the Atom? https://www.youtube.com /watch?v=cKzh5yeQGjA A. Reviewing previous lesson or presenting the new lesson Discuss earlier concepts of the atomic structure. Draw an atom as describe by Niels Bohr. B. Establishing a purpose for the lesson Let the students watch a video about fireworks competition. Explain the reason of the different colors from fireworks. 5. (LR)portal B. Other Learning Resource IV. Module 11 Electron Configuration https://www.youtube.com/ watch?v=lqWL0WMtlYk PROCEDURES C. Presenting examples/Instances of the new lesson D. Discussing new concepts and practicing new skills # 1 Give important reminders when dealing with chemicals. E. Discussing new concepts and practicing new skills # 2 Do Activity 1. “The Flame Test”. F. Developing mastery Discuss Guide questions. Explain what happens to an excited electron. Explain that the color emitted by an element can be used to identify the name of the element. Relate the color observed from an element and the structure of atom. G. Finding practical application of concepts and skills in daily living H. Making generalizations and abstractions about the lesson Draw an atom as describe in Quantum Mechanical Model Explain the fault in Compare clues in a Bohr’s Model of the Atom treasure map with electron configuration. Do Activity 2. Write the electron configuration of a hypothetical element x with atomic no. 30 Discuss Guide Do Activity 3 questions. Prove that electrons found in definite orbits around the nucleus is not accurate. Introduce the Quantum Mechanical Model of the Atom. Discuss the quantum no. As shown in table 2 p.107 Discuss Guide questions. Discuss Aufbau principle, Hund’s rule and Pauli’s Exclusion principle. Infer that properties of elements depends on the arrangement of electrons outside the nucleus. I. Evaluating learning J. 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 lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? How can the energy of the electron be compared to a ladder? How quantum mechanical model of the atom be compared to a cloud? Write electron configuration of elements in the 4th period. Watch videos about quantum mechanical model. Watch videos about electron configuration. DAILY LESSON LOG School Teacher Teaching Dates and Time MONDAY Grade Level Learning Area Quarter TUESDAY WEDNESDAY 9 SCIENCE SECOND QUARTER THURSDAY FRIDAY VII. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competency/Objectives VIII. CONTENT IX. C. 6. 7. 8. 9. LEARNING RESOURCES References Teacher’s Guide pages Learner’s Materials pages Textbook pages Additional Materials from Learning Resource 10. (LR)portal D. Other Learning Resource X. PROCEDURES The learners demonstrate understanding of How atoms combine with other atoms by transferring or by sharing electrons Forces that holds metals together The learners should be able to Explain the formation of ionic and covalent bonds Recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness, polarity and electrical and thermal conductivity Explain how ions are formed S9MT-IIb-14 S9MT-IIc-d-15 S9MT-IIe-f-16 Identify the Write the Lewis Illustrate Explain Make a number of Symbol of the how an ionic bond how covalent model of a metallic valence electrons common metals formed bonding takes bond of atoms and non-metals place Show how Relate the Compare the Show the Illustrate ions are formed properties of metals electronegativity relationship the sharing of to the kind of bond and ionization among the electrons they are made of energy values of number of valence metals and nonelectrons, metals electronegativity, and ionization energy MAPPING THE LEWIS SYMBOL IONIC BOND COVALENT BOND METALLIC BOND PERIODIC TABLE pp. 90-92 pp. 113-115 pp. 92 pp. 115-117 pp. 93 pp. 118-119 pp. 93-96 pp. 118-119 pp. 96-97 pp. 121-123 Project Ease, Chemistry Module 14 Chemical Bonds Project Ease, Chemistry Module 14 Chemical Bonds https://www.youtube.com /watch?v=Sk7W2VgbhO g Project Ease, Chemistry Module 14 Chemical Bonds https://www.youtube.com/ watch?v=DEdRcfyYnSQ Project Ease, Chemistry Module 14 Chemical Bonds https://www.youtube.com /watch?v=LkAykOv1foc Project Ease, Chemistry Module 14 Chemical Bonds https://www.youtube.com/ watch?v=eVv3TpaQ2-A K. Reviewing previous lesson or presenting the new lesson Review the Bohr model of the atom and point out where the valence electrons are. What are valence electrons? Which type of element tends to loose electron/s? Gain electron/s? How ionic bond takes place? What type of bond will be formed from a metal and non-metal? What type of bond will be formed from two nonmetals? L. Establishing a purpose for the lesson Show a periodic table.Ask the students, how are the elements arranged