School NORTH FAIRVIEW HIGH SCHOOL Grade Level 12

GRADE 12 Teacher DAILYI. LESSON

ALISON BARRERO Learning Area PRACTICAL RESEARCH
LOG 2
Teaching Date January 27, 2018 Semester 1ST
and Time

I. OBJECTIVES SESSION 1

The learners demonstrate an understanding of the range of research topics in the area of
A. Contents Standards
inquiry.

The learners should be able to formulate clearly the statement of the research problem.
B. Performance Standards

Describes background of research. CS_RS12_Id-e-3

C. Learning
Competencies/Objectives. Write At the end of the lesson, the learners should be able to:
the LC code 1. define background of research;
2.

II. CONTENT Background of Research

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from LR
portal
B. Other learning Resources

A. Reviewing previous lesson or

presenting the new lesson
(RECALL)
ANALOGY: The teacher uses this analogy and guide questions below to guide them that
every time there are raw materials mix together, there would result a product and we can
predict mathematically.

2 wheels + 1 frame → 1 bike

B. Establishing a purpose for the
lesson (ENGAGE)
Guide Questions:
How many wheels and frames do you need to make 5 bikes?
If you have 6 wheels and 4 frames, how many bikes can you make?
If you have 11 wheels and 3 frames, how many bikes can you make?

C. Presenting examples /
instances of the lesson (EXPLAIN)
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
(EXPAND)
H. Making generalization and
abstraction about the lesson
I. Evaluating Learning
(EVALUATE)
Using the equation used during the recall:
Here is the “recipe” for water: 2 H2 + O2 → 2 H2O
This recipe says:
2 molecules of H2 react with 1 molecule of O2 to produce 2 molecules of water
2 moles of H2 react with 1 mole of O2 to produce 2 moles of water
*The balanced chemical equation gives us the “recipe” for how reactants combine to form
products
Students apply their sample using another example:
A. Fe2O3 (s) + 3 CO (g)→ 2 Fe (s) + 3 CO2 (g)
1. Write a mol-mol ratio between the reactants…
2. Write a mol-mol ratio between iron and carbon monoxide
3. Write a mol-mol ratio between the products
B. 2 P + 3Cl2 → 2 PCl3
1. How many moles of phosphorus are consumed if 12 moles of phosphorus
trichloride are produced?
2. How many moles of PCl3 can be formed from 5 moles chlorine and excess
phosphorus?
3. How many moles of chlorine are needed to react with 3.25 moles of phosphorus?
Using again 2 H2 + O2 → 2 H2O
1. How many moles of water are produced by burning 2.72 mol H2 in an excess of
O2?
2. How many moles of O2 are consumed in the complete combustion of 6.86g H2 ?
For 2 Ag2CO3 (s) → 4 Ag(s) + 2CO2(g) + O2(g)
1. How many grams of Ag2CO3 must have decomposed if 75.1 grams of Ag were
obtained in the reaction?
2. How many grams of carbon dioxide were produced if 25.0 g of oxygen were
produced?
REINFORCEMENT ACTIVITY:
1. KClO3 + 5 KCl + 6 HNO3 → 6KNO3 + 3Cl2 + 3 H2O
How many grams of KClO3 are required to prepare 10.0g of Cl2 ?
2. 2 FeO → 2 Fe + O2
How many grams of FeO are needed to produce 140.0 g of Fe?
3. 2 HCl + 2 Zn → ZnCl2 + H2
How many grams of hydrochloric acid are required to react completely with 1.00g
of zinc?
RELATE the concepts in BAKING:
3 cups flour + 2 cups sugar + 1 cup butter + 3 eggs = 1 batch
Flour Sugar Butter Eggs
13 cups 10 cups 3 cups 20
How many batches of cookies can we make? How did you figure it out?
Using the paper strips, students will rearrange the procedures in solving stoichiometric
problems in correct order.
1. Is there a balanced chemical equation?
2. Write down the 2 “givens” (reactants) and the “get” (the product)
3. Set-up Dimensional Analysis equations; 1 for each given
g-mol-mol-g
4. Whichever reactant produced the smaller amount of product, that reactant is the limiting
reagent
5. Make your concluding statement
Get the individual papers of the students for recording.
 J. Additional activities for
application or remediation Identify other applications of stoichiometry.
(ASSIGNMENT)
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 lesson work?
No. of learners have caught up w/
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did this 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 to discover
which I wish to share with other
teachers?

Prepared by:

ALISON I. BARRERO
Teacher III, North Fairview High School
Division of Quezon City