Department of Education

DIVISION OF NEGROS OCCIDENTAL

Cottage Road, Bacolod City

Junior High School Science Grade Level: 10 School:

Learning Area: Science Teacher:
Weekly Lesson Log School Year:
Domain: Matter
BUDGET OF WORK (BOW)
Quarter: Fourth School Head:

Performance Learning
Content Standard Instructional Delivery
Content Standard Competency Week Day Daily Task
The Learners demonstrate The Learners shall The Learners should
an understanding of: be able to: be able to: Target Date Actual Date
1. Gas Laws How gases behave Investigate the 1 1 Determine the properties of gases such as mass,
1.1. Kinetic based on the motion relationship 2 volume, temperature, and pressure.
Molecular and relative distances between: 3 Investigate the relationship between volume and
Theory between gas particles a. volume and pressure of gases at constant temperature.
4
1.2. Volume, pressure at
Calculate problems involving volume and
pressure and constant 5
pressure of gases at constant temperature.
temperature temperature of a
2 1 Investigate the relationship between volume and
relationship gas;
1.3. Ideal Gas Law b. volume and 2 temperature at constant pressure.
temperature at Calculate problems involving volume and
3
constant temperature at constant pressure.
pressure of a 4 Summative Assessment
gas; Investigate the relationship between temperature
5
c. Explains these and pressure at constant volume.
relationships 3 Calculate problems involving temperature and
1
using Kinetic pressure at constant volume.
molecular theory. 2 Determine the relationship among temperature,
(S10MT-IVa-b-21) pressure and volume of gases at constant number of
3 moles.
Calculate problems involving temperature, pressure
4 and volume of gases at constant number of moles.
5 Summative Assessment

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Performance Learning
Content Standard Instructional Delivery
Content Standard Competency Week Day Daily Task
The Learners demonstrate The Learners shall The Learners should
an understanding of: be able to: be able to: Target Date Actual Date
4 1 Apply Avogadro’s law in solving problem.
2 Apply ideal gas equation in solving problems.
3 Determine the application of gas laws in daily
4 occurrences.
5 Summative Assessment
2. Chemical The chemical reactions Using any form of Apply the principles 5 1
Reactions associated with media, present of conservation of 2 Distinguish evidences of chemical reactions.
biological and industrial chemical mass to chemical 3
processes affecting life reactions involved reactions. 4 Distinguish between reactants and products;
and the environment in biological and (S10MT-IVe-g-23)
5 Write a chemical equation
industrial
processes 6 1
Identify the types of chemical reactions.
affecting life and 2
the environment 3 Summative Assessment
4
Discuss the Law of Conservation of Mass.
5
7 1 Apply the concept of Law of Conservation of Mass
2 in balancing chemical equations.
Explain how the 3 Describe the Collision Theory
factors affecting rates 4 Describe the factors affecting the rate of chemical
of chemical reactions
are applied in food 5 reaction
preservation and 8 1 Explain how factors affecting the rate of reactions
material production, are applied in food preservation, fire control and
control of fire, 2 corrosion prevention.
pollution, and
corrosion. 3 Summative Assessment
(S10MT-IVh-j-24)

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Performance Learning
Content Standard Instructional Delivery
Content Standard Competency Week Day Daily Task
The Learners demonstrate The Learners shall The Learners should
an understanding of: be able to: be able to: Target Date Actual Date
3. Biomolecules The structure of Recognize the 4 Detect the presence of carbohydrates and lipids in
3.1. Elements biomolecules, which are major categories of 5 food samples using chemical tests
present in made up mostly of a biomolecules such
biomolecules limited number of as carbohydrates, 9 1 Describe the different classes of carbohydrates.
3.2. Carbohydrates, elements, such as lipids, proteins, and 2 Describe the different types of lipids
lipids, proteins carbon, hydrogen, nucleic acids.
and nucleic oxygen, and nitrogen. (S10MT-IVc-d-22) 3 Identify the presence of proteins in foods.
acids 4 Differentiate the two kinds of nucleic acids.
relationship
3.2.1 Food labels 5 Summative Assessment
10 Quarterly Assessment

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 10 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Fourth

Week No. 1 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard How gases behave based on the motion and relative distances between gas particles
The Learners demonstrate an understanding of:
Performance Standard
The Learners shall be able to:
Learning Competency Investigate the relationship between: volume and pressure at constant temperature of a gas; volume and temperature at constant
The Learners should be able to: pressure of a gas; and explain these relationships using Kinetic molecular theory.
Code: S10MT-IVa-b-21
Determine the properties of gases such as mass, Investigate the relationship between volume and Calculate problems
volume, temperature, and pressure. pressure of gases at constant temperature. involving volume and
DAILY TASK pressure of gases at
constant temperature.
CONTENT Gas Laws
LEARNING RESOURCES
Teacher’s Guide 261 – 263 265 – 267
Learner’s Materials 351 – 362 351 – 362 362 – 363 362 – 363 362 – 363
Video by TED Ed https://youtu.be/s5elRjmor1
Additional Materials (http://ed.ted.com/lessons/ w
describing)
LEARNING TASKS
Let the students recall Pose question: Review on the measurable Looping-a-word on the Review the concept on
what they’ve learned the What have you done in properties of gases. different properties of gases Boyle’s Law.
ELICIT
particle nature of gases by yesterday’s activity?
showing the short video