in the periodic table?. Operationally define electronegativity and ionization energy. Discuss Lewis structure. Watch video about covalent bond What type of bond will be formed by two metals? M. Presenting examples/Instances of the new lesson Ask the students,Why atoms bond with other atoms? Show how to write the Lewis Structure of an element. Get the electronegativity difference between Carbon and Oxygen. Explain how metallic bond happens. N. Discussing new concepts and practicing new skills # 1 Do Activity 1 Do Activity 2 Ask students, if you have two sandwiches and you see your classmate don’t have anything to eat, what would you do? Get the difference of the electronegativities of sodium and chlorine and show the transfer of electrons . Do Activity 3 Show how to construct the Lewis structure of CO2 . Do Activity 5 Fill in tables 3 and 4 O. Discussing new concepts and practicing new skills # 2 Discuss Guide questions. Discuss Guide questions. Discuss Guide questions. Do Activity 4 Discuss Guide questions. P. Developing mastery Where are the metals and non-metals in the periodic table? Discuss the Octet Rule. When do covalent bond takes place? What are some properties of metals? What are some common uses of metals? Q. Finding practical application of concepts and skills in daily living Show a picture of sodiuma very reactive metal, and chlorine -a very poisonous gas. Point out that when these elements bond, salt will be formed. What type of elements has low ionization energy? High electronegativity? Elements wants to become stable by having 8 valence electrons. Ask students, do you have your own goal? What should be the difference in the electronegativity of two elements for it to become ionic? Relate the saying, Its better to give than to receive to the topic. Ask students, if you have a book and your seatmate don’t have, what would you do? Why do we use gold in making jewelry? Why do we use iron in making grills? Differentiate polar from non-polar covalent bond Metals are malleable, lustrous, ductile, and are good conductor of heat and electricity. R. Making generalizations and abstractions about the lesson How do electronegativity and ionization energy plays an important role in chemical bonding? What element forms cation? Anion? S. Evaluating learning T. Additional activities for application or remediation XI. REMARKS XII. REFLECTION H. No. of learners who earned 80% in the evaluation I. No. of learners who require additional activities for remediation who scored below 80% J. Did the remedial lessons work? No. of learners who have caught up with the lesson K. No. of learners who continue to require remediation L. Which of my teaching strategies worked well? Why did these work? M. What difficulties did I encounter which my principal or supervisor can help me solve? N. What innovation or localized materials did I use/discover which I wish to share with other teachers? Short quiz Short quiz What happens after a cation and anion are produced? Short quiz Watch video about Lewis structure Watch video about ionic bonding Make a HUGOT line about covalent bond. Fill in table 5 Watch video about metallic bond GRADE 1 to 12 DAILY LESSON LOG School Teacher Teaching Dates and Time MONDAY Grade Level Learning Area Quarter TUESDAY WEDNESDAY 9 SCIENCE SECOND QUARTER THURSDAY FRIDAY I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competency/Objectives 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 Resource 5. (LR)portal B. Other Learning Resource IV. PROCEDURES The learners demonstrate understanding of How atoms combine with other atoms by transferring or by sharing electrons Forces that holds metals together The learners should be able to Explain the formation of ionic and covalent bonds Recognize different types of compounds(ionic or covalent) based on their properties such as melting point, hardness, polarity and electrical and thermal conductivity Explain how ions are formed S9MT-IIe-f-16 Recognize ionic and covalent compound based on their physical properties pp. 98-102 pp. 123-124 Project Ease, Chemistry Module 14 Chemical Bonds https://www.youtube.com/ watch?v=SMBA7E6ZZjg A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/Instances of the new lesson D. Discussing new concepts and practicing new skills # 1 E. Discussing new concepts and practicing new skills # 2 F. Developing mastery G. Finding practical application of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. J. XIII. XIV. A. B. Evaluating learning Additional activities for application or remediation REMARKS REFLECTION No. of learners who earned 80% in the evaluation No. of learners who require additional activities for Differentiate ionic from