School MADAPDAP REST.

SENIOR HIGH Grade Level 11

DAILY LESSON SCHOOL
LOG Teacher JEFFREY R. YUMANG Learning Area Chemistry 2
Teaching Dates and Time January 20-24, 2020 Quarter 4th
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES 1. Determine the presence of 1. Differentiate exothermic . Differentiate exothermic 1. Explain the first Law of 1. Explain the first Law of
energy during chemical process and endothermic process and endothermic Thermodynamics Thermodynamics
reactions; and process. process. 2. Solve problems involving 2. Solve problems
2. Explain how energy 2. Demonstrates the process 2. Demonstrates the process of first Law of involving first Law of
changes during chemical of heat transfer (exothermic heat transfer (exothermic and Thermodynamics Thermodynamic
reactions and endothermic) endothermic) 3. Relate the First Law of 3. Relate the First Law of
3. Recognize the significance 3. Recognize the significance Thermodynamics to our Thermodynamics to our
of heat transfer in daily of heat transfer in daily living. everyday living everyday living
living.

A. Content Standard The learners demonstrate The learners demonstrate Energy changes in chemical Energy changes in chemical
The learners demonstrate an
understanding in energy understanding in energy reactions reactions
understanding of energy
changes in chemical changes in chemical reactions.
changes in chemical reaction.
reactions.
B. Performance Standard The learners will design a The learners will design a The learners will design a Make a plan that the Make a plan that the
simple investigation to simple investigation to simple investigation to community may use to community may use to
determine the effect on boiling determine the effect on determine the effect on boiling conserve and protect its conserve and protect its
point or freezing point when a boiling point or freezing point point or freezing point when a resources for future generations resources for future
solid is dissolved in water. when a solid is dissolved in solid is dissolved in water. generations
water.
C. Learning At the end of the session, At the end of the session,
Competency/Objectives The learners explain the students are expected to: students are expected to: At the end of the session, At the end of the session,
energy changes during Distinguish between Distinguish between students are expected to: students are expected to:
chemical reactions exothermic and endothermic exothermic and endothermic The first Law of The first Law of
(STEM_GC11TC-IIIg-i-122) processes processes Thermodynamics Thermodynamics
(STEM_GC11TC-IIIg-i- (STEM_GC11TC-IIIg-i- (STEM_GC11TC-
123) 123) IIIg-i-124) (STEM_GC11TC-IIIg-i-
124)

II. CONTENT Thermochemistry: Energy Changes in Chemical Energy Changes in Chemical First Law of Thermodynamics First Law of
Energy changes in Reactions: exothermic and Reactions: exothermic and Thermodynamics
chemical reactions: exothermic endothermic processes endothermic processes
and endothermic processes.
III. LEARNING
RESOURCES
A. References

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 1. Teacher’s Guide pages General Chemistry 2 Teaching Guide for SHS pp. 184-191
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource Chemistry 10th Edition, Raymond Chang, McGrow Hill Inc.,2010, p.234-235

Conceptual and Functional Chemistry,Ma. Cristina D. Padolina, Ph.D., Echel Simo-Antero

and Marie Jessica B. Alumaga, Vibal Publishing House, Inc. 2010, p.288-289

General Chemistry 2, Luciana V. Ilao, Betty M. Lontoc and Edwehna Elinore S. Paderna-
Gayon, Rex Book Store, 2017, p.97-98
IV. PROCEDURES
A. Reviewing previous lesson or Preparatory Activities Preparatory Activities Review about endothermic and Review about endothermic
presenting the new lesson Prayer Prayer exothermic reaction and exothermic reaction
Checking of attendance Checking of attendance
Classroom management Classroom management

B. Establishing a purpose for the Setting objectives of the Setting objectives of the
lesson lesson. lesson. Picture analysis Picture analysis
Setting objectives of the
lesson:

C. Presenting Discussion of the topic Discussion of the topic Present a video showing boiling Present a video showing
examples/Instances of the using the activity Video clip presentation by using the activity of egg. Let the students identify boiling of egg. Let the
new lesson performed and the Tyler Dewitt performed and the the system and the sorrounding. students identify the system
terminologies defined. Guided question: terminologies defined. and the sorrounding.
 What causes the
energy changes in
chemical reactions?
 Do you think all
chemical reactions
involve energy
changes?

D. Discussing new concepts and Lecture Discussion: Using Lecture Discussion: Using Introduce the mathematical Introduce the mathematical
practicing new skills # 1 explicit strategy approach. explicit strategy approach. expression of thermodynamics: expression of

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 E = q thermodynamics:
+w E
=q+w
Sample Problem 1:
When a system gives off 100J Sample Problem 1:
of heat and the sorrounding When a system gives off
does 50J of work on the system, 100J of heat and the
what is the change in internal sorrounding does 50J of
energy of the system, E? work on the system, what is
(Answer: -50J) the change in internal energy
of the system, E?
(Answer: -50J)

