10LP

School Sto.
Tomas National High School Grade Level Grade 10

GRADES 1 to 12 Teacher ARACELI K. TAMIRAY Learning Area Science
DAILY LESSON LOG Teaching Dates and Time June 11-15, 2018 Quarter First Quarter
June 11 & 13 ( Monday & Wednesday) June 14 (Thursday) June 12 & 15 (Tuesday &
Friday)
I. OBJECTIVES
A. Content The learners demonstrates understanding of :
Standards The relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
B. Performance The learners shall be able to:
Standard 1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquake, tsunamis, and volcanic eruptions.
C. Learning The learners shall be able to:
Competencies Write Describe the distribution of active volcanoes, earthquake epicentres, and major mountain belts. S9ES – 1a-j-36.1
the LC code for each
II. CONTENT. Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
Subject Matter NO CLASSES –
FAULT AND ITS TYPES FAULTS AND EARTHQUAKE CELEBRATION OF
INDEPENDENCE DAY AND
EDIL FITR
Specific Objectives 1. Construct a model of fault; and  Explain the relationship between faults and
2. Identify the types of faults. earthquakes.
Instructional 1. Experiential Instruction (model building) 1. Indirect Instruction (concept formation, inquiry, reflective
Strategies 2. Indirect Instruction (concept formation, inquiry, reflective discussion and listening and viewing)
discussion and listening and viewing) 2. Experiential Instruction (experiments, field trips, field
observations, and simulations)
Instructional 1. Traditional Resources (textbooks, worksheets, and modules) 1. Traditional Resources (textbooks, worksheets, and
Materials 2. Graphic Organizers/2D (pictures, maps, diagram) modules)
3. 3D (castings, models, experimental models) 2. Graphic Organizers/2D (pictures, maps, diagram)
4. Audio-Visual (video clips, power point, tape records, and TV 3. 3D (castings, experimental models)
broadcast)
III. LEARNING RESOURCES. List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative materials
1
as well as paper-based materials. Hands-on learning promotes concept development.
A. References G10 Science Learners Material G10 Science Learners Material
1. Teacher’s Guide p.6 pp. 10-11
pages
2. Learners Material p. 6-15 pp. 6-15
pages
3. Textbook pages
4. Additional materials
from Learning Resource
(LR) portal.
5. Other Learning Books
Resource Online Resources:
USGS website “What is a fault and what are the Different Types?” https://www.usgs.gov/faqs/what-a-fault-and-what-are-
different-types?qt-news_science_products=7#qt-news_science_products
University of Colorado website“Seismic Waves”.
https://www.colorado.edu/physics/phys2900/homepages/Marianne.Hogan/waves.html
DOST Website “PHIVOLCS Earthquake Intensity Scale”.
http://www.phivolcs.dost.gov.ph/index.php?option=com_content&task=view&id=45&Itemid=100
IV. PROCEDURES These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusion about what they leaned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing
previous lesson or  Show pictures of different fault movement. Let the students  Ask the students what are the different types of
presenting the new identify what kind of fault movement is being shown. faults.
lesson.
ELICIT (The
activities in this
section will evoke or
draw out prior
concepts of or
experiences from
the students)
2
B. Establishing a
purpose for the  Show video clip on the west valley fault. After the video clip. Ask:
lesson. Ask the students what they will feel if they are living in that 1. What is the relationship between faults and earthquakes?
area. 2. What happens to a fault when an earthquake occurs?
C. Presenting
examples/instances
of the new lesson.
ENGAGE (The
activities in this
section will stimulate
their thinking and
help them access
and connect prior
knowledge as a
jumpstart to the
present lesson.)
You tube video: https://www.youtube.com/watch?v=F7wpQx3bYX4
3
D. Discussing the
new concepts and  Let the students construct the fault model as guided by the  Let the students perform simple activity on “Elastic
practicing new skills given procedure. Rebound”. A simple activity to illustrate the
#1  After constructing the 3D fault model the students will answer movement of faults that will generate earthquake.
the guide questions of the activity.
E. Discussing the  The students follow the procedure/set-up in the
new concepts and given activity as shown below.
practicing new skills
#2
EXPLORE (In
this section, students
will be given time to
think, plan,  Students will answer the guide question of the
investigate, and activity.
organize collected
information ; or the 1. In the activity, what does the block of wood represent?
performance of the 2. What does the rubber band represent?
planned/prepared 3. What does the sand paper represent?
activities from the Ask. 4. What does the moving block represent?
student’s manual 1. What happens to the layer as one of the block is moved? 5. Does the block always move the same distance with each
with data gathering 2. What landforms could it have formed? jump in motion? Why?
and Guide 6. Explain how the activity might model the cause of real
questions) earthquake.
F. Developing
mastery Explain that: Explain that:
(Leads to formative
assessment 3)  Fractures are formed near the boundaries as one of the  Wood represents the plate/Crust.
blocks is moved. Emphasize that fault is a fracture along  Rubber bond- stored Elastic Energy
which the blocks of crust on either side have moved  Sand paper - friction
EXPLAIN (In this
relative to one another parallel to the fracture.  Moving Block – moving Plates
section, students will
be involved in an  The block will not move the same distance because
analysis of their  Plains, plateaus, mountains, and valleys, as well as smaller it depends on the amount of energy being released.
exploration. Their features such as hills are the landforms being formed when  The activity model a real cause of earthquake
understanding is faults moved. wherein once the friction overcomes when energy is
4
clarified and released, the block moves or the earth quakes.
modified because of
reflective
activities)/Analysis of
the gathered data
and results and be
able to answer the
Guide Questions
leading to the focus
concept or topic of
the day.
G. Finding practical  Explain further that there are: Explain further that:
application of
concepts and skills Three types of faults  Earthquakes occur on faults.
in daily living. 1. Normal Faults
 Are formed along divergent boundaries. a. strike-slip earthquakes occur on strike-slip faults
 Occurs when two blocks of rocks are being pulled b. normal earthquakes occur on normal faults
H. Making apart and one block slides down against another. c. thrust earthquakes occur on thrust or reverse
generalization and faults.
abstraction about the
lesson.  When an earthquake occurs on one of these faults,
the rock on one side of the fault slips with respect to
ELABORATE 2. Thrust or Reverse Faults the other. The fault surface can be vertical,
( This section will  Are formed along convergent boundaries. horizontal, or at some angle to the surface of the
give students the  Occurs when one block of rock is pushed over the earth. The slip direction can also be at any angle.
opportunity to top of another.
expand and solidify /  Earthquake is the sudden shaking of the Earth that
concretize their occurs when energy is released when the
understanding of the lithosphere or tectonic plates move.
concept and / or
apply it to real – 3. Strike – Slip Faults
world situation)  Are formed along transform boundaries.
 Occurs when one block of rock slides horizontally
past another.
5
I. Evaluating learning Evaluate students understanding by giving simple formative assessment. Evaluate students understanding by giving simple formative
assessment.
EVALUATION Multiple Choice
1. It is a break in the Earth’s crust where significant movement occurred Fill in the blanks.
( This section will
a. Intensity b. focus c. focus d. fault 1. ___________ occur on faults. Strike-slip earthquakes
provide for concept
2. The place where the fault begins to slip is called _____ occur on 2. ___________ faults. Normal earthquakes occur
check test items and a. epicenter b. active fault c. focus d. rocks
answer key which on 3. ___________. Thrust earthquakes occur on 4.
are aligned to the _______or reverse faults. When an earthquake occurs on
True or False one of these faults, the 5. __________ on one side of the
learning objectives -
content and fault slips with respect to the other. The fault surface can be
1. An active fault has move in the past and is not capable of producing
performance 6. ___________, horizontal, or at some angle to the surface
more earthquakes in the future. ___________
standards and of the earth. Earthquake is the sudden shaking of the 7.
2. A downward movement of the fault planes is capable of producing a
address _____________ that occurs when energy is released when
tsunami. __________
misconceptions – if the lithosphere or tectonic plates 8. ____________.
any)
J. Additional activities
for application or
remediation.
EXTEND ( This
sections give situation
that explains the topic
in a new context , or
integrate it to another
discipline / societal
concern)
V. REMARKS
VI. REFLECTION. Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
DLP Reflection as of: June 4-8, 2018
4 5 6 7 8
6
Orientation setting of standards Getting to know each other, Practice of Cordillera, Baguio orientation on bullying and Giving an overview on the
June classroom rules and regulations - expectations and concerns - carried Hymn and Baguio March - carried school discipline - carried curriculum content for science
carried 10 per quarter and its
particular modules per unit. -
carried
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 worked? 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
this work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material did I
use/discover which I
wish to share with
other teachers?
Prep. By: ARACELI K. TAMIRAY Checked By: ROSANNA D. DIZON
G10 – Science Teacher School Principal
7
School Sto. Tomas National High School Grade Level Grade 10
GRADES 1 to 12
Teacher ARACELI K. TAMIRAY Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time June 18-22, 2018 Quarter First Quarter
June 18 (Monday) June 19 (Tuesday) June 20 (Wednesday) June 21 (Thursday) June 22 (Friday)
I. OBJECTIVES
Competencies Write Describe the distribution of active volcanoes, earthquake epicentres, and major mountain belts. S9ES – 1a-j-36.1
the LC code for each
Subject Matter
RELATIONSHIP BETWEEN FAULTS AND DISTRIBUTION OF EARTHQUAKE EPICENTERS, CONVERGING CONTINENTAL PLATE
EARTHQUAKE VOLCANOES AND MOUNTAIN RANGES AND OCEANIC PLATE
Specific Objectives Explain the relationship between the movements of faults 1. Describe the distribution of active volcanoes, earthquake 1. Explain the processes that occur along
and occurrence of earthquakes. epicentres, and major mountain belts, and convergent boundaries.
2. Determine the scientific basis for dividing the 2. Determine the consequences of
Lithospheric plates. colliding plates
Instructional 1. Indirect Instruction (concept formation, inquiry, 1. Interactive Instruction (cooperative learning, and small 1. Interactive Instruction (cooperative
Strategies reflective discussion and listening and viewing). group discussion). learning, and small group discussion).
2. Experiential Instruction (experiments, field 2. Experiential Instruction (experiments). 2. Experiential Instruction (experiments).
observations, and simulations). 3. Direct instruction (compares & contrast, didactic 3. Direct instruction (compares & contrast,
questions, drill & practice, listening & viewing, lecture). didactic questions, listening & viewing,
lecture).
Instructional 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources (textbooks, worksheets, and
