Teacher HAROLD N.

CARBONEL Grade Level 9

SCIENCE Teaching Dates January 09-13, 2023 Learning Area Science
Teaching Time 7:30 – 8:30, 8:30 – 9:30 Quarter Second
Daily 10:45 – 11:45, 1:00 – 2:00,
Lesson Log 3:00- 4:00
Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of the type of bonds understanding of the type of understanding of the type of bonds understanding of the type of
A. Content Standards
that carbon forms which will result bonds that carbon forms which that carbon forms which will result bonds that carbon forms which
in the diversity of carbon will result in the diversity of in the diversity of carbon will result in the diversity of
compounds. carbon compounds. compounds. carbon compounds.

The learners shall be able to The learners shall be able to analyze The learners shall be able to
The learners shall be able to
analyze the percentage the percentage composition of analyze the percentage
analyze the percentage composition
B. Performance Standards composition of different brands different brands of two food composition of different brands of
of different brands of two food
of two food products and decide products and decide on the two food products and decide on
products and decide on the
on the products’ appropriate products’ appropriate percentage the products’ appropriate
products’ appropriate percentage
percentage composition. composition. percentage composition.
composition.

C. Learning Competencies/ Objectives

Recognize the general classes and Recognize the general classes and Recognize the general classes and Recognize the general classes and
uses of organic compounds. uses of organic compounds. uses of organic compounds. uses of organic compounds.

(L.C. Code) S9MT-IIh-18 S9MT-IIh-18 S9MT-IIh-18 S9MT-IIh-18

Organic Compounds Organic Compounds Organic Compounds Summative Test
Module 3: Carbon Compounds
II. Learning Content

/jt.04062018
III. Learning Resources

A. References
1. Teacher's Guide Pages Page 111-112 Page 114-115 Page 114-115
2. Learner's Materials Pages Page 1137-138 Page 140 Page 140
3. Textbook Pp.
4. Additional Materials from LR portal
B. Other Learning Resources

IV. PROCEDURE

A. Reviewing previous Elicit: Uses of common hydrocarbons particularly Short review of the lessons discussed
lesson or presenting (The activities in this section will evoke or
ethyne or acetylene
Structure formula of alcohol
the new lesson
draw out prior concepts or prior experiences
from the students)
in Module 3

B. Establishing a In this activity, the students will be

purpose for the made to recognize other different
lesson important organic compounds:
acetone and formaldehyde. These
compounds are commonly used at
Engage: home and at school.
(The activities in this section will stimulate What happened to the bananas put in
their thinking and help them access and
boxes in activity 4?
Giving of standards in taking the test
C. Presenting connect prior knowledge as a jumpstart to
the present lesson.)
examples/ instances Show a bottle of formaldehyde
of the new lesson (formalin) with a preserved animal or
insect in it. For acetone, demonstrate
how to remove nail polish using the
compound.
D. Discussing new Identify the functional group of
concepts & practicing aldehydes and ketones Let the two students from two different
new skills #1 Explore: groups give their answers in the class.
(In this section, students will be given time to Group presentation of data. Explain the instructions.
think, plan, investigate, and organize
collected information; or the performance of After the students’ presentation of their Test Proper
E. Discussing new the planned/prepared activities from the
Answer the guide questions. Have the learners work in groups so answers, start facilitating a discussion
students’ manual with data gathering with
concepts & practicing Guide Questions)
that they will be able to share their by showing the students the
new skills #2
ideas and assignments with one compounds, acetone, and formalin.
another.
F. Developing mastery Explain:
(In this section, students will be involved in
an analysis of their exploration. Their
understanding is clarified and modified
because of reflective activities)/Analysis of

/jt.04062018
 the gathered data and results and be able to
answer the Guide Questions leading to the
focus concept or topic for the day.)

G. Finding practical What is the practical use of ethyne or

applications of acetylene in the market?
concepts and skills in
daily living Elaborate:
(This section will give students the Give the structural and condensed formula Give the common uses of acetone, and
opportunity to expand and solidify/concretize
their understanding of the concept and/or of ethyne. How is ethyne use in the formalin.
H. Making apply it to a real-world situation) activity?
generalizations and
abstraction Give the properties of ethyne and explain
how it can introduce ripening of fruits.
Evaluation: Give some uses of acetone and formalin.
(This section will provide opportunities for
Explain briefly how ethyne or acetylene can
I. Evaluating Learning concept check test items and answer key Peer-checking of papers
which are aligned to the learning objectives make banana ripen faster. What types of bonds do the common
– content and performance standards and
address misconceptions- if any) compounds have in their structures?
Extend: Give some uses of ethyne or acetylene.
(This section gives situation that explains
J. Additional activities the topic in a new context, or integrate it to
Search for the compounds that are present Remediation of lessons which are
for application and another discipline/societal concern) in the following products: common brand of Review for a summative test. least mastered based on the given
remediation acetone and formalin. Search also for the test
uses of the products.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation
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?

CHECKED BY:
NANCY B. GUTIERREZ
HT-VI, SCIENCE

/jt.04062018