covalent bond based on how they form. Is there a way to distinguish ionic from covalent compounds aside from how they were formed? Show how construct the improvised conductivity apparatus . Do Activity 6 Discuss findings through group reporting. Watch video about the difference of ionic and covalent compounds Explain why it is dangerous to walk in floodwater after a typhoon. How can we distinguish ionic compounds from covalent compounds base on physical properties? Summative Test remediation who scored below 80% C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? GRADE 1 to 12 School DAILY LESSON LOG Teacher Teaching Dates and Time MONDAY TUESDAY WEDNESDAY Grade Level 9 Learning Area SCIENCE 9 Quarter SECOND THURDAY FRIDAY I. OBJECTIVES A. Content Standard The learners demonstrate an understanding of forces that hold metals together B. Performance Standard The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition create. C. Learning Competency /Objectives Write the LC code for each. S9MT-IIc-d15 II. 1. Explain properties of metals in terms of their structure. S9MT-IIe-f16 1. Explain how ions are formed. CONTENT Metallic Bond and the Properties of Metals Formation of Ions III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages pp. 96- 97 p.93 pp. 121- 122 pp. 116- 119 4. Additional Materials from Learning Resource (LR)portal B. Other Learning Resource IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Let the students classify some compounds as either ionic compound or covalent compound. Let them recall the definition of ionic and covalent bond based on their answer. Ask the students to differentiate these two types of bond. Demonstrate to the students an activity that shows the formation of ions in a solution (ex. Table salt in water can make the water a good conductor of electricity). Ask the students how is this change of electrical conductivity becomes possible. Gather some answers to the students. Let the students recall first how table salt forms. Students will recall that table salt ( NaCl) is a product of ionic bonding or the transfer of electron from a metal to a nonmetal which causes an electrically neutral atom of metal to become positively charge and an electrically neutral atom of nonmetal to be negatively charge. B. Establishing a purpose for the lesson Post a question on the board that says “If metals can bond Introduce to the students the process of ionization or the with nonmetals and nonmetals can bond to nonmetals, is it possible for metals to bond with metals?” Solicit answers from the students and ask them how it will happen. (Answers must be noted to be used as the lesson progresses). Another question to be posted is this “ Is the bond that exists among metals can be the reason for its properties?” C. Presenting examples/Instances of the new lesson D. Discussing new concepts and practicing new skills # 1 formation of electrically charged atoms or molecules. Tell to the students that ions can be grouped as positively charged ions or cation and negatively charged ions or anion. Mention also that ions can be an atom or it can be a molecule. Explain to the students that properties of a solution depends on the type of ions that are found on it. Show the students some pictures of metals which display some of its characteristics. Ask them to explain what characteristic of metal is shown on the pictures. Post a list of ions on the board as examples. ( Make a list of these characteristics on the board) Present to them pictures of some food products or drinks that are sources of ions needed by our body. Divide the class into small groups and ask them to Ask the students to form 6 small groups for the activity. The students will identify the (The list must show the groupings of ions as cation and anion, as well as atoms and molecules). perform Activity # 5 Bonding Among Metals. ions from the food products and drinks that will be assigned to them by their teacher. They also need to group these ions as cation or anion and as an atom or as a molecule. Students must share the result of their investigation in the class. E. Discussing new concepts and practicing new skills # 2 The students will report their findings on the said activity in the class. ( Note for any misconception that may arise during this procedure) After the students have able to report their work, it is time to explain to them the answers for the said activity. Any misunderstanding that the teacher noted must be explained thoroughly to the students until they grasp the correct idea. Tell to the students that aside from the presence of ions in foods and drinks that we eat, there are other important uses of ions. Each group will investigate