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

from you tube by TED Ed How do these properties

on “Describing the Invisible differ from each other?
Properties of Gas”. • Mass
• Volume
• Temperature
• Pressure
Ask about the properties of Pose question: Demonstrate Cartesian Which variables describe the Show a picture of Robert
gases, for example, how Can you prove that Diver Boyle’s Law? Boyle
do gases behave? gases have these
following properties? Guide questions: Let’s find out in the result of Pose questions:
Compile responses on the • Mass 1. What happens to the your activity the relationship 1. Who is Robert Boyle?
board, and keep for future • Volume medicine dropper when you between the two variables. 2. How did he describe
ENGAGE reference. • Temperature squeeze the walls of the the relationship between
Explain the objective of the • Pressure bottle? the volume and pressure
activities to prove that 2. How about when you of gases at constant
gases have properties release the bottle after temperature?
listed on the board. squeezing it?
3. What properties of gas do
you think are illustrated?
Essential Question: Essential Question:
Do gases have the following properties: mass, volume, What is the relationship between volume and pressure of gases at constant
temperature and pressure? temperature?
Working in groups Working in groups students Lecturette:
students will perform the will perform the activity. • Principle of Boyle’s
EXPLORE activity. Refer to Learner’s Module Law
Refer to Learner’s Module pages 362-365 • Mathematical
pages 355-360. Expression and
derivation of formula
---End of Session---

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Students will present and Students will present the One member of the group • Familiarization of
explain the result of their result of their experiment. will explain the solution to the units of every
EXPLAIN experiment. Refer to LM for the key word problem. quantity
Refer to LM for the key questions. pp. 363-365. Refer to LM pp 368- 369 for • Problem solving
questions. Pages 356-360. word problems. (Emphasize: given,
Guide questions: Guide Questions: Guide questions: required and
1. What are the different 1. What are the two 1. How is Boyle’s law solution)
properties of gases that important variables that expressed • Group activity on
you have observed? you observed in the mathematically? problem solving
activity? 2. What are the units used
2. How are these 2. What variable is held in the problem?
measurable properties constant? 3. What is the relationship
of gases differ from 3. Based on the result of between volume and
each other? the activity what can you pressure of the gas at
ELABORATE infer about the constant temperature?
3. How are you going to relationship between 4. What formula is used in
identify the different volume and pressure of finding the final pressure?
units used for every the gas at constant Final volume?
property? temperature?
4. What gas Law is being
described by the
relationship between
volume and pressure at
constant temperature?
The result of the activity 1. If the volume available to A fixed amount of gas
will serve as the the gas is increased, the occupies a syringe with a
Formative Assessment. pressure exerted by one volume of 5.0 L. The
EVALUATE
mole of the gas molecule pressure at 30 °C is 1.00
will? atm. What will be the
a. increase new pressure if the

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

b. decrease volume is 4.0 L at the

c. increase then decrease same temperature?
d. decrease then decrease
(Answer: P2 = 1.25atm)
2. According to Boyle’s Law:
a. Increasing the pressure
on a volume of gas wall
will cause the volume to
increase.
b. The change in the
volume of a gas in a
closed container is
inversely proportional
to the change in
pressure.
c. The change in the
volume of a gas in a
closed container is
directly proportional to
the change in pressure.
d. The volume of gas in a
closed container does
not change when
pressure is changed.
3. What will happen to the
pressure of the air in the bag
as you decrease its volume?
a. The air in the bag exerts
more pressure.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

b. the pressure inside also

decreases.
c. The pressure will
increase.
d. no change will take
place.
4. Which of the following is
the unit of Pressure?
a. liter
b. atmosphere
c. Celsius
d. grams
5. What is held constant in
Boyle’s Law?
a. pressure
b. volume
c. temperature
d. none of the above.
Essay: Make a research on the ff.
From your daily (Choose one) to be compiled
experiences, can you in the Portfolio.
give 2 instances where (Clear book can be used)
those properties of gases 1. Interview an LPG gas
are shown? dealer: Why do gas
EXTEND
containers need to be
very strong and thick
metal containers?
2. Describe the application
of Boyle’s Law principle
behind the operation of

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

iron lung used in the

hospitals to aid in the
breathing of patients.
(Iron lung- device for
artificial respiration in
which rhythmic
alternations in the air
pressure in a chamber
surrounding a patient’s
chest force air into and
out of the lungs)
3. Why does deep sea fish
die when brought to the
surface?

REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

What difficulties did I encounter which

my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 10 Teacher: School Head:
Weekly Lesson Log
Week No. 1 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 10 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Fourth

Week No. 2 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard How gases behave based on the motion and relative distances between gas particles
The Learners demonstrate an understanding of:
Performance Standard
The Learners shall be able to:
Learning Competency Investigate the relationship between: volume and pressure at constant temperature of a gas; volume and temperature at constant
The Learners should be able to: pressure of a gas; and explain these relationships using Kinetic molecular theory.
Code: S10MT-IVa-b-21
Investigate the relationship between volume and Calculate problems SUMMATIVE Investigate the relationship
temperature at constant pressure involving volume and ASSESSMENT between temperature and
DAILY TASK
temperature at constant #1 pressure at constant volume.
pressure.
CONTENT Gas Laws
LEARNING RESOURCES
Teacher’s Guide 268 – 269 270 – 272
Learner’s Materials 369 – 372 372 – 375 375 – 379
Video on popping popcorn
Additional Materials
(http://youtube.com/watch?v=p_7Qi3mprKQ
LEARNING TASKS
Review on Boyle’s Law
Pose a question: Show a picture of Charles Elicit/ Engage
What will happen if party Egg bottle demonstration
ELICIT balloons are left in the
garden under the heat of the
sun?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Demonstrate heating Follow up question: Pose questions: 1. What will happen if you
popcorn or present a video What variables are being What is the important place a lit wooden match or
on heating popcorn via involved in the situation contribution of Jacques a piece of burning paper
youtube. above? Charles in the field of into a milk bottle and then
What gas law is described? science? cover the opening with a
Pose questions: peeled, hardboiled egg
• Why do your How did he come up with (pointy end down)?
ENGAGE popcorn kernels this relationship of volume 2. Why do you think the egg
pop when you heat and temperature? ended up in the bottle?
them? 3. How then will you make the
egg come out of the bottle?
• What principle is
4. What gas law is
applied when you
demonstrated?
heat your popcorn?