Materials modules) modules)
2. Graphic Organizers/2D (pictures, maps, diagram) 2. Graphic Organizers/2D (pictures, maps, diagram)
3. 3D (castings, experimental models) 5. Audio-Visual (power point)
8
A. References G10 Science Learners Material G10 Science Learners Material G10 Science Learners Material
G10 Science Teachers Guide G10 Science Teachers Guide G10 Science Teachers Guide
1. Teacher’s Guide pages pp. 8-10 pp. 10-11 pp. 10-11
2. Learners Material pages p. 6 – 10 pp. 11-13 pp. 11-13
3. Textbook pages
4. Additional materials from
Learning Resource (LR)
portal.
5. Other Learning http://ees.as.uky.edu/sites/default/files/elearning/module04 http://earthguide.ucsd.edu/eoc/teachers/t_t
Resource swf.swf ectonics/p_subduction.html
A. Reviewing
previous lesson or
presenting the new  Review past lesson by showing fault movements  Show pictures and let the students identify the  Let the students recall that there
lesson. and let the students identify the types. different pictures as mountain ranges, volcanoes are two types of crust, continental
and earthquake epicentre. and oceanic. Between the two,
the oceanic crust is denser.
ELICIT (The
activities in this
draw out prior
concepts of or
experiences from
the students)
9
B. Establishing a Ask: Ask:
purpose for the
lesson.  What will happen when faults move?  Where does this earthquake epicentre, volcanoes  Show picture of plate and
and mountain ranges located in the World? introduce to the students that
C. Presenting plates could either be a
examples/instances continental crust or oceanic crust.
of the new lesson.
ENGAGE (The
activities in this
their thinking and
help them access
and connect prior
knowledge as a
jumpstart to the
present lesson.)
D. Discussing the  Let the students perform simple activity on  Introduce to the learners Activity 2 “Let’s Mark the  Introduce the next activity, Part A
new concepts and “Elastic Rebound”. A simple activity to illustrate Boundaries” and tell them that the next activity will “Converging Continental plate
practicing new skills the movement of faults that will generate help them confirm their answers to the last and Oceanic plate.” This activity
#1 earthquake. question will allow the students to
determine the effects of colliding
E. Discussing the  The students follow the procedure/set-up in the  The students will study the map of earthquake, oceanic and continental plate.
new concepts and given activity as shown below. volcanoes and mountain ranges distribution
practicing new skills around the world. Trace the approximate locations  The students will study a cross-
#2 of several earthquake, volcanoes and mountain sectional diagram of plates that
ranges “clusters” using a marking pen on the are converging.
EXPLORE (In plastic sheets
this section, students  Students will answer the guide
will be given time to  Students will answer the guide question of the question of the activity.
think, plan,  Students will answer the guide question of the activity
investigate, and activity. a. What type of plate is Plate A? What
organize collected 1. How are earthquakes distributed on the map? about Plate B? Why do you say so?
information ; or the 1. In the activity, what does the block of wood represent? 2. Where are they located?
performance of the 2. What does the rubber band represent? 3. Where are there no earthquakes? b. Describe what happens to Plate A as it
10
planned/prepared 3. What does the sand paper represent? 4. Why is it important for us to identify areas collides with Plate B? Why?
activities from the 4. What does the moving block represent? which are prone to earthquakes? c. What do you think may happen to the
student’s manual 5. Does the block always move the same distance with leading edge of Plate A as it continues to
with data gathering each jump in motion? Why? move downward? Why?
and Guide 6. Explain how the activity might model the cause of real d. What do you call this molten material?
questions) earthquake. e. What is formed on top of Plate B?
F. Developing Explain that in the activity the: Discuss that: Discuss that:
mastery
(Leads to formative  Wood represents the plate/Crust. 1. The world’s earthquakes are not randomly 1. Plate A is an oceanic plate because it is
assessment 3)  Rubber bond- stored Elastic Energy distributed over the Earth’s surface. They tend to relatively thinner compared to plate B.
 Sand paper - friction be concentrated in narrow zones. While Plate B is a continental plate
 Moving Block – moving Plates because it is thicker and floats higher than
EXPLAIN (In this 2. Some are located near the edges of the the other plate.
section, students will  The block will not move the same distance
because it depends on the amount of energy continents, some are in mid- continents, while
be involved in an others are in oceans. But not ALL edges of 2. Plate A bends downward because Plate
analysis of their being released.
continents, mid-continents, or oceans can be A is denser than Plate B.
exploration. Their  The activity model a real cause of earthquake
wherein once the friction overcomes when places where earthquake might occur.
understanding is 3. Tell the students that this sinking of
clarified and energy is released, the block moves or the earth
3. Where are places with no earthquakes? plate beneath the other plate is called
modified because of quakes.
Answer: Answers may vary. Some of the possible subduction. Point out also to the students
reflective that, because of the subduction process, a
answers are: large part of the Pacific Ocean,
activities)/Analysis of depression on the ocean floor called
northernmost Asia, and majority of Europe,
the gathered data trench is also formed.
eastern portion of North and South America and
and results and be
western Africa.
able to answer the Add also the fact that as the plate moves
Guide Questions deeper into the mantle, it carries with it
4. It is important to identify areas which are prone
leading to the focus water which also causes the melting of
to earthquakes so that necessary precautions
concept or topic of rocks.
could be done if ever you’re living in one of those
the day.
places.
G. Finding practical Explain further that: Explain further that: Explain further that:
application of
concepts and skills Key Concept Key Concept Key concepts
in daily living.  Earthquakes occur on faults.  Geologic activities such as seismicity (occurrence  During the convergence of an
a. strike-slip earthquakes occur on strike- of earthquake), volcanism and mountain formation oceanic plate and a continental
slip faults. are the basis of scientists in dividing Earth’s plate, the denser oceanic plate
H. Making
11
generalization and b. normal earthquakes occur on normal faults. lithosphere. slides under the continental plate.
abstraction about the c. thrust earthquakes occur on thrust or reverse This process is called subduction.
lesson. faults.  Plates are large pieces of the upper few hundred
 When an earthquake occurs on one of these kilometres of Earth that move as a single unit as it  Geologic events such as
ELABORATE faults, the rock on one side of the fault slips with floats above the mantle. formation of volcanoes and
( This section will respect to the other. The fault surface can be trenches as well as occurrence of
give students the vertical, horizontal, or at some angle to the  The plates are in constant motion. As they interact earthquake will take place
opportunity to surface of the earth. The slip direction can also along their margins, important geological because of this process.
expand and solidify / be at any angle. processes take place, such as the formation of
concretize their mountain belts, earthquakes, and volcanoes.
understanding of the  Earthquake is the sudden shaking of the Earth
concept and / or that occurs when energy is released when the
apply it to real – lithosphere or tectonic plates move.
world situation)
I. Evaluating learning Evaluate students understanding by giving simple Evaluate students understanding by giving simple Evaluate students understanding by giving
formative assessment. formative assessment. simple formative assessment.
EVALUATION
( This section will Fill in the blanks. Enumeration. A. True or False.
provide for concept 1. ___________ occurs on faults. Strike-slip earthquakes 1. What are the bases of scientists in dividing Earth’s
check test items and occur on 2. ___________ faults. Normal earthquakes lithosphere into several plates? 1. During the convergence of an oceanic
answer key which occur on 3. ___________. Thrust earthquakes occur a. ___________________________________ plate and a continental plate, the less
are aligned to the on 4. _______or reverse faults. When an earthquake b. ___________________________________ dense oceanic plate slides under the
learning objectives - occurs on one of these faults, the 5. __________ on one c. ___________________________________ continental plate.
content and side of the fault slips with respect to the other. The fault 2. The plates are in constant motion. As they interact along 2. The process where in one plate slide
performance surface can be 6. ___________, horizontal, or at some their margins, important geological processes take place, under the other plate is called subduction.
standards and angle to the surface of the earth. Earthquake is the such:
address sudden shaking of the 7. _____________ that occurs a. ________________________________ B. What are the different geologic events
misconceptions – if when energy is released when the lithosphere or tectonic b. ________________________________ that will take place during the convergence
any) plates 8. ____________. c. ________________________________ of an oceanic plate and a continental
plate.
12
J. Additional activities The teacher can extend the lesson by mentioning that:
for application or
remediation.  The magnitude scale of earthquakes is
logarithmic. This means every time you go up
EXTEND ( This
one on the scale, the earthquake is 10 times
that explains the topic bigger. So if we measure a magnitude 2 event,
in a new context , or that’s 10 million times smaller than the 2004
integrate it to another Boxing Day earthquake (magnitude 9)!
concern)
V. REMARKS
June 11 (Monday) 12 (Tuesday) 13 (Wednesday) 14 (Thursday) 15 (Friday)
A. No. of learners who There are 75% among No Classes – There are 80 % among There are 78 % among No Classes – EDI’L FITR
earned 80% in the the students who follow INDEPENDENCE DAY the students who were the students who were
evaluation the correct procedure in able to answer the able to got the correct
making the 3D fault discussions in the guide answer in the formative
model. questions of the activity. assessment.
B. No. of learners who require No remediation given No remediation given No remediation given
additional activities for remediation
who scored below 80%
C. Did the remedial lesson No remediation given No remediation given No remediation given
worked? No. of learners who
have caught up with the
lesson
D. No. of learners who None None None
continue to require
remediation
E. Which of my Experiential Instruction Indirect Instruction where Indirect and Experiential
teaching strategies wherein students in students involved in Instruction wherein
worked well? Why did involved in experiments the concept formation of students were involved
this work? like crafting fault the lesson, there are also in the discussion and
3D model. reflective discussions experiential learning.
listening and viewing of
some pictures of faults.
F. What difficulties did Students adjustment Passive Students Some student’s attitude
13
I encounter which my towards learning.
can help me solve?
G. What innovation or 3D Fault Model 3D Fault Model 3D Fault Model
wish to share with
other teachers?
Prep. By: ARACELI K. TAMIRAY Checked By: ROSANNA D. DIZON

