DAILY LESSON LOG
School Pasay City National High School
Teacher JESSIRY M. LASCANO
Teaching Dates and
March 27-31, 2023
Time
DAY 1 (SET A)
The learners demonstrate an
understanding of how much
reactants are needed and how
A. Content Standards much products are formed in a
reaction
The learners shall be able to
effectively explain the process
of calculating the needed
B. Performance
Standards reactant and the amount of
product in a reaction, as well
the significance of limiting
reactant and percent yield
Determine the limiting reactant
C.Learning
in a reaction and calculate the
Competencies
amount of product formed
(Objectives)
II. Content (Subject Limiting and Excess Reactant
Grade Level
DAY 2 (SET A)
The learners demonstrate an
understanding of how much
energy is involved in a
reaction.
Recognize that energy is
released or absorbed during
a chemical reaction
Energy In Chemical
 12
Learning Area PHYSICAL SCIENCE
Quarter  SECOND
DAY 1 (SET B) DAY 2 (SET B)
The learners demonstrate an The Learners demonstrate an
understanding of how energy understanding of:
2. The distribution of the
is harnessed from different chemical elements and the
sources. isotopes in the universe.
The learners shall be able to
illustrate how energy is
produced and managed from
different sources.
Describe how energy is
harnessed from different
sources: a. fossil fuels b.
biogas c. geothermal d.
hydrothermal e. batteries f.
solar cells and g. biomass
Sources of Energy Long Test
Matter) Reactions

III. LEARNING RESOURCES

 
Chemistry: 8 edition by Chang
th

A. References Chemistry: 8th edition by Whittens et.al.

Exploring Life Through Science Series: Physical Science by Santiago et.al

1. Teacher's Guide
Pages
2. Learner's Materials
Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Printed test papers Laptop, projector, worksheet,
Resources printed handout and speaker

IV. PROCEDURE

A. Reviewing the  Presentation of the  Presentation of  Introduce the objectives:

Previous Lesson or
Presenting the New
Lesson
objectives the objectives  Describe the different
 Unlocking of  Unlocking of sources of energy
difficulties such as difficulties such as  Give a brief summary
limiting system, open, of how energy is produced
reactant/reagent and closed and isolated from different sources
excess reactant system.  Differentiate between
 Emphasize that all renewable and non-
chemical reactions renewable sources of
involve energy. energy
Energy is absorbed  Outline the pros and
 or released in any cons of the different
chemical reaction. sources of energy
 Unlocking of difficulties
such as renewable energy,
non-renewable energy,
biomass and fossil fuel

Emphasize that in a chemical  The learners will  Present the diagram

reaction, an insufficient observe the two energy showing the different
quantity of any of the reactants diagrams and note their sources of energy in the
will limit the amount of product differences. Philippines and the
formed. percentages of each
source. This will give an
overview of the energy
B. Establishing
Purpose for the situation in our country.
Lesson Allow the learners to
compare the main source
of energy from the different
regions in the Philippines.
(http//www.eia.gov/today in
energy/images/2015.03.06/
chart2.png)
C. Presentation of the Determining the limiting The students will list down the  Reporting: Allow 3-4
Lesson minutes for each group to
Reagent in the Reaction different situations involving
Sample problems: the releasing and absorbing report.
1. Copper reacts with of heat. Clarify, elaborate, and correct
sulfur to form copper(I) concepts
sulfide according to the The heat of reaction is used
following balanced in many things. Cite
equation: examples such as:
2Cu(s) + S(s)
→Cu2S(s)  Power production as an

What is the limiting
reagent when 80.0 g
Cu reacts with 25.0 g
S?
1. Rust forms when iron,
oxygen, and water
react. One chemical
equation for the
formation of rust is
2Fe + O2 + 2H2O →
2Fe(OH)2
D. Discussion
If 7.0 g of iron and 9.0 g of
water are available to
react, which is the limiting
reactant?
E. Application
.
Which of the two dictates the
amount of product formed-
limiting or excess reactant?
Why?
example. Coal is
reacted with oxygen in
the process of
combustion. This
reaction produces a lot
of heat Exothermic).
The heat turns water
into steam that then
powers the turbines.
 Baking bread is an
endothermic reaction
wherein the dough
absorbs heat from the
environment in order to
rise and cook properly.
 Drying of clothes
(endothermic)
 Melting (endothermic)
and making of ice
(exothermic)
 Emphasize that as more
substances are involved
in a chemical reaction,
more energy is either
absorbed or released to
the environment.
When can we say that Why there are some
energy is released and households have low
absorbed? electricity bill while others
 have much?

F. Making
Generalization and
Valuing

1. What is the limiting reagent
if 76.4 grams of C2H3Br3
were reacted with 49.1
grams of O2?
C2H3Br3 + O2 → CO2 + H2O +
G. Evaluation
Br2
Identify the following as 1.Enumerate renewable and
endothermic or exothermic non-renewable sources of
reaction: energy.
Give two advantages and
1. Igniting a matchstick
disadvantages of one source
2. Freezing water in ice
of electricity of your choice.
tray
Briefly explain your answer.
3. Thawing frozen meat
4. Photosynthesis
5. Spoiling soap

V. Additional
Activities for
Application or
Remediation
VI.REMARKS

VII. REFLECTION Due to the mastery of content, some of the examples are discussed repeatedly for the learners mastery.

A. No. Of Learners who

earned 80% above in the
evaluation

B. No. Of learners who

require additional
activities for remediation
who scored below 80%
 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
superior can help me
solve?
G. What innovations or
localized materials did I
Using ICT in discussing the topic. These students are millenials likewise they are visual and auditory learners so they find it
use/discover which I wish
to share with other interesting if the teacher presents her/his lesson using technology.
teachers?

PREPARED BY: CHECKED BY:

JESSIRY M. LASCANO ROUELL SANTERO

Teacher II School Principal I