Essential Question: Essential Question:

What is the relationship between volume and temperature of gases at constant pressure? What is the relationship
between pressure and
temperature of gases at
constant volume?
Working in groups students 1. Lecturette Working in groups students will
will perform the activity. • Principle of Charles’ perform the activity.
EXPLORE Refer to Learner’s Module Law Refer to Learner’s Module
pages 369-371 • Mathematical pages 375-376
Expression and
---End of Session----- derivation of formula
• Familiarization of
units of every
quantity
• Graphing

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

• Problem solving
(Emphasize: Given,
Required and Solution)
2. Group activity on problem
solving
Students will present the One member of the group Students will present the result
result of their experiment. will explain the solution to of their experiment.
Refer to LM for the key the word problem.
EXPLAIN
questions. Refer to LM for the key
Refer to LM pages 373-374 questions
for word problems.
Guide Questions: Guide Questions: Guide Questions:
1. What properties of gas 1. How is Charles’ law 1. What properties of gas did
did you observe in the expressed you observe in the activity?
activity? mathematically? 2. What variable is held
2. What variable is held 2. What is the unit of constant?
constant? Temperature used in the 3. Based on the result of the
3. Based on the result of the problem? Why? activity what can you infer
activity what can you 3. What is the relationship about the relationship
infer about the between volume and between pressure and
ELABORATE
relationship between temperature of the gas at temperature of the gas at
volume and temperature constant pressure? constant volume?
of the gas at constant 4. What formula is used in 4. What gas Law is being
pressure? finding the final described by the relationship
4. What gas Law is being temperature? Final between pressure and
described by the volume? temperature at constant
relationship between volume?
volume and temperature
at constant pressure?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Complete the table: Answer the problem: The result of the activity served
Volume Temperature A sample of neon gas at 760 as the assessment
decrease mmHg has a volume of 12.0
increase L and a temperature of 44
°C. Find the new volume of
EVALUATE
the gas after the temperature
has been increased to 85 °C
at 760 torr?
(Answer V2 =13.6 L)

To be added in the portfolio:

Cite 2 examples of
EXTEND applications of Charles’ law
in daily life.

REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

What difficulties did I encounter which

my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 10 Teacher: School Head:
Weekly Lesson Log
Week No. 2 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 10 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Fourth

Week No. 3 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The Learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles
The Learners demonstrate an understanding of:
Performance Standard
The Learners shall be able to:
Learning Competency Investigate the relationship between: volume and pressure at constant temperature of a gas; volume and temperature at constant
The Learners should be able to: pressure of a gas; and explain these relationships using Kinetic molecular theory.
Code: S10MT-IVa-b-21
Calculate problems Determine the relationship among temperature, pressure Calculate problems SUMMATIVE
involving temperature and and volume of gases at constant number of moles. involving temperature, ASSESSMENT
DAILY TASK pressure at constant pressure and volume of #2
volume. gases at constant
number of moles.
CONTENT Gas Laws
LEARNING RESOURCES
Teacher’s Guide 270 – 272 272 – 273
Learner’s Materials 377 – 379 380 – 382
https://www.passmyexams.co.
uk/GCSE/physics/pressure-
temperature-relationship-of-
Additional Materials gas-pressure-law.html

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

LEARNING TASKS
Note: Elicit and Engage Candle, glass, water Ask: Note: Elicit and Engage
Show a picture of Gay Lussac demonstration Identify the three gas laws that Show picture of Aerosol
ELICIT
we have discussed. Cans or bring an Aerosol
Cans
Pose questions: Pose questions. Pose a question: Pose questions:
1. Who do you think is the What will happen to the Why do we need to study Gas 1. What have you noticed
person in the picture? water? Laws? with the warning label
2. What is his important What gas law is described in in the aerosol
contribution in the field of the experiment? containers?
ENGAGE
science? 2. Why are aerosol cans
should not be thrown
on fire?
3. What gas law can be
applied?
Essential Question: Essential Question:
What is the relationship What is the relationship among temperature, pressure and volume of gases at constant
between volume and pressure number of moles?
of gases at constant
temperature?
1. Lecturette Working in groups students 1. Lecturette
• Principle of Gay – will perform the activity. • Principle of
EXPLORE Lussac’s Law Refer to Learner’s Module Combined Gas Law
• Mathematical pages 380-382. • Mathematical
Expression and Expression and
derivation of formula ---End of session----- derivation of formula
• Familiarization of units • Familiarization of
of every quantity units of every
• Problem solving quantity
• Problem solving
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

(Emphasize: Given, Required (Emphasize: Given,

and Solution) Required and Solution)
2. Group activity on
problem solving
One member of the group will Students will present and One member of the group
explain the solution to the word explain the result of their will explain the solution to
problem. experiment. the word problem.
EXPLAIN
Refer to LM pages 377-380 for Refer to LM page 382 for the Refer to LM pages 383-
word problems key questions. 384 for word problems.