G10 – Science Teacher School Principal
14
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time June 25-29, 2018 Quarter First Quarter
June 25-26 (Monday & Tuesday) June 27 (Wednesday) June 28 (Thursday) June 29
(Fri)
I. OBJECTIVES
Competencies Write 1. Describe the distribution of active volcanoes, earthquake epicentres, and major mountain belts. S9ES – 1a-j-36.2
the LC code for each 2. Describe the different types of plate boundaries. S9ES – 1a-j-36.3
3. Explain the different processes that occur along the plate boundaries. S9ES – 1a-j-36.4
Subject Matter CONVERGENCE OF CONTINENTAL AND CONVERGENCE OF TWO OCEANIC PLATES CONVERGENCE OF TWO CONTINENTAL ICL
OCEANIC PLATES PLATES
Specific Objectives 1. Explain the processes that occur along 1. Explain the processes that occur along 1. Explain the processes that occur along
convergence of continental and oceanic plates; convergence of two oceanic plates; and convergence of two oceanic plates; and
and 2. Determine the geologic events that could take 2. Determine the geologic events that could
2. Determine the geologic events that could take place between these two colliding plates. take place between these two colliding
place between these two colliding plates. plates.
Instructional 1. Interactive Instruction (cooperative learning, and 1. Interactive Instruction (cooperative learning, and 1. Interactive Instruction (cooperative
Strategies small group discussion). small group discussion). learning and small group discussion).
2. Experiential Instruction (experiments). 2. Experiential Instruction (experiments). 2. Experiential Instruction (experiments).
3. Direct instruction (lecture). 3. Direct instruction (lecture). 3. Direct instruction (lecture).
Instructional 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks,
Materials and modules) and modules) worksheets, and modules)
2. Graphic Organizers/2D (pictures, maps, 2. Graphic Organizers/2D (pictures, maps, diagram) 2. Graphic Organizers/2D (pictures, maps,
diagram) 3. 3D ( experimental models) diagram)
3. 3D ( experimental models) 3. 3D ( experimental models)
15
2. Learners Material pages p.p. 16-17 pp. 18-22 pp. 23-24
3. Textbook pages
portal.
5. Other Learning
Resource
A. Reviewing
previous lesson or Let the students recall that there are two types of Recall the subduction process and the geologic Recall geologic events that take place
presenting the new crust, continental and oceanic. events that will take place because of the process. during convergence of two oceanic plates.
lesson.
ELICIT (The
activities in this
draw out prior
concepts of or
experiences from
the students)
16
B. Establishing a
purpose for the Show picture of plate and introduce to the students Tell the students that two oceanic plates could also Start the lesson by asking questions such
lesson. that plates could either be a continental crust or collide because of plate tectonics. as:
oceanic crust.
C. Presenting 1. What is the highest peak in the
examples/instances Philippines?
of the new lesson. - Mt. Apo about 3144 meters
ENGAGE (The 2. How about the highest mountain in the

activities in this world? Mt. Everest
their thinking and 3. Do you have any idea how tall Mount
help them access Everest is? 8848 meters
and connect prior
knowledge as a 4. How do you think most of the tall
jumpstart to the mountains of the world are formed?
present lesson.)
D. Discussing the Introduce the next activity, Part A “Converging Introduce the next activity, Part B“ Converging Two Introduce the next activity, Part C
new concepts and Continental Plate and Oceanic Plate.” This activity Oceanic Plates. The students will use their “Converging Two Continental Plates. The
practicing new skills will allow the students to determine the effects of knowledge they acquired from the previous activity students will use their knowledge they
#1 colliding oceanic and continental plate. in predicting what events could take place due to acquired from the previous activity in
this type of collision. predicting what events could take place due
E. Discussing the The students will study a cross-sectional diagram to this type of collision.
new concepts and of plates that are converging. Ask the students to draw a diagram showing what
practicing new skills they think would be the outcome of this event. Students will answer the guide question of
#2 Students will answer the guide question of the the activity.
activity. Students will answer the guide question of the
EXPLORE (In activity. 1. If the strips of clay represent the Earth’s
this section, students a. What type of plate is Plate A? What about Plate lithosphere, what do you think is formed in
will be given time to B? Why do you say so? 1. What are the geologic processes/events that will the lithosphere?
think, plan, occur because of this plate movement?
investigate, and b. Describe what happens to Plate A as it collides 2. In terms of the consequences on the
organize collected with Plate B? Why? 2. If the edge of Plate A suddenly flicks upward, a Earth’s lithosphere, how will you differentiate
information ; or the c. What do you think may happen to the leading large amount of water may be displaced. What this type of convergent plate boundary with
performance of the edge of Plate A as it continues to move could be formed at the surface of the ocean? the other two?
downward? Why?
17
planned/prepared d. What do you call this molten material?
activities from the e. What is formed on top of Plate B?
student’s manual
with data gathering
and Guide
questions)
F. Developing Explain that: Discuss that: Explain that:
mastery
(Leads to formative 1. Plate A is an oceanic plate because it is 1. Plate B undergoes subduction process or the 1. Earthquakes will occur due to the collision
assessment 3) relatively thinner compared to plate B. While Plate sinking of plate towards the mantle. of the two plates. (Since there is no
B is a continental plate because it is thicker and 2. Earthquakes can happen since the two plates are subduction, only shallow earthquakes will
floats higher than the other plate. grinding against each other. happen.
EXPLAIN (In this 3.Trench/es will form.
section, students will 2. Plate A bends downward because Plate A is 4. Volcanoes will form at the surface of Plate A. 2. Since the two plates involved are both
be involved in an denser than Plate B. 5. If the edge of Plate A suddenly flicks upward continental plates there is no subduction
analysis of their .Tsunami is formed at the surface of the sea. process (because both plates are low in
exploration. Their 3. Tell the students that this sinking of plate density). As a result, mountains are formed
understanding is beneath the other plate is called subduction. Point instead of volcanoes.
clarified and out also to the students that, because of the
modified because of subduction process, a depression on the ocean
reflective floor called trench is also formed.
the gathered data Add also the fact that as the plate moves deeper
and results and be into the mantle, it carries with it water which also
able to answer the causes the melting of rocks.
Guide Questions
concept or topic of
the day.
G. Finding practical Explain the key concept: Explain the key concept: Explain the key concept:
application of
concepts and skills 1. During the convergence of an oceanic plate and 1. When two oceanic plates converge they also When two continental plates meet head-on,
in daily living. a continental plate, the denser oceanic plate slides undergo subduction process. This gives rise to the neither is subducted. Instead, the crust
under the continental plate. This process is called formation volcanic island arcs, trenches and tends to buckle and be pushed upward
H. Making subduction. generates shallow, intermediate, or deep causing formation of mountain ranges and
generalization and earthquakes. other highlands.
18
abstraction about the 2. Geologic events such as formation of volcanoes
lesson. and trenches as well as occurrence of earthquake 2. Strong earthquakes generated at the ocean floor
will take place because of this process. may cause displacement of large volume of water
ELABORATE and launch big waves called tsunami.
( This section will
give students the
opportunity to
expand and solidify /
concretize their
understanding of the
concept and / or
apply it to real –
world situation)
I. Evaluating learning Evaluate students understanding by giving simple Evaluate students understanding by giving simple Evaluate students understanding by giving
formative assessment. formative assessment. simple formative assessment.
EVALUATION
( This section will A. True or False. Fill in the Blanks Essay
provide for concept
check test items and 1. During the convergence of an oceanic plate and When two oceanic plates converge they also What geologic events and features that
answer key which a continental plate, the less dense oceanic plate undergo 1. ______________ process. This gives could take place between two colliding
are aligned to the slides under the continental plate. rise to the formation 2. ___________ island arcs, 3. continental plates?
learning objectives - __________ and generates shallow, intermediate,
content and 2. The process where in one plate slide under the or deep 4. ___________.
performance other plate is called subduction. Strong earthquakes generated at the ocean floor
standards and may cause displacement of large volume of water
address B. What are the different geologic events that take and launch big waves called 5. ____________.
misconceptions – if place during the convergence of an oceanic plate
any) and a continental plate?
19
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
June 18 (Monday) 19 (Tuesday) 20 (Wednesday) 21 (Thursday) 22
(Friday)
A. No. of learners who No formative There are 65/74 No formative There are 60/74 No formative assessment given. ICL
earned 80% in the assessment given. learners who earned assessment given. learners who earned
evaluation 80% in the formative 80% in the formative
evaluation of the evaluation of the topic
topic on the on the distribution of
relationship between earthquake epicenters,
Faults and Earthquake volcanoes and
mountain ranges
lesson
continue to require
remediation
E. Which of my Indirect Instruction where students involved in Experiential Instruction wherein students Indirect and Experiential Instruction
teaching strategies concept formation such as the relationship involved in experiential learning in determining wherein students were involved in the
worked well? Why did between faults and earthquakes, there were the distribution of earthquake epicenters, discussion and experiential learning.
this work? also reflective small group discussions during volcanoes and mountain ranges .
20
the activity.
F. What difficulties did None None None

can help me solve?
G. What innovation or ppt Diagram of earthquake epicenter, volcanoes Model (Converging Plates)
localized material did I and mountain ranges
wish to share with
other teachers?
Prep. By: ARACELI K. TAMIRAY Checked By:

ROSANNA D. DIZON
G10 – Science Teacher
School Principal

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time July 2-6, 2018 Quarter First Quarter
July 2 (Monday & Tuesday) July 3-4 (Wednesday & Thursday) July 5 (Friday)
I. OBJECTIVES
21
Subject Matter
DIVERGENT PLATE BOUNDARY TRANSFORM-FAULT BOUNDARY HOT SPOT
Specific Objectives 1. Explain the processes that occur along divergent 1. Determine the effect of transform-fault boundary on the Relate hot spot with plate tectonics
boundaries; and Earth’s crust; and
2. Determine the results of plates that are moving 2. Determine the geologic events that could take place
apart. between these two sliding plates.
Instructional 1. Interactive Instruction (cooperative learning, and 1. Interactive Instruction (cooperative learning, and small 1. Interactive Instruction (cooperative
Strategies small group discussion). group discussion). learning and small group discussion).
Instructional 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources (textbooks,
Materials modules) modules) worksheets, and modules)
2. Graphic Organizers/2D (pictures, maps, diagram) 2. Graphic Organizers/2D (pictures, maps, diagram) 2. Graphic Organizers/2D (pictures, maps,
3. 3D ( experimental models) diagram)
2. Learners Material pages p.p. 25-28 pp. 29-30 pp. 31-32
3. Textbook pages
portal.
5. Other Learning
Resource
22
A. Reviewing
previous lesson or Recall the geologic events/processes and the geologic Recall the different types of fault such as normal, reverse, What causes the formation of this chain of
presenting the new features that take place during convergent and strike-slip. volcanic islands?
lesson. boundaries.
ELICIT (The
activities in this
draw out prior
concepts of or
experiences from
the students)
B. Establishing a In a convergent plate boundary, the leading plates The next activity will be a simulation-type activity where Show the students an aerial picture of the
purpose for the undergo destruction process as the crust is consumed students will simulate how transform-fault boundary is Hawaiian islands.
lesson. in the mantle. But what do you think is happening on formed.
the other end of each plate? Tell them that the Hawaiian islands are
C. Presenting Inform the students that this is another type of plate boundary volcanic islands.
examples/instances To find out the answer to this question, students will called transform-fault boundary.
of the new lesson. study the next type of plate boundary-the divergent Let them realize that Hawaii is situated in
plate boundary. Tell students that most transform-fault boundaries are found the middle of Pacific plate and not along the
ENGAGE (The in the ocean basins. Only few of which are found in the plate boundaries. Ask them what gives rise
activities in this continents. to Hawaiian islands.
their thinking and Ask the students what they think would the consequence be
help them access if plates move horizontally past each other.
and connect prior
knowledge as a
jumpstart to the
present lesson.)
D. Discussing the Introduce activity, “Going Separate Ways.” This Introduce the next activity, “Slide and Shake” to simulate the Introduce the next activity which is about
new concepts and activity will require students to analyze four pictures. event that could happen out of this boundary. intraplate activities “Drop It Like its “Hot
practicing new skills The two topmost pictures are rift valleys while the Spot”. The activity will simulate how hot
#1 bottoms two are oceanic ridges. Students will answer the guide question of the activity. spots give rise to volcanic islands.
E. Discussing the The students will analyze the photographs of rift 1. Were you able to pull the blocks of wood easily? Why or Students will answer the guide question of
23
new concepts and valleys and oceanic ridges then answer the following why not? the activity.
practicing new skills question. 2. What can you say about the relative motion of Blocks 1
#2 and 2? How about Blocks 3 and 4? 3. How will you describe 1. Which of the features at the surface of
Students will answer the guide question of the activity. the interaction between Blocks 2 and 3 as you pull each the crust will be the oldest? the youngest
EXPLORE (In block?
this section, students 1. Millions year ago, the land masses in each picture 2. Which of the features will be the most
will be given time to were once connected. What do you think is happening active? The least active?
think, plan, to the earth’s crust in those pictures?
investigate, and
organize collected 2. If this event continues for millions of years, what do
information ; or the you think will be the effect on the crust?
performance of the
planned/prepared
activities from the
student’s manual
with data gathering
and Guide
questions)
F. Developing Explain that: Discuss that: Explain that:
mastery
(Leads to formative 1. If the land masses in each picture were once If the blocks of wood represent the lithospheric plates, you 1. The oldest volcano will be the first one
assessment 3) connected. The land, masses are moving away from will notice that there were two sets of divergent plate that developed while the youngest volcano
each other. boundaries (between blocks 1 and 2, and blocks 3 and 4). is the last one that was formed.
EXPLAIN (In this 2. If this event continues for millions of years. The But since the plates were adjacent to each other, a new type 2. The most active volcano is the youngest
section, students will distance between the land masses will be far greater of boundary is manifested and that is the transform fault one (the one that is currently on top of the
be involved in an than what is shown in the picture. boundary. Most transform faults join two segments of a mid- magma source). While the least active
analysis of their ocean ridge (represented by the gaps between 1 and 2, and volcano, is the oldest (because it is already
exploration. Their between 3 and 4). cut-off from the source of magma).
understanding is
clarified and Remember that the presence of a ridge is an indication of
modified because of diverging plates, and as the plates diverge between the two
reflective segments of the mid-ocean ridge, the adjacent slabs of crust
activities)/Analysis of are grinding past each other (blocks 2 and 3, blocks 1 and 3,
the gathered data and blocks 2 and 4).
and results and be
24
able to answer the
Guide Questions
concept or topic of
the day.
G. Finding practical Explain the key concept: Explain the key concept: Explain the key concept:
application of
concepts and skills 1. Divergent boundaries occur along spreading 1. Transform-fault boundaries are where two plates are 1. A hot spot is an area in the mantle from
in daily living. centers where plates are moving apart and new crust sliding horizontally past one another. which hot materials rise as a thermal
is created by magma pushing up from the mantle. plume.
H. Making 2. Most transform faults are found on the ocean floor. They
generalization and 2. Effects that are found at a divergent boundary commonly offset active spreading ridges, producing zig-zag 2. High heat and lower pressure at the base
abstraction about the between oceanic plates include: a submarine plate margins, and are generally defined by shallow of the lithosphere (tectonic plate) facilitates
lesson. mountain range such as the Mid-Atlantic Ridge; earthquakes. melting of the rock. This melt, called
volcanic activity in the form of fissure eruptions; magma, rises through cracks and erupts to
ELABORATE shallow earthquake activity; creation of new seafloor; form volcanoes.
( This section will and a widening ocean basin.
give students the 3. If a divergent boundary is between continental 3. As the tectonic plate moves over the
opportunity to plates, the effects are: rift valley formation which will stationary hot spot, the volcanoes are rafted
expand and solidify / soon develop into linear sea; shallow earthquake away and new ones form in their place.
concretize their activities, and numerous normal faults. This results in chains of volcanoes, such as
understanding of the the Hawaiian Islands.
concept and / or
world situation)
25
I. Evaluating learning Evaluate students understanding by giving simple Evaluate students understanding by giving simple formative Evaluate students understanding by giving
formative assessment. assessment. simple formative assessment.
EVALUATION
( This section will Identification True or False Multiple Choice
provide for concept 1. ______________ this occurs along spreading 1. Most transform faults are found on the ocean floor. _____1. is an area in the mantle from which
check test items and centers where plates are moving apart. 2. Transform-fault boundaries are where two plates are hot materials rise as a thermal plume.
answer key which 2. ______________ the effect if a divergent boundary converging horizontally past one another. a. hot spot b. subduction
are aligned to the is between continental plates. c. mantle d. volcano
learning objectives - 3. ______________ the effect if a divergent boundary _____2. A condition which facilitates
content and is between continental plates. melting of the rock. This melt, called
performance magma, rises through cracks and erupts to
standards and form volcanoes.
address a. heat and lower pressure
misconceptions – if b. heat and high pressure
any) c. force and heat
d. convection current in the mantle
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
June 25 (Monday) 26 (Tuesday) 27 (Wednesday) 28 (Thursday) 29 (Friday)
A. No. of learners who No formative There are 68/74 learners No formative assessment There are 70/74 learners No formative assessment given.
earned 80% in the assessment given. who earned 80% in the given. who earned 80% in the
evaluation formative evaluation. formative evaluation
26
lesson
continue to require
remediation
E. Which of my Interactive Instruction where students do Interactive Instruction where students do cooperative Interactive Instruction where students
teaching strategies cooperative learning, and small group discussion. learning, and small group discussion. Also, students do cooperative learning, and small
worked well? Why did Also, students were involved in experiential were involved in experiential instruction. group discussion. Also, students were
this work? instruction. involved in experiential instruction.
F. What difficulties did Student’s participation in doing group activity. Superficial understanding of the procedure and guide Lack of materials
I encounter which my Some are not participating and they are just questions in the activity. Procedure and guide questions
principal or supervisor relying from their group mates. must be explain first before letting the students perform.
can help me solve?
G. What innovation or Cross-sectional diagram of Converging Cross-sectional diagram of Converging Two Oceanic Cross-sectional diagram of Converging
localized material did I Continental and Oceanic Plate Plate. Two Continental Plate.
wish to share with
other teachers?