E. Discussing new concepts and Perform an activity: Perform an activity: Perform an activity: Sample Problem 2: Sample Problem 2:
practicing new skills # 2 MATERIALS: MATERIALS: MATERIALS: The system changes from state The system changes from
Paper, match, drinking glass, Paper, match, drinking glass, Paper, match, drinking glass, 1 to state 2 and its internal state 1 to state 2 and its
ice cube, light bulb, wire, ice cube, light bulb, wire, ice cube, light bulb, wire, energy change is -188J. During internal energy change is
battery battery battery the change, the system does 12 -188J. During the change,
J of work on its sorroundings. the system does 12 J of work
Does the system absorb heat on its sorroundings. Does the
from the sorrounding or release system absorb heat from the
heat to the sorroundings? How sorrounding or release heat
many joules are absorbed or to the sorroundings? How
released by the system? many joules are absorbed or
(Answer: The system releases released by the system?
heat to the sorroundings since (Answer: The system
q is -176 J) releases heat to the
sorroundings since q is
-176 J)
F Developing mastery 1. The teacher will show an 1. The teacher will show an 1. The teacher will show an
(leads to Formative example of chemical reactions example of chemical example of chemical reactions
Assessment 3) 2. The teacher will write reactions 2. The teacher will write Consider
equation on the board together 2. The teacher will write equation on the board together the
with students participation. equation on the board with students participation. reaction
3. The student write equation together with students 3. The student write equation between 1
with the group ( In this case participation. with the group ( In this case mole of sulfur and 1 mole of Consider the reaction
the teacher will divide the 3. The student write equation the teacher will divide the oxygen gas to produce 1 mole between 1 mole of sulfur and
class depending on the class with the group ( In this case class depending on the class of sulfur dioxide: 1 mole of oxygen gas to
size. the teacher will divide the size. produce 1 mole of sulfur
4.The student will do class depending on the class 4.The student will do S(s) + O2(g) dioxide:
individual activity on writing size. individual activity on writing SO2(g)
chemical reactions and explain 4..The student will do chemical reactions and explain S(s) + O2(g)

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 the energy changes during individual activity on writing the energy changes during SO2(g)
chemical reactions. chemical reactions and chemical reactions.
(Assessment embedded explain the energy changes (Assessment embedded
activity) during chemical reactions. activity)
(Assessment embedded
activity)
G. Finding practical application of How do you think our lesson How do you think our lesson HOW A TURBINE WORKS. HOW A TURBINE
concepts and skills in daily living on explaining why energy on explaining why energy A turbine’s fan-like blades are WORKS.
change during chemical change during chemical turned by the steam generated A turbine’s fan-like blades
reaction is important in our reaction is important in our by burned fossil fuel which are turned by the steam
daily living? Explain your How do you think our lesson daily living? Explain your causes the shaft to turn. This in generated by burned fossil
answer. on explaining why energy answer. turn causes the wire in magnetic fuel which causes the shaft
change during chemical field within the generator to to turn. This in turn causes
reaction is important in our turn and cause a flow of the wire in magnetic field
daily living? Explain your electrons or electricity. It within the generator to turn
answer. demonstrates the and cause a flow of electrons
interconversion of energy from or electricity. It
one another. demonstrates the
interconversion of energy
from one another.
H. Making generalizations and
abstractions about the lesson The first Law of
The first Law of
Thermodynamics (Law of
Thermodynamics (Law of
Conservation of Energy)
Ask the student what is their Conservation of Energy)
Ask the student what is their Ask the student what is their “The total energy
“The total energy lost/absorbed
most important learning for most important learning for most important learning for lost/absorbed by the system
by the system is equal to the
today. today. today. is equal to the total energy
total energy lost/absorbed by
lost/absorbed by the
the surrounding”.
surrounding”.

I. Evaluating learning Activity embedded Calculate E and indicate Calculate E and indicate
Essay Question: assessment. Essay Question: whether the energy of the whether the energy of the
Essay: Essay: system has increased or system has increased or
In not less than 5 sentences, In not less than 5 sentences, decreased in the following decreased in the following
explain the significance of heat explain the significance of heat cases: cases:
transfer in daily living. transfer in daily living. a. A system absorbs 145 J d. A system absorbs
. of heat and does 167 J 145 J of heat and
of work does 167 J of work
(E = -22 J energy (E = -22 J
decreased) energy decreased)
b. q = -3.0 kJ and w = e. q = -3.0 kJ and w =

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 -750 J -750 J
(E = -3.75 kJ (E = -3.75 kJ
energy decreased) energy decreased)
c. A system realeases 128 f. A system realeases
J of heat while the 128 J of heat while
sorroundings does 143 the sorroundings
J of work on it. does 143 J of work
(E = +15 J energy on it.
increased) (E = +15 J
energy increased)
J. Additional activities for What is the first law of Draw or cut from old Draw or cut from old
application or remediation thermodynamics? newspapers two pictures newspapers two pictures
showing objects undergoing showing objects undergoing
temperature changes. temperature changes.
V. EMARKS
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 works?
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?

Prepared: Noted:

JEFFREY R. YUMANG ROMEL M. LUSUNG

Subject –Teacher Principal I
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