Guide Questions: Guide Questions: Guide Questions:

1. How is Gay Lussac’s law 1. What properties of gas did 1. What are the variables
expressed mathematically? you observe in the activity? involved in combine
2. What is the Temperature 2. Based on the result of the gas law?
scale used in the problem? activity what can you infer 2. How is combined gas
Why? about the relationship law expressed
3. What is the relationship between volume, pressure mathematically?
between pressure and and temperature of the gas 3. What formula is used
ELABORATE
temperature of the gas at at constant number of in finding the final
constant volume? moles? temperature? Final
4. What formula is used in 3. What gas Law is being volume?
finding the final described by the
temperature? Final relationship between
pressure? volume, pressure and
temperature at constant
number of moles?
The gas left in a used aerosol Activity Output and A cylinder of compressed
EVALUATE can is at a pressure of 1 atm at Performance Evaluation oxygen gas has a volume
27 C (room temperature). If of 30L and 100 atm

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

this can is thrown onto a fire, pressure at 27 C? The

what is the internal pressure of cylinder is cooled until the
the gas when its temperature pressure is 5.0 atm. What
reaches 972 C? is the new temperature of
(Answer: 4 atm ) the gas in the cylinder?
(Answer: T2 = 15K
Converted to Celsius
T2 = -258 C )

Add in portfolio: Add in portfolio:

1. Why shouldn’t we throw What is the application of
aerosol cans on fire? Combined gas law in the
EXTEND
2. Find ways on how to weather balloon?
recycle aerosol cans?

REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

What difficulties did I encounter which

my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 10 Teacher: School Head:
Weekly Lesson Log
Week No. 3 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 10 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Fourth

Week No. 4 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The Learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles
The Learners demonstrate an understanding of:
Performance Standard
The Learners shall be able to::
Learning Competency Investigate the relationship between: volume and pressure at constant temperature of a gas; volume and temperature at constant
The Learners should be able to: pressure of a gas; and explain these relationships using Kinetic molecular theory.
Code: S10MT-IVa-b-21
Apply Avogadro’s law in Apply ideal gas equation in Determine the application of gas laws in daily SUMMATIVE
DAILY TASK solving problem. solving problems. occurrences ASSESSMENT
#3
CONTENT Gas Laws
LEARNING RESOURCES
Teacher’s Guide 275 276 277 – 279
Learner’s Materials 384 – 387 388 – 390 391 – 393
Additional Materials
LEARNING TASKS
Note: Elicit and Engage Review on Avogadro’s law Pose questions: Note: Elicit and Engage
Ask one student to blow air in 1. What does Avogadro’s law 1. Why is the knowledge Review using Gas laws
the 1st balloon and more air state? on gas laws important? memo game
ELICIT
in the 2nd balloon 2. What is the relationship 2. What are the different
between volume and gas laws?
amount of gas?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Pose questions: Demonstrate ideal gas law LOOP-A_WORD Series of questions will be
• What happens to the using the balloon Students will loop the asked and students will
balloon when you blew 1. Increase the number of different gas laws that they answer the questions.
air in it? moles of gas in the balloon can find in the puzzle.
• Why is the size of balloon (by blowing it up) Or flash cards will be
2. Asks: what happen to the presented. Given the
differ from each other?
volume of the balloon? phrase or key words
• What properties of gas 3. Increase the pressure on students will identify what
are being described? the gas (by squeezing the gas law is described.
• What can you say with balloon).
the relationship of the 4. Asks: what happen to the
volume and amount of volume of the balloon?
gas in moles? 5. Decrease the temperature
• What gas law is of the gas (by placing the
ENGAGE described? balloon in a basin with ice
cubes).
6. Asks: What happen to the
volume of the balloon?
7. What are the different
variables involved in the
demonstration using
balloon?
8. What gas law involves all
those variables and their
relationship with each
other?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
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Cottage Road, Bacolod City

Essential Question Essential Question Essential Question:

What is Avogadro’s Law? What is ideal gas law? How are gas laws applied in daily occurrences?
1. Video Presentation 1. Lecturette Students will perform activity
2. Lecturette • Principle of Ideal Gas law 7 on LM pp 391-392
• Principle of Avogadro’s • Mathematical Expression
law and derivation of formula ---End of Session ---
• Mathematical Expression • Familiarization of units of
and derivation of formula every quantity
• Familiarization of units of • Problem solving
EXPLORE every quantity (Emphasize: Given, Required
• Problem solving and Solution)
(Emphasize: Given, Required 2. Activity on LM page.388
and Solution)
3. Completion of table on LM
page 385.
4. Plotting the graph on LM p
386
5. Working on problem sets.

Students will explain their Students will present and One member of the group
answers on the questions explain the result of the activity. will present and explain the
provided in LM pages 385- result of the activity.
EXPLAIN
387 Refer to LM for the key Refer to LM pages 391-392
questions. for the key questions.

Guide questions: Guide questions: Guide questions:

1. What relationship is 1. What properties of gas did 1. What theory can explain
ELABORATE described in Avogadro’s you observe in the activity? the behaviour of the gas
law? 2. What is the value of gas molecules you have
constant? observed in the activity?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
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Cottage Road, Bacolod City

2. How do we express the 3. What gas Law is being 2. Enumerate the

relationship between described in the activity? postulates of that
volume and number of theory.
moles of gas? 3. Give an example on
3. What formula is used in how gas law can be
solving for final volume? applied in everyday life.