ROSANNA D. DIZON
School Principal
GRADES 1 to 12 School Sto. Tomas National High School Grade Level Grade 10
27
DAILY LESSON LOG Teacher ARACELI K. TAMIRAY Learning Area Science
July 9 – 10 (Monday & Tuesday) July 11-12 (Wednesday & Thursday) July 13 (Friday)
I. OBJECTIVES
Subject Matter
HOT SPOT PERFORMANCE TASK SUMMATIVE ASSESMENT
Specific Objectives Relate hot spot with plate tectonics 1. 1. Demonstrate ways to ensure disaster preparedness 1. Describe the distribution of active
during earthquakes, tsunamis and volcanic eruptions. volcanoes, earthquake epicentres, and
2. Suggest ways by which he/she can contribute to major mountain belts.
government efforts in reducing damage due to earthquake, 2. Describe the different types of plate
tsunamis, and volcanic eruptions. boundaries.
3. Explain the different processes that occur
along the plate boundaries.
Instructional 1. Interactive Instruction (cooperative learning, and 1. Experiential Instruction ( field observations, role play, and Independent Study (assigned questions,
Strategies small group discussion). simulations) correspondence lessons, computer-
2. Experiential Instruction (experiments). 2. Independent Study (assigned questions, correspondence assisted instruction, essays, homework,
3. Direct instruction (lecture). lessons, computer-assisted instruction, essays, homework, learning contracts, reports, research
learning contracts, reports, research projects) projects)
Instructional 1. Traditional Resources (textbooks, worksheets, and Scoring Rubric Summative test papers
Materials modules)
2. Non-projected Display Materials (objects,
28
apparatus, specimens and reagents)
1. Teacher’s Guide pages pp. 19-20 pp. 20-22 pp.
2. Learners Material pages p.p. 31-32 p. 33 pp.
3. Textbook pages
portal.
5. Other Learning source: http://www.redcross.org/
Resource
A. Reviewing
previous lesson or What causes the formation of this chain of volcanic Recall the performance standard of the module. Give reminders about the summative test.
presenting the new islands?
lesson.
ELICIT (The
activities in this
draw out prior
concepts of or
experiences from
the students)
29
B. Establishing a Show the students an aerial picture of the Hawaiian The next activity will be a simulation-type activity where Emphasize that the summative test consist
purpose for the islands. students will simulate how transform-fault boundary is of identification, enumeration and multiple
lesson. formed. choice type of test.
Tell them that the Hawaiian islands are volcanic
C. Presenting islands. The students will be asked to prepare an emergency kit for
examples/instances the whole family that they can use during or after a disaster.
of the new lesson. Let them realize that Hawaii is situated in the middle of
Pacific plate and not along the plate boundaries. Ask
ENGAGE (The them what gives rise to Hawaiian islands.
activities in this
their thinking and
help them access
and connect prior
knowledge as a
jumpstart to the
present lesson.)
D. Discussing the Introduce the next activity which is about intraplate Let students present their emergency kits in the class and Let the students explore as they read and
new concepts and activities “Drop It Like its “Hot Spot”. The activity will explain why they think those items must be included in the answer the summative test
practicing new skills simulate how hot spots give rise to volcanic islands. kit.
#1
Students will answer the guide question of the activity. Encourage debate and discussion.
E. Discussing the
new concepts and 1. Which of the features at the surface of the crust will Emphasize that an emergency kit must be prepared ahead
practicing new skills be the oldest? the youngest of time, not right before or during an emergency
#2
2. Which of the features will be the most active? The
EXPLORE (In least active?
this section, students
will be given time to
think, plan,
investigate, and
organize collected
information ; or the
performance of the
30
planned/prepared
activities from the
student’s manual
with data gathering
and Guide
questions)
F. Developing Explain that: Discuss that: Explain that students must read and
mastery understand carefully the given questions
(Leads to formative 1. The oldest volcano will be the first one that This activity will require preparation on the part of the before they write their answer
assessment 3) developed while the youngest volcano is the last one students.
that was formed.
EXPLAIN (In this 2. The most active volcano is the youngest one (the Some items needed in the kit may be costly, but as much as
section, students will one that is currently on top of the magma source). possible encourage the students to do their best to complete
be involved in an While the least active volcano, is the oldest (because their kits.
analysis of their it is already cut-off from the source of magma).
exploration. Their
understanding is
clarified and
modified because of
reflective
the gathered data
and results and be
able to answer the
Guide Questions
concept or topic of
the day.
G. Finding practical Explain the key concept: Emphasize that Checking of the summative test to check
application of students understanding of the content.
concepts and skills 1. A hot spot is an area in the mantle from which hot We are quite aware that our country is susceptible to different
in daily living. materials rise as a thermal plume. disasters such as earthquakes, volcanic eruptions, and
tsunamis. Therefore, it is a must for us to prepare and ensure
H. Making 2. High heat and lower pressure at the base of the our safety and survival when these disasters strike.
generalization and lithosphere (tectonic plate) facilitates melting of the
31
abstraction about the rock. This melt, called magma, rises through cracks For this activity, your goal is to help your family prepare for
lesson. and erupts to form volcanoes. an impending emergency. Your task is to prepare an
emergency kit for the whole family. Decide what items should
ELABORATE 3. As the tectonic plate moves over the stationary hot be in your emergency kit and be ready to present it in class.
( This section will spot, the volcanoes are rafted away and new ones
give students the form in their place. This results in chains of volcanoes,
opportunity to such as the Hawaiian Islands.
concretize their
concept and / or
world situation)
I. Evaluating learning Evaluate students understanding by giving simple The scoring rubric will be use in evaluating the emergency kit Evaluate students understanding of the
formative assessment. of the students. content about plate tectonics by conducting
EVALUATION summative assessment.
( This section will Multiple Choice
provide for concept _____1. is an area in the mantle from which hot Please see attached copy of the rubric Please see attached copy of the summative
check test items and materials rise as a thermal plume. test
answer key which a. hot spot b. subduction
are aligned to the c. mantle d. volcano
learning objectives - _____2. A condition which facilitates melting of the
content and rock. This melt, called magma, rises through cracks
performance and erupts to form volcanoes.
standards and a. heat and lower pressure
address b. heat and high pressure
misconceptions – if c. force and heat
any) d. convection current in the mantle
32
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
June July 2 (Monday) July 3 (Tuesday) July 4 (Wednesday) July 5 (Thursday) July 6 (Friday)
A. No. of learners who No formative There are 67/74 learners No formative assessment There are 65/74 learners Not carried due to clean up drive
earned 80% in the assessment given. who earned 80% in the given. who earned 80% in the activity
evaluation formative evaluation. formative evaluation
lesson
continue to require
remediation
E. Which of my Interactive Instruction where students do Interactive Instruction where students do cooperative
teaching strategies cooperative learning, and small group discussion. learning, and small group discussion. Also, students
worked well? Why did Also, students were involved in experiential were involved in experiential learning like movements
this work? instruction through the use of pictures analysis on of plates through simulation using block of woods as
the effects of divergent plate boundaries. plates and sandpaper to represent friction.
F. What difficulties did Problem on deep visual analysis like for example Some groups are not responsible enough in preparing
I encounter which my they should look in depth what the picture are their materials, lack of communication among the
33
can help me solve? trying to emphasize at the same time members of the group. Also problems on the
understanding the questions to get the correct understanding of the guide questions of the activity
answer.
G. What innovation or Pictures of the effect of divergent plate boundary Labelled blocks of woods to represent the lithospheric
localized material did I in the continental and oceanic crust plates
wish to share with
other teachers?