some uses of ions. Some of the possible topics to be assigned to the students are the following: fluorescent light, neon lights, battery, ionosphere, sickle cell anemia. The students will research on how ions are involved on each topic. ( Assigning of these topics must be done a day before the lesson so that the students can research and bring their materials in class on the assigned date.) F. Developing mastery (leads to Formative Assessment 3) Go back with the pictures you have presented as examples for the characteristics of metals, ask the students to explain the pictures based on the concept of metallic bonding and the “sea of electrons”. Students will be sharing their research in the class and they are expected to discuss how they find ions useful. G. Finding practical application of concepts and skills in daily living Ask the students to suggest some ways on how they can use the lesson in their daily living. The class will have an open forum about food supplement, vitamins and energy drinks they used and how these things help them in their daily lives. ( Motivate them by giving additional points for those who can answer correctly) H. Making generalizations and abstractions about the lesson Call for at least three volunteers that may sum up the lesson. The teacher can prepare incomplete statements that will be completed by the students to guide them what to generalize. To generalize the lesson ask the following to the students: 1. What is ion? 2. Define ionization. 3. What are the two types of ions? 4. Give examples of ions as atom and as a molecule. 5. What are some of the uses of ions in our lives? I. Evaluating learning J. 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 lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? The students may answer Table 5. Types of chemical bond on page 122 of the LM. Use an exit paper for the evaluation. Ask the students to write what they have learned about ions. DAILY LESSON LOG I. OBJECTIVES School Teacher Teaching Date and Time 10 SCIENCE FOURTH MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY The learner demonstrate understanding of the type of bonds that carbon forms that result in the diversity of carbon compounds. A. Content Standard B. Performance Standard C. Learning Competency/Objectives Write the LC code for each. S9MT-IIh-18 Recognize the general classes and uses of organic compound. Differentiate organic compound by inorganic compound. II. Grade Level Learning Area Quarter Recognize the general classes and uses of organic compound. Show oil and gas formation. Discuss the major classes of organic compounds. CONTENT Recognize the general classes and uses of organic compound. Explain how carbon is used or applied in everyday life. Recognize the general classes and uses of organic compound. Perform guided experiments in determining the properties of common organic compounds Recognize the general classes and uses of organic compound. Perform guided experiments in determining the properties of common organic compounds. The variety of carbon compound (Organic Compounds) III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR)portal pp.127,129 pp.105-106 pp.105-106 pp.107-108 pp.107-108 pp.131-132,142-143 pp.131-132 pp.132-135 pp.132-135 B. Other Learning Resource IV. http://www.srv34.youtubein https://www.youtube.com mp4.com/download.php?r=c /watch?v=8YHsxXEVB1 6p2q5CgGi2RUk7Dsa6IckD M P https://www.youtube.com https://www.youtube.com/wa /watch?v=q7pTbt_-KPY t tch?v=0WAV47hsCpY http://2012books.lardbuck et.org./books/principlesof-general chemistryv1.0/s28-01-functionalgroups-and-classes-html http://2012books.lardbuck et.org/books/principles-ofgeneral-chemistryv1.0/s28-01-functionalgroups-and-classes-.html 1. Recall carbon atoms How oil and gas formed? What are the important uses of carbon compound? Describe the physical properties of matter. Introduce the lesson by asking the students to explain how carbon is used or applied in their everyday life? Ask one representative/ volunteer from the class to be blind folded.( Use actual lubricating oil, ethyl alcohol, and gasoline ) and guess the object using his sense of smelling and touching. Ask the students if they finished answering their experiment which was done yesterday. Do activity # 1 Organic Compounds: Are They Useful ( See Attachment # 5) Let the student describe the appearance/ properties of each object. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson Begin the lesson by writing “organic”, inorganic”, and “compound” on the board. Ask the students to create a concept map. Branching off the sides will be the students understanding of the word. C. Presenting examples/Instances of the new lesson. Show pictures of organic and inorganic compound. On the board let the students classify them according to its proper Review organic compounds Start the lesson by giving short motivating activity. Ask two volunteers to go in front and match the following to its appropriate object. (see attachment # 2) Ask students if they had an idea of where is gasoline come from? Let the students watch a video clips about Oil and Gas Formation. If not provide at least 10-15 minutes to answer the questions in the activity. group. (see attachment #1) D. Discussing new concepts and practicing new skills # 1 Let them identify each household products and its important uses Show a video clips about organic and inorganic compounds.. Lead the students to discover that gasoline is only one of the sample products of the major classes of organic compounds. Presentation of the result of the activity Before letting the students do the experiments, discuss first the safety precautions that the students should take on the conduct of the experiments. Let them go to their proper groupings for the final analysis and exchanging of ideas. Perform activity #2 Properties of Common Organic Compounds E. Discussing new concepts and practicing new skills # 2 Based from the video presented, ask the students to differentiate organic compounds from inorganic compounds. Provide a photo copy of the major classes of organic compound. Assign each group of students to conceptualize the major classes of compounds, its functional groups and its important uses. (see attachment #3) Students will answer the some guide questions. Checking and discussion of the activity results Students were instructed to observe and take down notes while conducting an experiments. Presentation of the result of the activity per group. F. Developing mastery (leads to Formative Assessment 3) How is carbon compound differ from inorganic compounds? What are the important uses of organic compounds? What are the important uses of hydrocarbons? The students will answer guide questions. (see attachment #6) Checking of the result of the activity. Discuss the properties of common organic compounds. G. Finding practical application of concepts and skills in daily living Why is it important to have fat in your diet? Why do some motorists prepared to use unleaded gasoline than any type of gasoline? Why do some motorists prepared to use unleaded gasoline than any type of gasoline? Why are some label products of some household materials has remarkable word of “always keep at room temperature”? Why are some label products of some household materials has remarkable word of “always keep at room temperature”? H. Making generalizations and abstractions about the lesson Why carbon so special compared to other elements? Can you describe major classes of organic compounds? What are carbon compounds? What are the common properties of organic compounds? What are the common properties of organic compounds? Short Quiz (See Attachment) Enumerate other examples of organic compounds that you usually used in your everyday living. See Rubrics See Rubrics I. Evaluating learning J. Additional activities for application or remediation IV. REMARKS V. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for Construct the structure of hydrocarbons assigned using marshmallows, raisins and toothpicks. The marshmallows will be the hydrogen atoms, raisins should be the carbon atoms, and toothpicks will be the bond. See Rubrics C. D. E. F. G. remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers? DAILY LESSON LOG School Teacher Teaching Dates and Time MONDAY Grade Level Learning Area Quarter TUESDAY WEDNESDAY 9 SCIENCE SECOND QUARTER THURSDAY FRIDAY I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competency/Objectives • • • • 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 Resource (LR)portal Use the unit mole that quantitatively measures the number of very small particles of matter. Analyse the percentage composition of different brand of two food products and decide on products on appropriate percentage composition. S9MT-Iii-19 Assess students’ prior • Measure the mass of a Calculate the mass of Describe the Apply the mole concept in knowledge about mole given number of one mole of a substance relationships among the completing a given set of concept and objects. using the periodic table number of moles, mass, data. percentage • Record the mass with of elements. and number of particles. composition of the correct number of compounds. significant figures. Measure the mass of an object. Record the mass with the correct number of significant figures. Relate the mass of the object to the number of pieces per item. Mole Concept