A 6.0 L sample at 25 C and A sample of liquid acetone is 1. True or False. If you

2.00 atm of pressure contains placed in a 25.0 mL flask and have a balloon inside a
0.5 moles of a gas. If an vaporized by the heating to 75 car at noon during a hot
additional 0.25 moles of gas C at 1.02 atm. The vapour summer day the balloon
at the same pressure and weighs 5.87 g. Calculate the molecules inside will
temperature are added, what number of moles of the increase in pressure.
is the final total volume of the acetone. 2. True or False. You
gas? drove continuously from
(Answer: 9 .0 L) Laguna to Manila and
you observed that the
pressure in your tires
EVALUATE increased. This is
because of the
increased temperature
outside the tire caused
by friction.
3. What gas law is
involved when a balloon
pops after being sat on?
4. If you noticed that a
sealed bag of potato
chips bulges when
placed near a sunny

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

window, what can you

hypothesize about the
relationship between
temperature and
pressure of an enclosed
gas?
5. What theory explains
the behaviour of gases
with respect to
conditions such as
temperature and
pressure?
Can we observe Avogadro’s How can gas law be applied in Finalization of portfolio on
law in real life scenarios? breathing? gases.
Cite examples that will be Write your explanation in bond
EXTEND
included in your portfolio. paper. You can include
pictures to describe your
answer.

REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 10 Teacher: School Head:
Weekly Lesson Log
Week No. 4 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 10 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Fourth

Week No. 5 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The chemical reactions associated with biological and industrial processes affecting life and the environment.
The Learners demonstrate an understanding of:
Performance Standard Using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the environment.
The Learners shall be able to:
Learning Competency Apply the principles of conservation of mass to chemical reactions.
The Learners should be able to:
Code: S10MT-IVe-g-23
Distinguish between reactants and products;
DAILY TASK Distinguish evidences of chemical reactions.
Write a chemical equation
CONTENT Chemical Reactions
LEARNING RESOURCES
Teacher’s Guide 283 – 286 283 – 288
Learner’s Materials 403 – 408 408 – 410
Additional Materials
LEARNING TASKS
Demonstration: using What is the difference Let them recall the Recall the evidences of Elicit/Engage
vinegar, baking soda and between chemical change experiments that they chemical reaction. Differentiate word equation
balloon. and physical change? performed from formula equation.
ELICIT Ask students to name
common compounds using
their chemical formula, vice
versa.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
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Pose questions: Asks: Cite examples of Have you observed Show a picture of a rusty
1. What happened changes that you chemical changes in the bike.
when baking observed around you. substances that you Say: Look at this picture of a
soda was added used? rusty bike. It has been left
to the vinegar? outside in damp weather too
2. Then what How can you tell that many times, so the iron in
happened to the there is chemical change the metal pan has rusted.
balloon? Why? happened? Iron rusts when combines
ENGAGE
3. What is a with oxygen in the air. Iron
chemical rusting is an example of
reaction? chemical change. Iron in the
bike and the oxygen in the
air have changed into rust.
How could you represent
this reaction, besides just
describing in words?
Essential Question: Essential Question:
What are the evidences of chemical reaction? How do you write a chemical equation?

Students will perform Students will continue to Lecturette Students will perform
EXPLORE Activity 1: Procedure A & perform • Word equation and Activity 2: What’s in a
B Activity 1: Procedure C, D Formula equation Reaction?
&E • Identification of
--End of Session-- reactants and products
--End of Session-- --End of Session--
Students will present the Students will present the
result of their experiment. table with their answers as a
EXPLAIN Refer to LM for the key group.
questions, pages 404-
406.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
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Cottage Road, Bacolod City

Guide questions: Guide questions:

1. What is a chemical 1. What is a reactant? A
reaction? product?
2. What are the 2. What is a chemical
evidences of equation?
ELABORATE chemical reactions 3. What are the rules in
that you observed in writing chemical
the activity? equation?
4. What are the symbols
used in writing a
chemical equation?
Identify the evidence(s) of Write the following in
chemical that is observed: formula equation and
1. In a fireworks show, identify which is/ are the
the fireworks explode reactant (s) and product (s).
giving off heat and
light. 1. Aluminum hydroxide
2. You take out your best +Sodium nitrate yields
silver spoons and Aluminium nitrate
notice that they are +Sodium hydroxide
EVALUATE very dull and have
black spots. (change in 2. Potassium bromide
color) yields Potassium metal +
3. You notice the curdling Bromine gas
in milk left for several
days. (formation of 3. Zinc metal + Oxygen gas
precipitate) yields Zinc oxide
4. In baking biscuits and
other quick breads, the
baking powder reacts

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
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to release carbon 4. Chlorine gas +Sodium

dioxide bubbles. The metal yields Sodium
carbon dioxide bubbles chloride
cause the dough to
rise. (presence of 5. Potassium chloride +
bubbles) Silver nitrate yields
5. Your friend decides to Potassium nitrate + Silver
toast a piece of bread, Chloride
but leaves it in the
toaster too long. The
bread is black and the
kitchen is full of smoke.

Time to Think: What are the chemical

Do you think burning reactions around you? Are
gasohol instead of they beneficial or harmful?
gasoline in your
EXTEND automobile helps the
environment? Why
(Note: gasohol is 85%
ethanol and 15%
gasoline)

REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Did the remedial lessons work?