ROSANNA D. DIZON
School Principal

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time July 16 – 20, 2018 Quarter First Quarter
- 20
July 16 (Monday) July 17 (Tuesday) July 18 (Wednesday) July 19 (Thursday) July 20 (Friday)
I. OBJECTIVES
Competencies Write 1. Describe the internal structure of the Earth; S9ES –Ia-j36.4
the LC code for each 2. Describe the Possible causes of plate movement; and S9ES –Ia-j36.5
3. Enumerate the lines of evidence that support plate movement. S9ES –Ia-j36.6
34
Subject Matter NO CLASSSES – IN
COMMEMORATION OF SUMMATIVE TEST SEISMIC WAVES
CORDILLERA DAY
Specific Objectives 1. Describe the distribution of 1. Define seismic waves

active volcanoes, earthquake scientifically;
epicentres, and major mountain 2. Differentiate the different
belts. types of seismic waves; and
2. Describe the different types 3. Recognize the importance of
of plate boundaries. seismic waves in the study of
3. Explain the different the Earth’s interior.
processes that occur along the
plate boundaries.
Instructional 1. Interactive Instruction Independent Study (assigned 1.
Strategies (cooperative learning, and questions, correspondence
small group discussion). lessons, computer-assisted
2. Experiential Instruction instruction, essays, homework,
(experiments). learning contracts, reports,
3. Direct instruction research projects)
(lecture).
Instructional 1. Traditional Resources Summative test papers
Materials (textbooks, worksheets,
and modules)
2. Non-projected Display
Materials (objects,
apparatus, specimens and
reagents)
A. References G10 Science Learners Material G10 Science Teachers Guide G10 Science Learners Material G10 Science Learners Material
G10 Science Teachers Guide G10 Science Teachers Guide G10 Science Teachers Guide G10 Science Teachers Guide
1. Teacher’s Guide pages pp. 20-22 pp. 19-20 pp. pp. 19-20
2. Learners Material pages p. 33 p.p. 31-32 pp. p.p. 31-32
3. Textbook pages
35
portal.
5. Other Learning
Resource
A. Reviewing
previous lesson or What causes the formation Give reminders about the What are the different layers of
presenting the new of this chain of volcanic summative test. the Earth?
lesson. islands?
ELICIT (The
activities in this
draw out prior
concepts of or
experiences from
the students)
B. Establishing a Show the students an Emphasize that the summative The students will answer the
purpose for the aerial picture of the test consist of identification, pre-assessment evaluation.
lesson. Hawaiian islands. enumeration and multiple
choice type of test. Tell that this module will focus
C. Presenting Tell them that the Hawaiian on the Earth’s interior structure
examples/instances islands are volcanic and processes. It is also
of the new lesson. islands. discussed how these processes
could possibly have affected the
ENGAGE (The Let them realize that Earth’s surface and caused its
activities in this Hawaii is situated in the physical appearance.
section will stimulate middle of Pacific plate and
their thinking and not along the plate
help them access boundaries. Ask them what
and connect prior gives rise to Hawaiian
knowledge as a islands.
jumpstart to the
36
present lesson.)
D. Discussing the Introduce the next activity Let the students explore as they The students will do activity
new concepts and which is about intraplate read and answer the summative “Amazing Waves” for them to
practicing new skills activities “Drop It Like its test differentiate the types and
#1 “Hot Spot”. The activity will . understand the characteristics
simulate how hot spots of seismic waves.
E. Discussing the give rise to volcanic
new concepts and islands. It will also prepare them in
practicing new skills learning the properties and
#2 Students will answer the composition of the different
guide question of the layers of the Earth.
EXPLORE (In activity.
this section, students The students will use the given
will be given time to 1. Which of the features at graphic organizer, to write the
think, plan, the surface of the crust will necessary information to
investigate, and be the oldest? the complete the concept about
organize collected youngest seismic waves.
information ; or the
performance of the 2. Which of the features The students will answer the
planned/prepared will be the most active? guide questions of the activity.
activities from the The least active?
37
student’s manual 1. Differentiate surface waves
with data gathering from body waves.
and Guide
questions) 2. Which type of waves do you
think were useful to
seismologists in their study of
the Earth’s interior? Explain
your answer.
F. Developing Explain that: Explain that students must Explain that
mastery read and understand carefully
(Leads to formative 1. The oldest volcano will the given questions before they 1. Surface waves travel only on
assessment 3) be the first one that write their answer the Earth’s surface like ripples
developed while the of water while body waves
youngest volcano is the travel through the Earth’s body
EXPLAIN (In this last one that was formed. (interior). In addition, surface
section, students will waves arrive last at seismic
be involved in an 2. The most active volcano recording stations compared to
analysis of their is the youngest one (the the body waves.
exploration. Their one that is currently on top
understanding is of the magma source). 2. The body waves were used
clarified and While the least active by seismologists because they
modified because of volcano, is the oldest can pass through the Earth’s
reflective (because it is already cut- interior.
activities)/Analysis of off from the source of
the gathered data magma).
and results and be
able to answer the
Guide Questions
concept or topic of
the day.
G. Finding practical Explain the key concept: Checking of the summative test
application of to check students For this activity, your goal is to
concepts and skills 1. A hot spot is an area in understanding of the content. help your family prepare for an
in daily living. the mantle from which hot impending emergency. Your
materials rise as a thermal task is to prepare an
38
H. Making plume. emergency kit for the whole
generalization and family. Decide what items
abstraction about the 2. High heat and lower should be in your emergency kit
lesson. pressure at the base of the and be ready to present it in
lithosphere (tectonic plate) class.
ELABORATE facilitates melting of the
( This section will rock. This melt, called
give students the magma, rises through
opportunity to cracks and erupts to form
expand and solidify / volcanoes.
concretize their
understanding of the 3. As the tectonic plate
concept and / or moves over the stationary
apply it to real – hot spot, the volcanoes are
world situation) rafted away and new ones
form in their place. This
results in chains of
volcanoes, such as the
Hawaiian Islands.
I. Evaluating learning Evaluate students Please see attached copy of the
understanding by giving summative test Please see attached copy of the
EVALUATION simple formative rubric
( This section will assessment.
provide for concept
check test items and Multiple Choice
answer key which _____1. is an area in the
are aligned to the mantle from which hot
learning objectives - materials rise as a thermal
content and plume.
performance a. hot spot b.
standards and subduction
address c. mantle d.
misconceptions – if volcano
any) _____2. A condition which
facilitates melting of the
rock. This melt, called
39
magma, rises through
cracks and erupts to form
volcanoes.
a. heat and lower pressure
b. heat and high pressure
c. force and heat
d. convection current in the
mantle
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
DLP Reflection for July 9 - 13, 2018
July July 9 (Monday) July 10 (Tuesday) July 11 (Wednesday) July 12 (Thursday) July 13 (Friday)
A. No. of learners who No formative assessment No formative assessment There are 65/74 learners Not carried due to clean up
earned 80% in the given. given. who earned 80% in the drive activity
evaluation There are 67/74 learners formative evaluation
who earned 80% in the
formative evaluation.
40
lesson
continue to require
remediation
E. Which of my Interactive Instruction Interactive Instruction where
teaching strategies where students do students do cooperative
worked well? Why did cooperative learning, learning, and small group
this work? and small group discussion. Also, students
discussion. Also, students were involved in experiential
were involved in learning like movements of
experiential instruction plates through simulation
through the use of using block of woods as
pictures analysis on the plates and sandpaper to
effects of divergent plate represent friction.
boundaries.
F. What difficulties did Problem on deep visual Some groups are not
I encounter which my analysis like for example responsible enough in
principal or supervisor they should look in preparing their materials,
can help me solve? depth what the picture lack of communication
are trying to emphasize among the members of the
at the same time group. Also problems on the
understanding the understanding of the guide
questions to get the questions of the activity
correct answer.
G. What innovation or Pictures of the effect of Labelled blocks of woods to
localized material did I divergent plate represent the lithospheric
use/discover which I boundary in the plates
wish to share with continental and oceanic
other teachers? crust
41
ROSANNA D. DIZON
School Principal