Molar Mass Inter-conversions Among Mass, Moles and Number of Particles 117-119 145-149 120-121 149-150 121-123 151-152 125-129 152-153 125-129 152-153 B. Other Learning Resource https://www.youtube.com/ watch?v=g_BelGwRxG8&spf reload=5 IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Ask how scientists count very small particles such as atoms, ions and molecules. • Based on the previous activity, ask how large quantities of objects can be counted conveniently. Before answering the question, let them answer the Pre-Assessment in the LM on page 145. • Ask what counting unit is used by chemists in counting tiny particles such as atoms and molecules and its equivalent number. • Ask why the unit mole consists of a very large number compared to case, ream, and dozen. • Ask if one mole of sulfur has the same mass as one mole of aluminum. B. Establishing a purpose for the • Ask students the lesson equivalence of the following counting units: A Pair of shoes = ___ A Dozen of eggs = ___ A Case of coke = ___ A Ream of paper = ___ • Ask them the advantage of using these units in counting too many objects compared to counting them one by one. Ask them what other ways to make counting too many objects easier and faster. • Ask how chemists count tiny particles such as atoms and molecules. • Ask what Avogadro’s number is. • Ask if one mole of different substances have the same mass. • Ask how many hydrogen atom and oxygen atom are there in one molecule of water or the atomic ratio. (2:1) • Ask the total no. of atoms of hydrogen and oxygen in a dozen molecules of water. (24 atoms of H and 12 atoms of O). • Ask what will be the number of atoms of H and O in one mole of water molecules. (2 moles or 1.21 x 1024 H atoms and 1 mole or 6.02 x 1023 O atoms) • Describe molar mass. Recall on how to count • Have students particles of substances perform the Molar from given masses. Mass Relay. (See attachment #2 for the mechanics.) Tell the students to come to their corresponding group mates to perform this activity. The first group to answer correctly will be given an artificial gold medal (prize is optional). Tell the students to come to their corresponding group mates to perform this activity. The first group to answer correctly will be given an artificial golden cup (prize is optional). Show them a picture of a Show them a picture of a golden cup. Tell students gold medal thru a slide. that this golden cup (See attachment #3) contains 3.01 x1024 atoms. (See attachment #4) A pure gold medal has a mass of 591 g. Questions: 1.) How many moles of 1. How many moles of gold gold atoms are there in are there? (5 moles) • How can you calculate the gold medal if its molar the mass of 1 mole of mass is 197 g? (3 moles) water molecules? 2.) How many atoms of • The first who will gold are present? (1.81 answer correctly will x10 24 atoms) be given a prize. Let them solution. C. Presenting examples/Instances of the new lesson Mang Juan is constructing his bahay kubo and he needs to buy a lot of iron nails. How are iron nails bought from a hardware store, by number or by mass? Why are they usually sold by mass? What instrument is used for getting the mass of objects like iron nails? Is it possible to determine the exact number of iron nails he bought for his bahay-kubo using a weighing scale? How? D. Discussing new concepts and Perform Activity1: practicing new skills # 1 “Counting by Getting the Mass of an Object” E. Discussing new concepts and practicing new skills # 2 (Demonstrate the proper use of the platform balance first.) Answer the guide questions. Present one mole of sulfur and one mole of aluminum. The mass of one mole of sulfur is 32.01 g while the mass of one mole of aluminum is 27.00 g. Ask why one mole of different substances have different masses. show 2. What is the mass of the golden cup? (The molar mass of gold is 197 g, so the mass is 985g) Let them show their solution. their Present table 3 on page Ask how they convert a given mass to moles 150 of the module. then to number of • Ask how the molar particles. mass of oxygen gas O2, sugar, and hydrogen peroxide is determined. • Ask if the same process is used as what they did with the mass of 1 mole of water. Ask them how they will prepare exactly 6.02 x 1023 molecules or 1 mole of table sugar. Perform Activity 2: Perform Activity 3: Perform Activity 4: “Total Count Vs. Mass” “The Mass of One Mole of a Substance” “The Relationship Among Mole, Mass and Number of Particles” Answer the guide questions. Answer the guide questions. Answer the guide questions. Ask how they convert a given number of moles into mass in grams. Perform Activity 5: “The Chemist’s Mole” Answer the guide questions. F. Developing