No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 10 Teacher: School Head:
Weekly Lesson Log
Week No. 5 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 10 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Fourth

Week No. 6 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The chemical reactions associated with biological and industrial processes affecting life and the environment
The Learners demonstrate an understanding of:
Performance Standard Using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the environment.
The Learners shall be able to:
Learning Competency Apply the principles of conservation of mass to chemical reactions.
The Learners should be able to:
Code: S10MT-IVe-g-23
SUMMATIVE
DAILY TASK Identify the types of chemical reactions. ASSESSMENT Discuss the Law of Conservation of Mass.
#3
CONTENT Chemical Reactions
LEARNING RESOURCES
Teacher’s Guide 288 – 292 293 – 295
Learner’s Materials 411 – 414 414 – 418
https://www.youtube.com/w https://ssl.c.photoshelter.com/img-
atch?v=dH6p5YwEME4 get/I0000ez.as3UHEsM/s/860/860/
Additional Materials Fphoto-58500403A-2RM.jpg

LEARNING TASKS
Pose Questions: Elicit/ Engage Review on the types of Elicit/Engage:
What happens to Game: chemical reactions. Do you believe that the mass
ELICIT
substances when they The boat is Sinking of sugar is the same before
undergo chemical change? (Pairing / Groupings) and after heating? Why?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

(Change in identity of
substances)

What happens to the atoms

and molecules in a chemical
change? (atoms can
separate, combine,
rearranged to form different
molecules)
Demonstration/ Video Pose Questions: Show picture of Antoine
Presentation 1. Based on the activity that you Lavoisier.
Take a piece of magnesium performed, how did you group Pose questions:
ribbon. Using a pair of yourselves? 1. Who is in the
tongs, put the Mg ribbon into 2. Why did you choose that picture?
the flame of Bunsen burner. person to be part of your 2. What is his
Once the Mg is ignited, group? What are your basis? important
remove from the flame. contribution in the
(in absence of materials a field of science?
video presentation found in
ENGAGE youtube can be used)
Pose questions:
1. What substance does
Mg react with? (Oxygen)
2. What is the chemical
equation that describes
this reaction?
3. What do you think is this
type of reaction?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Essential Question: Essential Question:

What are the types of chemical reaction? What is the law of conservation of mass?
Students will perform Students will perform
Activity 3: We Simply Activity 4: How much
EXPLORE Click Together pages 411- can you take?
413. Part 1 and 2
LM pages 114 – 418.
--End of Session--
--End of Session--
Students will present the result of Students will present the
the activity. Refer to LM for the key result of the activity.
EXPLAIN
questions, pages 411 – 413, Refer to LM pages 415 –
418.
Guide questions: Guide questions:
1. What are the types of chemical 1. How will you compare
reaction? the total mass before and
ELABORATE
2. Differentiate each type of after the reaction?
chemical reaction. 2. State the Law of
Conservation of Mass
Identify the type of chemical Activity Output and
reaction: Performance Evaluation.
1. NaBr + Ca(OH)2 → CaBr2 +
NaOH
EVALUATE
2. NH3+ H2SO4 → (NH4)2SO4
3. C5H9O + O2 → CO2 + H2O
4. Pb + H3PO4 → H2 + Pb3(PO4)2
5. NO2 → O2 + N2
Answer the Enrichment on page What are the rules in
EXTEND 414 of the Learners module. balancing chemical
equation?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 10 Teacher: School Head:
Weekly Lesson Log
Week No. 6 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 10 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Fourth

Week No. 7 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The chemical reactions associated with biological and industrial processes affecting life and the environment
The Learners demonstrate an understanding of:
Performance Standard Using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the environment
The Learners shall be able to:
Explain how the factors affecting rates of chemical reactions are applied in
Learning Competency Apply the principles of conservation of mass to
food preservation and materials production, control of fire, pollution, and
The Learners should be able to: chemical reactions.
corrosion.
Code: S10MT-IVe-g-23 S10MT-IVh-j-24
Apply the concept of Law of Conservation of Mass in Describe the Collision Describe the factors affecting the rate of chemical
DAILY TASK
balancing chemical equations. Theory reaction
CONTENT Chemical Reactions
LEARNING RESOURCES
Teacher’s Guide 296 – 298 299 – 300 300 – 302
Learner’s Materials 419 – 421 422 – 424 425 – 429
Additional Materials
LEARNING TASKS
Pose questions: What does the law of Video Presentation What is Collision Elicit/Engage
1. What is a chemical conservation of mass state? https://www.youtube.com/ Theory? Present a picture of rusting
equation? Cite an What does it mean? watch?v=mAh--lH0H3U iron nails.
ELICIT example
2. Which part of the How long do you think these
equation is the iron nails will become rusty?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
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Cottage Road, Bacolod City

reactant? the
product?
3. How does the
chemical reaction
conform to the law
of conservation of
mass?
Provide students with React on the statement: Based on the video, when Show pictures
picture cards of the Balancing a chemical equation does chemical reactions Pose questions:
various animals and a 4is a “trial –and-error approach”. occur? 1. Refrigerated foods
picture of a seesaw. stay fresh for a long
Assign weights to the period. The same
animals. Students can foods stored at room
create as many equal temperature quickly
ENGAGE
seesaw scenarios. spoils? Why?
2. Some reactions
How did you know that occur very fast;
the seesaw is some very slowly.
balanced? What factors affect
the rate of chemical
reactions?
Essential Question: Essential Question: Essential Question:
How do we balance a chemical equation? What is Collision Theory? What are the factors affecting the rate of chemical
reaction?
EXPLORE Students will perform Students will answer Students will answer
Activity 5 on LM pages activity 6 Part 1 LM pages Activity 6 Part 2. LM
419 – 420. 422 – 423. pages 425 – 428.
--End of Session-- ---End of Session--

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Students will present the result Students will present their Students will present the
EXPLAIN of the activity. answer to the activity. result of the activity. Refer
to LM for guide questions.
What are the steps in balancing What is Collision Theory? What are the factors that
chemical equation? affect the rate of chemical
What are the two reaction?
What are coefficients? How they conditions required for the
ELABORATE are written? reaction to occur? Describe each factor.