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time July 16 – 20, 2018 Quarter First Quarter
- 20
I. OBJECTIVES
Subject Matter NO CLASSSES – IN
COMMEMORATION OF SUMMATIVE TEST SEISMIC WAVES EARTH’S INTERIOR EARTH’S INTERIOR
CORDILLERA DAY
Specific Objectives 1. Describe the distribution of 1. Define seismic waves Identify and describe the 1. Describe the properties of
active volcanoes, earthquake scientifically; internal structure of the Earth. the layers of the Earth.
epicentres, and major mountain 2. Differentiate the different 2. Tell the composition of the
belts. types of seismic waves; and layers of the Earth.
2. Describe the different types 3. Recognize the importance of
of plate boundaries. seismic waves in the study of
3. Explain the different the Earth’s interior.
processes that occur along the
42
plate boundaries.
Instructional Independent Study (assigned 1. Interactive Instruction 1. Interactive Instruction 1. Interactive Instruction
Strategies questions, correspondence (cooperative learning, and small (cooperative learning, and (cooperative learning, and
lessons, computer-assisted group discussion). small group discussion). small group discussion).
instruction, essays, homework, 2. Experiential Instruction 2. Experiential Instruction 2. Experiential Instruction
learning contracts, reports, (experiments). (experiments). (experiments).
research projects) 3. Direct instruction (lecture). 3. Direct instruction (lecture). 3. Direct instruction (lecture).
Instructional Summative test papers 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources
Materials (textbooks, worksheets, and (textbooks, worksheets, and (textbooks, worksheets, and
modules) modules) modules)
A. References G10 Science Learners Material G10 Science Teachers Guide G10 Science Learners Material G10 Science Learners Material
1. Teacher’s Guide pages pp. pp. 32 - 33 pp. 34-35 pp. 36 - 37
2. Learners Material pages pp. p.p. 43 - 47 pp. 48-51 p.p. 52 - 53
3. Textbook pages
portal.
5. Other Learning
Resource
A. Reviewing
previous lesson or Give reminders about the What do you think is the relation The outer layer of the earth is What are the different layers of
presenting the new summative test. of seismic waves and earth’s called the _______. It is made the Earth?
lesson. interior. up of tectonic ______. Just
underneath the crust is the
_______and right in the middle
ELICIT (The of the earth is the _____.
activities in this Colliding plates produce
section will evoke or _____and ________ at the
draw out prior plate ___________.
43
concepts of or
experiences from
the students)
B. Establishing a Emphasize that the summative The students will answer the Ask the students to answer the Show picture of Earth’s layer,
purpose for the test consist of identification, pre-assessment evaluation. following questions: then ask what the different
lesson. enumeration and multiple materials present in those
choice type of test. Tell that this module will focus 1. T or F – The earth has an different layers are.
C. Presenting on the Earth’s interior structure iron mantle.
examples/instances and processes. It is also 2. T or F – The crust is made
of the new lesson. discussed how these processes of tectonic plates.
could possibly have affected the 3. T or F – The crust and the
ENGAGE (The Earth’s surface and caused its inner core are solid.
activities in this physical appearance. 4. T or F – The mantle
section will stimulate surrounds the iron core.
their thinking and 5. T or F – Oceanic plates lie
help them access under the beach.
and connect prior 6. T or F - The Earth’s crust
knowledge as a includes both the ocean floor
jumpstart to the and dry land.
present lesson.)
D. Discussing the Let the students explore as they The students will do activity The students will do the activity The students will do the activity
new concepts and . read and answer the summative “Amazing Waves” for them to on “Earth’s Interior” for them to “Our Dynamic Earth” to test the
practicing new skills test differentiate the types and familiarize the different layers learners’ understanding on the
#1 . understand the characteristics and characteristics of each different characteristics,
of seismic waves. layer. properties and composition of
E. Discussing the the Earth’s layers.
new concepts and It will also prepare them in The students will answer the
practicing new skills learning the properties and guide questions of the activity. The students will answer the
#2 composition of the different guide questions of the activity.
layers of the Earth. 1. What is the earth’s crust
EXPLORE (In made of? ____________, 1. What element is the most
this section, students The students will use the given _______________. abundant in the Earth’s crust?
will be given time to graphic organizer, to write the 2. Which layer of the earth is 2. What elements make up
think, plan, necessary information to the thickest? _________How most of the mantle?
investigate, and complete the concept about thick? __________________ 3. What is the special feature
44
organize collected seismic waves. 3. Which layer of the earth is of the upper mantle?
information ; or the the thinnest? ____________ 4. How did scientists come to
performance of the The students will answer the How thick? __________ know that the outer core is
planned/prepared guide questions of the activity. liquid?
activities from the 1. Differentiate surface waves 5. What materials make up the
student’s manual from body waves. inner core?
with data gathering 2. Which type of waves do you 6. Is the inner core solid, liquid,
and Guide think were useful to or gas? What keeps it in this
questions) seismologists in their study of phase?
the Earth’s interior? Explain 7. Compare the inner core and
your answer. the outer core.
F. Developing Explain that students must Explain that : Explain that : Explain that:
mastery read and understand carefully
(Leads to formative the given questions before they 1. Surface waves travel only on 1. Earth’s crust made of 1. Oxygen is the most
assessment 3) write their answer the Earth’s surface like ripples continental and oceanic crust. abundant element in the
of water while body waves 2. The core is thickest layer of Earth’s crust.
travel through the Earth’s body the earth. The outer core 2900 2. The elements silicon,
EXPLAIN (In this (interior). In addition, surface kilometers below the Earth’s oxygen, iron and magnesium
section, students will waves arrive last at seismic surface. The inner core is make up the mantle.
be involved in an recording stations compared to made up of solid iron and 3. The upper mantle has with it
analysis of their the body waves. nickel and has a radius of 1300 a soft weak layer called the
exploration. Their kilometers. asthenosphere, which is
understanding is 2. The body waves were used 3. The thinnest layer of the capable of flowing. This
clarified and by seismologists because they earth is the crust it’s property facilitates the
modified because of can pass through the Earth’s thickness extends to 72 movement of the lithospheric
reflective interior. kilometers. plates.
activities)/Analysis of 4. The scientists were able to
the gathered data show that the outer core is
and results and be liquid due to the fact that S-
able to answer the waves cannot travel through
Guide Questions this Earth’s layer as proven by
leading to the focus the S-wave shadow zone.
concept or topic of
the day.
G. Finding practical Checking of the summative test Discuss the characteristics of Discuss the different layers of Elaborate further that:
application of to check students the seismic waves and how the Earth’s Interior and its
45
concepts and skills understanding of the content. these characteristics led to the characteristics. 1. The continental crust is
in daily living. discovery of each layer of the mainly made up of silicon,
Earth. The crust is the thinnest and oxygen, aluminum, calcium,
H. Making the outermost layer of the sodium, and potassium.
generalization and Seismic wave is a mechanical Earth that extends from the
abstraction about the vibration that occurs inside the surface to about 32 kilometers 2. The mantle is mostly made
lesson. Earth (along fault lines) which is below. of the elements silicon,
caused by the breakage of rock oxygen, iron and magnesium.
ELABORATE and which is recorded in
( This section will seismographs. Beneath the crust is the 3. The outer core and is made
give students the mantle, which extends to about up of iron and nickel. The
opportunity to Two main types of seismic 2900 kilometers from the temperature in the outer core
expand and solidify / waves are body waves and Earth’s surface. It makes up reaches up to 2000o C at this
concretize their surface waves. about 80% of the Earth’s total very high temperature, iron
understanding of the 1. Surface waves can only volume and about 68% of its and nickel melt.
concept and / or travel through the surface of the total mass.
apply it to real – Earth. They arrive after the 4. The inner core is made up of
world situation) main P and S waves and are The core is subdivided into two solid iron and nickel. Its
confined to the outer layers of layers: the inner and the outer temperature reaches to about
the Earth. core. The outer core is 2900 5000 oC.
2. Body waves can travel kilometers below the Earth’s
through the Earth’s inner layers. surface.
With this characteristic of the
body waves, they are used by
scientists to study the Earth’s
interior. These waves are of a
higher frequency than the
surface waves.
I. Evaluating learning Please see attached copy of the Evaluate students Evaluate students Evaluate students
summative test understanding by giving simple understanding by giving simple understanding by giving simple
EVALUATION formative assessment. formative assessment. formative assessment.
( This section will
provide for concept Enumeration: Match Column A to Column B Name the layers of the earth in
check test items and 1. Types of seismic wave its thickness in kilometres.
answer key which a. Column A
are aligned to the b. _____a. The crust
46
learning objectives - 2. Kinds of body waves _____b. Plate Boundaries
content and a. _____c. The core
performance b. _____d. The mantle
standards and 3. Kinds of surface waves _____e. Oceanic plates
address a. _____f. Continental Plates
misconceptions – if b. Column B
any) 1. Are where plates many
earthquakes happen.
2. Is a thin rocky layer at
the surface of the earth.
3. Is made of iron and lies at
the center
4. Is between the crust and the
core.
5. Are under the oceans.
6. Carry the continents
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
DLP Reflection for July 9 - 13, 2018
A. No. of learners There are 64/74 learners There are 72/74 learners There are 72/74 learners There are 72/74 learners Not carried due to long
who earned 80% who earned 80% in the who earned 80% in the who earned 80% in the who earned 80% in the presentation of their
in the evaluation formative evaluation formative evaluation formative evaluation formative evaluation performance task and
47
shorten period.
B. No. of learners No remediation given No remediation given No remediation given No remediation given
who require
additional activities
for remediation
who scored below
80%
C. Did the No remediation given No remediation given No remediation given No remediation given
remedial lesson
worked? No. of
learners who have
caught up with the
lesson
D. No. of learners None None None None

who continue to
require
remediation
E. Which of my Interactive Instruction Individual learning where students were given a chance to research and prepared an
teaching strategies where students do emergency kit items to be used when disaster strikes such as earthquake.
worked well? Why cooperative learning,
did this work? and small group
discussion. Also, students
were involved in
experiential instruction
through the use of
pictures analysis of hot
spot forming a chain of
volcanoes.
F. What difficulties Most students are not The difficulty I encounter during the conduct of their PT are the following:
did I encounter reading their learners 1. Some students did not exert extra effort in preparing their emergency Kit Checklist to be
which my principal material, the reason why use by the whole family before, during and after a disaster such as earthquake and volcanic
or supervisor can they got low scores in eruption.
help me solve? the guide questions of 2. Some students prepared some items for themselves only.
their activities. 3. Some students are not taking serious in preparing their emergency kit checklist and do not
even know the important items to prepare when disaster strikes.
G. What Pictures of hot spot scoring rubric scoring rubric scoring rubric
48
innovation or forming a chain of
localized material volcanoes.
did I use/discover
which I wish to
share with other
teachers?

