Aldehyde

Topic / Title
Grade Level Grade 9- Applied Chemistry
Time Allotment 60 minutes
Performance Standards
The learner individually or in groups analyzes the uses and effects of organic compounds in the preparation of consumer
products.
Learning Competencies and Objectives
At the end of the lesson, students should be able to:
1. Define Aldehydes and give its structural formula.
2. Identify the physical properties of Aldehydes.
3. Give common examples and uses of Aldehyde compounds in daily life.
ELICIT 5 minutes MATERIALS
The teacher will group the students into 4. They will play “PASS THE MESSAGE”. The Chalk
mechanics of the game are as follows: Strips of paper with the name
1. The teacher will ask the 4 groups to form a straight line. of the common alcohol
2. The teacher will give the name of the common examples of alcohol to the first student
and then, it will be passed to the next student until it reaches the last member of the group.
3. After that, the last member of the group will write the condensed structural formula of the
said alcohol on the board.
4. The fastest group who will write the correct answer will be given 1 point. First group to
get 5 points will be hailed as winner.

List of common alcohol that will be used for the “PASS THE MESSAGE”.
Note: The teacher may opt to use other examples.

a. Butly alcohol d. Methly chloride g. Propyl alcohol

b. Methyl alcohol e. Pently alcohol
c. Ethyl alcohol f. Ethyl chloride

Strategies: Games, Interdisciplinary (Physical Education)

ENGAGE 5 minutes
The teacher will ask the students to complete the table below by writing the name LCD Projector
of the category, followed by the word on the second column, and characteristics on Power point presentation
the third column.

LS: Defining Format

EXPLORE 20 minutes

The teacher will ask the students to complete the table below by writing the
question, followed by the definition on the second column, and properties on the
third column.

Question Definition Properties

Aldehydes are … 1.
2.
3.
4.
5.

LS: Defining Format

EXPLAIN 10 minutes
GALLERY WALK Manila Paper, Marker
The teacher will divide the class into groups.
Each group will proceed to different stations and gather information about scientists’
contribution to the development of organic chemistry.

Example for each station

Station 1
ELABORATE 10 minutes
The teacher will give new set of materials to be tested. Household Bleach, Lemon
Substance Change in Color of Nature of Sample Juice, Eye drops, Baking
Litmus Paper Soda, Salad Cup, Litmus
Household Bleach Paper
Lemon Juice
Eye Drops
Baking Soda

I know that I know___________________

First, I know that ____________________.
In addition, I know that _______________.
Finally, I know that __________________.

LS: Metacognition
DOST-SEI | Project STAR | 1
Localization

EXTEND
 Cite situation based on real life experience. paper

“Manuel is suffering with gastric acid reflux. Her mother bought Biogesic, ascorbic acid and
Kremil- S. Help him identify the appropriate medicine.”

To identify the medicine that Manuel will take, I will do the following steps:
First, ________________________________.
Second, ______________________________.
Finally, ________________________________.
By following these steps, I __________________.

LS: Frame
EVALUATE 5 minutes
Pen and paper
References

Teacher’s Guide pages 6-8

Learner’s Guide pages 59-60
V. REMARKS:
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 lesson work? No. of learners who have caught to require remediation
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 by:

DOST-SEI | Project STAR | 2