Why is activation energy

important in a chemical
reaction?
Balance the following chemical 1. According to the Write True if the statement
equations: collision theory, what are is correct. Rewrite the
1. N2 + H2 NH3 the criteria to be met underlined statement, if it is
2. KClO3 KCl + O2 before a bimolecular False.
3. H2SO4 + NaNO2 reaction can take place? 1. Catalyst speeds up
HNO2 + Na2SO4 You can mark more than chemical reactions
4. NaBr+ CaF2 1 answer. (3pts) without being used up
NaF + CaBr2 a. the orientation itself. (True)
5. C3H8 + O2 probability factor 2. Heat, light, or change in
EVALUATE
O2 + H2O must be 1. color can indicate a
b. The collision energy physical change.
Answer: must be ≥ the (Chemical change)
1. N2 + 3H2 2 NH3 activation energy for 3. Low temperature
2. 2 KClO3 2KCl + 3O2 the reaction. speeds up reaction
3. H2SO4 + 2NaNO2 c. the collision must rates. (High
2HNO2 + Na2SO4 occur in the proper Temperature)
4. 2NaBr+ CaF2 orientation.
2NaF + CaBr2

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Cottage Road, Bacolod City

5. C3H8 + 5O2 d. A collision between 4. A low concentration of

3CO2 + 4H2O the reactants must chemical slows down
occur. reaction rate. (True)
5. The more surface area
2. Describe how the exposed, the faster is
activation energy of a the rate of reaction.
reaction affects the overall (True)
rate of the chemical
reaction? (2pts)
Answer Enrichment on LM page Think it over: Think it over:
421 It has been observed that It has been observed with
more gas station fires one variety of paint that the
occur on hot days than on rate of paint drying can be
cold days. Explain this drastically increased by
phenomenon using your adding a small amount of
knowledge of collision “accelerant”. Based on what
EXTEND
theory. you know of catalysts, is it
reasonable to think this
accelerant as being a
catalyst? Explain.
(Answer. No, because the
accelerant is used up during
the reaction)

REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Did the remedial lessons work?

No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 10 Teacher: School Head:
Weekly Lesson Log
Week No. 7 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 10 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Fourth

Week No. 8 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
The structure of biomolecules, which are made up mostly of a
Content Standard The chemical reactions associated with biological and industrial processes
limited number of elements, such as carbon, hydrogen,
The Learners demonstrate an understanding of: affecting life and the environment.
oxygen, and nitrogen.
Performance Standard Using any form of media, present chemical reactions involved in biological and
The Learners shall be able to: industrial processes affecting life and the environment
Explain how the factors affecting rates of chemical reactions are applied in Recognize the major categories of biomolecules such as
Learning Competency food preservation and material production, control of fire, pollution, and carbohydrates, lipids, proteins, and nucleic acids.
The Learners should be able to:
corrosion.
Code: S10MT-IVh-j-24 S10MT-IVc-d-22
Explain how factors affecting the rate of reactions are SUMMATIVE Detect the presence of carbohydrates and lipids in food
DAILY TASK applied in food preservation, fire control and corrosion ASSESSMENT samples using chemical tests.
prevention. #4
CONTENT Chemical Reactions Biomolecules
LEARNING RESOURCES
Teacher’s Guide 303 – 311 316 - 317
Learner’s Materials 430 – 436 447 – 450
Additional Materials
LEARNING TASKS
What are the different Show pictures of examples of Show pictures of different Loop-a word on Biomolecules
ELICIT factors that affect the rate of chemical reactions (Ex. fire, examples of biomolecules
reaction? corrosion etc.)

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
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Department of Education
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Cottage Road, Bacolod City

Pose questions: How can the rate of reaction be Let the students identify the What are the different kinds of
1. Why do we refrigerate controlled in the following different biomolecules and biomolecules?
fresh meat and situations? describe each.
vegetables?
2. How do we prepare
ENGAGE
preserved foods?
3. What factors affecting
reactions rates are
considered in the
previous examples?
Essential Question: Essential Question:
How can the factors affecting rate of reaction be applied in food How can you detect the presence of carbohydrates and lipids
preservation, fire control and corrosion prevention? in foods using chemical test?
Students will perform Students will perform
EXPLORE
Activity 7: Making Activity 1 LM pages 447-
Connections 450

---End of Session-- ---End of Session--

Students will present the result Students will present the result
of their experiment. of their experiment
EXPLAIN
Refer to LM for the key
questions, pages 430 – 433.
Guide Questions: Guide Questions:
1. What is acid rain? 1. What is used to test for the
2. What causes acid rain? presence of starch?
3. What are the harmful 2. How do you know that
ELABORATE
effects of acid rain? starch is present in the food
4. How can we prevent acid sample?
rain?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

3. What is used to test the

presence of reducing
sugar?
4. How about to test the
presence of fats and oils?
5. How do you differentiate
carbohydrates from fats
and oils?
Activity Output and Activity Output and
EVALUATE
Performance Evaluation Performance Evaluation
Performance Task Refer to TG pages 316 – 317
Visual Presentation (any form of for instruction.
media) on the effects of
chemical reaction involved in:
(choose any 2).
a. Food processing and
preservation
b. fire control
c. corrosion control
d. photochemical smog
EXTEND
e. Haber process
f. Catalytic Converter
g. car air bag
h. formation of ozone layer in
the stratosphere
i. formation of acid rain