mastery G. Finding practical application of concepts and skills in daily living • Discussion on the results of the activity. • Ask what counting unit is used by chemists in counting tiny particles such as atoms and molecules and its equivalent number. • Emphasize that scientists are able to count very small particles by means of a platform balance and the periodic table. Listed on the periodic table the mass of 1 mole of an element. • Ask why the equivalent number is called Avogadro’s number. Present and discuss the sample problem in the module on page 149. Ask what can be a convenient way of counting large quantities of objects. (counting by getting the mass) In what ways in your daily life can you apply this procedure? • Discussion on the • Discussion on the results of the activity. results of the activity. • Present table 3 on • Discuss how to derive page 150 of the LM. the molar mass of • Ask what tool different substances provides information using the periodic table. on the mass of one mole of an element. (Ans. : the periodic table of elements) Ask if 50 g of gold and 50 g of silver have the same number of atoms and explain their answer. Ask them to arrange the following substances from the lightest to heaviest. Ne, N2, H2, He,CO2 (Answer: H2, He, CH4, Ne, N2, CO2, ) Ask which can be used to fill up a balloon that can rise up in the air. (H2, He, and CH4 because their molar mass is lighter than oxygen gas). • Discussion on the results of the activity. • Ask what mathematical operation is used to convert a given mass into no. of moles. (division) • Ask what mathematical operation is used to convert no. of moles to particles. (multiplication) • Discussion on the results of the activity. • Ask what mathematical operation is used to convert a given no. of atoms into moles. (division) • Ask what mathematical operation is used to convert a given moles into mass. (multiplication) Ask how many CO2 molecules are released into the atmosphere if 32g of methane (CH4) reacts with 128 g of oxygen gas and produce 88g of CO2 along with 72 g of water vapor. (Convert 88 g CO2 into moles and to no. of particles, the answer is 1.20x1024 molecules). Ask what must be the mass of methane (CH4) required to produce 5 moles of CO2 if burning 1 mole of methane produces 1 mole of carbon dioxide. Ask how many CO2 molecules are released out of this mass of methane. (Show the chemical equation, see attachment #5). Ask how they think it will affect the environment, and what action must be done. 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% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation Ask if they think scientists do the same way (in the activity) when counting the number of very small particles such as atoms and molecules and what are the instruments used. (periodic table and platform balance) Solve the problems on page 149 of the LM. Watch the video “ One Mole and Avogadro’s Number” from https://www.youtube.com/ watch?v=g_BelGwRxG8&spf reload=5 • Ask them to describe molar mass. Ask why hydrogen and methane gas is not used in party balloons. (They are both flammable, He is an inert gas). Ask how to determine the mass of one mole an element and a compound • Ask if moles of different substances have the same mass. Give a short quiz. (See attachment #1) Present table 5 in the LM on page 152 and give it as a quiz. Ask how to determine the no. of moles and particles from a given mass of substance. Ask how to determine the no. of moles and particles from a given mass of substance and vice versa. 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? DAILY LESSON LOG School Teacher Teaching Dates and Time MONDAY Grade Level Learning Area Quarter TUESDAY WEDNESDAY 9 SCIENCE SECOND QUARTER THURSDAY FRIDAY I. OBJECTIVES A. Content Standard Use the unit mole that quantitatively measures the number of very small particles of matter. B. Performance Standard Analyse the percentage composition of different brand of two food products and decide on products on appropriate percentage composition. C. Learning Competency/Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages S9MT-Iii-19 Covert given mass into Prepare a concept map moles and number of on the Mole Concept. particles and vice versa. Inter-conversions Among Mass, Moles and Number of Particles pp.126-129 p.154 S9MT-IIj-20 Calculate the • .Apply the concept of percentage percentage composition composition in by mass of compounds choosing grocery given their chemical items. formula. • Realize that the amount of substances intake can be monitored with the use of percentage composition. • • Recall past lessons. Answer test items correctly and honestly. Mole Concept Percentage