Additional instruction, refer to

LM pages 433 – 436.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 10 Teacher: School Head:
Weekly Lesson Log
Week No. 8 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Grade 10 School Learning Area Science

Weekly Lesson Log Teacher Domain Matter
Junior High School
Teaching Dates Quarter Fourth

Week No. 9 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
OBJECTIVES
Content Standard The structure of biomolecules, which are made up mostly of a limited number of elements, such as carbon, hydrogen, oxygen, and nitrogen
The Learners demonstrate an understanding of:
Performance Standard
The Learners shall be able to:
Learning Competency Recognize the major categories of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids;
The Learners should be able to:
Code: S10MT-IVc-d-22
Describe the different Describe the different types Identify the presence of Differentiate the two SUMMATIVE
DAILY TASK classes of carbohydrates. of lipids proteins in foods. kinds of nucleic acids ASSESSMENT
#5
CONTENT Biomolecules
LEARNING RESOURCES
Teacher’s Guide 319 – 321 319 – 321 321 – 323
Learner’s Materials 450 – 456 457 – 461 462 – 468 469 – 471
Additional Materials
LEARNING TASKS
Show pictures of foods and Describe the importance of Review on Lipids Describe the three
identify the biomolecules carbohydrates in the living biomolecules:
ELICIT
found in those foods. organisms. carbohydrates, lipids and
proteins
“MY Plate” Give examples of foods rich in Give examples of foods that Loop-a-word
ENGAGE lipids. Let the students show are rich in protein. Identify the words that
the examples they brought. describe the nucleic acids.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Using the pictures shown Which has more protein

earlier which foods can be content-100 calories of steak
classified as carbohydrates? or 100 calories of broccoli?
Place the pictures of foods (ans. Broccoli. 100 calories of
that contain carb onto the steak has 6 grams of protein
plate. while 100 calories of broccoli
(orange juice, milk, onions, has 11 grams of protein)
yogurt, spaghetti, papaya,
spinach, pork chops, oatmeal,
whole wheat bread, eggs)
Essential Question: Essential Question: Essential Question: Essential Question:
What are the classes of What are the types of lipids? How can you identify the What are the different kinds
carbohydrates? presence of proteins? of nucleic acids?
EXPLORE
Lecture/ Discussion Lecture/ Discussion Students will perform Students will make a model
Activity 2: Test for Proteins of a nucleotide.
Refer to LM pages 462 – 464.
Guide Questions: Guide Questions: Students will present the Students will present and
1. What is carbohydrates? 1. What is the relationship of result of the activity describe the model.
2. What are the classes of the structure of fatty acids
carbohydrates? to its melting point? Lecture/Discussion
3. Name food sources of 2. What is the difference
carbohydrates. between Saturated from
4. Describe the difference Unsaturated Fatty Acids?
EXPLAIN
between simple and 3. What type of fatty acids
complex carbohydrates. are considered Saturated
and Unsaturated?
4. What are the classes of
lipids?
5. What is the building block
of lipids?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

6. Name examples of fatty

acids.
Guide questions: Guide questions: Lecture/ Discussion Guide Questions:
1. What is the name pf the 1. What is the important 1. Differentiate RNA from
disaccharide found in the function of cholesterol? Guide questions: DNA.
cheese and other milk 2. What is the difference 1. What are proteins? 2. What is the important
products? between fats and oils? 2. What is the building block function of nucleic
2. What’s the difference 3. Can you consider fats as of proteins? acids in the body of an
ELABORATE
between starch and good or bad? 3. How many amino acids are organism?
glycogen? 4. What is the consequence known to form proteins in
3. Give the importance of of eating too much fatty living organisms?
cellulose in the industry. foods? 4. Describe the amino acids.
5. Why are proteins important
in our body?
Why do you think runners eat Carbohydrates and lipids are The result of the activity is the The result of the activity is
meal rich in carbohydrates the composed of the same Evaluation. the Evaluation.
day before the race? chemical elements, but in
different proportions. Both are
(Possible Answer: used primarily as energy
Eating carbs prior to race sources for cell metabolism.
improves a runner’s endurance, Which type of molecule has
speed, energy and alertness. the higher calorie content per
EVALUATE Glucose is stored in the liver and
gram? Explain the reasons for
muscles as glycogen, molecules
your answers.
that function as long- term
energy storage that can be
tapped into when needed; such (Possible Answer: Fats
as during a lengthy run) 9 calories in a gram of fat while
only 4 calories in a gram of
Source: www.livescience.com
carbohydrates)
Source:
www.msdmanuals.com
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE
Department of Education
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Bring examples of Group work: Group work on denaturation of

EXTEND carbohydrates and lipids. Bring one menu rich in Proteins: Let the students
protein. perform pickling and salting.

REMARKS

REFLECTION
From the evaluation,
No. of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons work?
No. of Learners who:
• have caught up with the
lesson
• continue to require
remediation
Which of my teaching strategies worked
well? Why did it work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?

Prepared by: Checked by:

Grade 10 Teacher: School Head:
Weekly Lesson Log
Week No. 9 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Updated Version: July 2019
This Teaching Resource was prepared and developed by and for the use of the Division of Negros Occidental. Property of DepEd Negros Occidental. NOT FOR SALE