Composition of a Compound Summative Assessment p. 130 p. 155 pp. 130-132 pp. 155-157 p. 133 p. 159 4. Additional Materials from Learning Resource (LR)portal B. Other Learning Resource https://www.youtube.com /watch?v=wqZSxErQ7Ck https://www.youtube.com/ watch?v=ZAxl502Yl9g Recall on how to determine the no. of moles and particles from a given mass of substance and vice versa. B. Establishing a purpose for the As a group, they will Let them watch the video lesson construct their own “What is a Mole?” from concept map on how to https://www.youtube.com easily convert mass to /watch?v=wqZSxErQ7Ck mole and to number of particles and vice versa using a marker and cartolina. Let them explain their answer (5 pts.). Recall on how to solve for molar mass of a compound. Recall on how to solve for the percentage composition of compounds • Ask the total number of students in the class and how many are males and females. Ask the percentage of male and female in the class. • Ask on the percentage by mass of hydrogen in one mole of water, given that in 18g of water there is 2 g of hydrogen. • Show the video “How to Calculate Percentage Mass” from https://www.youtube.co m/watch?v=ZAxl502Yl 9g • Present the formula for determining the percentage composition by mass of a compound. Ask: “Have you given the task by your parents to buy groceries in the supermarket? Do you take time to look at the nutritional facts of an item before buying it? Why is it important to look at the nutritional facts before buying or consuming a product?” IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson C. Presenting examples/Instances of the new lesson How do you convert a given mass of a substance into number of moles and number of particles? Let them explain their concept map. Based on the previous activities, ask how they will organize their knowledge on the concept of mole. Present a label of canned goods such as corned beef or meat loaf. Ask if all of the ingredients are good to one’s health. Ask how one can regulate the amount of food to be taken in order to keep a healthy lifestyle. D. Discussing new concepts and Part I practicing new skills # 1 Perform the “Mole Relay” (See attachment #6 for the mechanics.) Perform Activity 6 “Mole Map” • Give more examples on calculating the percentage composition of compounds. Perform the problem solving on page 157 of the LM. Perform Activity 7: “It’s Grocery Time!” Part II Give the set of problems from page 154 of the LM to be answered individually. E. Discussing new concepts and practicing new skills # 2 F. Developing mastery G. Finding practical application of concepts and skills in daily living Discussion on the results of the activity Discussion on the results of the activity 6. Ask why 6.02x1023 Follow up their search particles called the about the scientists involved in the Avogadro’s Number. development of mole Instruct them to search on concept. Have a discussion regarding this the contributions of matter. Amedeo Avogadro in science. Ask them what they think are the good qualities of Avogadro and other scientists involved in the development of the Discussion on the results of the activity. The roots of the plants absorb the nutrients from the soil. Potassium is the mineral responsible for a healthy root system. If you were a farmer, which of the following fertilizers are you going to use? K2SO4, KCl, K2O, or K2CO3? Answer the guide questions. Discussion on the result of the activity. Have students recite their answers to the guide questions. • Calcium is important in our diet because it makes our bones healthier. Which calcium supplements contain the highest percentage of Calcium? (Ans: CaCO3) Calcium carbonate: CaCO3, Calcium concept of mole that they want to emulate. H. Making generalizations and abstractions about the lesson I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION Ask how to do conversions of mass to mole and to number of particles and vice versa. citrate: Ca3(C6H5O7)2, Calcium gluconate: Ca(C6H11O7)2 Remember that the decision on which supplement should take depends on side effects and the advice of a physician. Calcium carbonate is used as an antacid, so it decreases the acidity in the stomach. Nutritionists recommend that it should be taken with meals. (Meals cause stomach acid to be produced for digestion). Ask the importance of using the mole concept and molar mass of a compound in expressing amount of substance. Ask how to solve for the percentage composition of a compound. • Ask in what other ways they can make use of the concept on percentage composition. Ask why knowledge on percentage composition of substances is important. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?