DANNY L. MARQUEZ
HT1

GRADES 1 to 12
DAILY LESSON LOG
- 20
I. OBJECTIVES
49
Subject Matter THE COMPOSITION OF THE THE CONTINENTAL DRIFT DRIFTED SUPERCONTINENT SEAFLOOR SPREADING
EARTH’S INTERIOR THEORY THEORY
Specific Objectives 1. Describe the properties of 1. Recognize how the Continental 1. Tell the possible direction of motion of the continents as 1. Simulate and describe the
the layers of the Earth. Drift Theory is developed; and they drifted away; seafloor spreading process.
2. Tell the composition of the 2. Find clues to solve a problem in 2. Draw fossils of plants and animals as evidences found in 2. Realize the importance of
layers of the Earth. the development of the the present continents that will help solve the puzzle in the the seafloor spreading process
Continental Drift Theory. fitting of the drifted continents; relative to the Continental Drift
3. Reconstruct and describe Pangaea; and Theory.
4. Predict what will happen to the world as the continents
continuously move.
Instructional 1. Interactive Instruction 1. Interactive Instruction 1. Interactive Instruction (cooperative learning, and small 1. Interactive Instruction
Strategies (cooperative learning, and (cooperative learning, and small group discussion). (cooperative learning, and
small group discussion). group discussion). 2. Experiential Instruction (experiments). small group discussion).
2. Experiential Instruction 2. Experiential Instruction 3. Direct instruction (lecture). 2. Experiential Instruction
(experiments). (experiments). (experiments, simulation).
Instructional 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources
Materials (textbooks, worksheets, and (textbooks, worksheets, and modules) (textbooks, worksheets, and
modules) modules) 2. Non-projected Display Materials (objects, tools- pair modules)
2. Graphic Organizers/2D 2. Graphic Organizers/2D of scissors) 2. Non-projected Display
(charts, pictures, maps, (charts, pictures, maps, 3. Graphic Organizers/2D (charts-photocopy of the seven Materials (objects, tools- pair
diagrams, graphs, tables) diagrams, graphs, tables) continents and world map) of scissors, board paper, bond
paper, colored pencil, and ruler
A. References G10 Science Learners Material G10 Science Learners Material G10 Science Teachers Guide G10 Science Learners Material G10 Science Learners Material
G10 Science Teachers Guide G10 Science Teachers Guide G10 Science Teachers Guide G10 Science Teachers Guide G10 Science Teachers Guide
1. Teacher’s Guide pages pp. 36 - 37 pp. 37-38 pp. 38-40 pp. 38-40 pp. 40-41
2. Learners Material pages p.p. 52 - 53 pp.53-58 p.p. 59-60 p.p. 59-60 p.p. 61-64
3. Textbook pages
50
portal.
5. Other Learning
Resource
A. Reviewing
previous lesson or What are the different layers of Review previous lesson by asking What is continental drift theory? Simple review on the past
presenting the new the Earth? what are the different materials lesson.
lesson. present in the
1. Earth Crust
2. Mantle
ELICIT (The 3. Outer and Inner Core
activities in this
draw out prior
concepts of or
experiences from
the students)
B. Establishing a Show picture of Earth’s layer, 1. Have you had the chance to go Did the different continents really start as one big How the drifting took place left
purpose for the then ask what the different to a mountain, stand on its peak landmass? Continental Drift Theory blurry
lesson. materials present in those and look at the beauty that it that made scientists conduct
different layers are. offers? further studies in search for the
C. Presenting answer.
examples/instances 2. Do you think it looks exactly the
of the new lesson. same as before? If it wasn’t the
same 10 years ago, how much
ENGAGE (The different is it 10 million years ago,
activities in this 100 million year ago?
their thinking and
help them access
and connect prior
knowledge as a
jumpstart to the
51
present lesson.)
D. Discussing the The students will do the The students will do activity 3. The students will do activity “Drifted Supercontinent” for The students will do activity
new concepts and activity “Our Dynamic Earth” to ‘Let’s Fit it!’ The activity will give them to tell the possible direction of motion of the continents ‘Split and Separate’ for the
practicing new skills test the learners’ an idea how the Continental Drift as they drifted away. students to describe the
#1 understanding on the different Theory was conceived. seafloor spreading process.
characteristics, properties and The students will answer the guide questions of the activity.
E. Discussing the composition of the Earth’s The students will answer the The students will answer the
new concepts and layers. guide questions of the activity. 1. What does the Glossopteris fossils tell us about the early guide questions of the activity.
practicing new skills positions of the continents?
#2 The students will answer the 1. What features of the 2. If Glossopteris fossils were found in Antarctica, what does
guide questions of the activity. newspaper helped you to connect this indicate about the climate of this continent before? It 1. How does the new seafloor
EXPLORE (In the pieces perfectly? proves that Antarctica had a tropical climate before. form at the mid-ocean ridge?
this section, students 1. What element is the most 3. If the climate and the position of a place are relative to 2. What process/es happen at
will be given time to abundant in the Earth’s crust? 2. How do the lines of prints or each other, where then was the initial location of Antarctica the side slits?
think, plan, 2. What elements make up texts in the newspaper help you to 250 million years ago
investigate, and most of the mantle? confirm that you have 3. Is the earth getting larger
organize collected 3. What is the special feature reassembled the and wider when plates drift
information ; or the of the upper mantle? newspaper/magazine page? away from each other? Explain
performance of the 4. How did scientists come to briefly
planned/prepared know that the outer core is
activities from the liquid?
5. What materials make up the
52
student’s manual inner core?
with data gathering 6. Is the inner core solid,
and Guide liquid, or gas? What keeps it in
questions) this phase?
7. Compare the inner core and
the outer core.
F. Developing Explain that: Discuss the concept of the lesson Discuss the concept of the lesson by facilitating the guide 1. Hot, less dense material
mastery by facilitating the guide questions questions of the activity given. below the Earth’s crust rises
(Leads to formative 1. Oxygen is the most of the activity given. towards the mid-ocean ridge.
assessment 3) abundant element in the 1. The Glossopteris fossils tell us about the early positions As this material flows
Earth’s crust. 1. The features of the newspaper of the continents. Since it is impossible for Glossopteris sideways, it creates a crack in
2. The elements silicon, helped to connect the pieces fossils found in different regions or continents to be blown the crust where magma will
EXPLAIN (In this oxygen, iron and magnesium perfectly are pictures and words in by the wind or carried by ocean waves, the only possibility is flow out. This magma cools
section, students will make up the mantle. the newspaper helped us to that these regions were once connected. down and becomes the new
be involved in an 3. The upper mantle has with it connect the pieces perfectly. seafloor.
analysis of their a soft weak layer called the 2. If Glossopteris fossils were found in Antarctica, It proves
exploration. Their asthenosphere, which is 2. The lines of prints make sure that Antarctica had a tropical climate before. 2. The side slits serve as
understanding is capable of flowing. This that the newspaper is fitted well. subduction zone where the old
clarified and property facilitates the The words written serve as clues 3. If the climate and the position of a place are relative to seafloor plunges beneath
modified because of movement of the lithospheric in connecting the pieces of each other. It tells us that Antarctica was nearer to the another tectonic plate.
reflective plates. newspaper together. The equator before as compared to where it is today.
activities)/Analysis of 4. The scientists were able to completed/connected words 3. The Earth is not getting
the gathered data show that the outer core is confirm that the newspaper has larger or smaller. If there is the
and results and be liquid due to the fact that S- been reassembled. production of a new seafloor in
able to answer the the mid-ocean ridge, there is a
waves cannot travel through
Guide Questions destruction of an old seafloor at
this Earth’s layer as proven by
leading to the focus subduction zones.
the S-wave shadow zone.
concept or topic of
the day.
G. Finding practical Elaborate further that: Explain that: Explain that: Seafloor spreading is a
application of process by which new ocean
concepts and skills 1. The continental crust is The continental Drift theory of Fossils are preserved remains or traces of organisms floor is formed near the mid-
in daily living. mainly made up of silicon, Alfred Wegener states that the (plants and animals) from the remote past. ocean ridge and moves
oxygen, aluminum, calcium, continents were once a part of a outward. It was strengthened
H. Making sodium, and potassium. large landmass called Pangaea Glossopteris fossils tell us about the early positions of the with the discovery that the
generalization and which splits apart and the continents. It is impossible for Glossopteris fossils found in magnetic rocks near the ridge
53
abstraction about the 2. The mantle is mostly made continents moved away from each different regions or continents to be blown by the wind or follow a pattern aside from the
lesson. of the elements silicon, other towards their current carried by ocean waves; the only possibility is that these fact that the rocks near the
oxygen, iron and magnesium. positions. regions were once connected. ridge are remarkably younger
ELABORATE than those farther from the
( This section will 3. The outer core and is made Alfred Wegener based his theory The edges of the continents are useful in reconstructing ridge.
give students the up of iron and nickel. The on evidences from fossils Pangaea. Knowing that the Philippines has or is near
opportunity to temperature in the outer core embedded in rocks and rock trenches, it could have not existed during the time of
expand and solidify / reaches up to 2000o C at this formation. Pangaea but borne out of volcanic eruptions and other
concretize their very high temperature, iron tectonic activities.
understanding of the and nickel melt.
concept and / or
apply it to real – 4. The inner core is made up
world situation) of solid iron and nickel. Its
temperature reaches to about
5000 oC.
I. Evaluating learning Evaluate students No formative evaluation Evaluate students understanding by giving simple formative Evaluate students
understanding by giving assessment. understanding by giving simple
EVALUATION simple formative assessment. formative assessment.
( This section will True or False
provide for concept Name the layers of the earth in Identification
check test items and its thickness in kilometres. _____1. Mesosaurus and Lystosaurus are freshwater
answer key which reptiles. Fossils of these animals were discovered in ______1.the two scientists who
are aligned to the different continents, such as in North America and Africa. suggested an explanation to
learning objectives - _____2. Fossils are preserved remains or traces of the continental drift theory.
content and organism’s plants and animals from the remote past. ______2. It is where the actual
performance ____3. The presence of Mesosaurus fossils tells us that seafloor spreading occurs.
standards and these continents were connected before, since this kind of _____3. Is a process by which
address animal cannot swim across the vast ocean. new ocean floor is formed near
misconceptions – if the mid-ocean ridge that
any) moves outward.
54
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
DLP Reflection for July 16-20, 2018
A. No. of learners No Classes – Cordillera Day There are 68/74 learners who no formative assessment There are 65/74 learners no formative assessment
who earned 80% earned 80% in the formative given who earned 80% in the given
in the evaluation evaluation formative evaluation
B. No. of learners No remediation given No remediation given No remediation given No remediation given
who require
for remediation
who scored below
80%
C. Did the No remediation given No remediation given No remediation given No remediation given
remedial lesson
worked? No. of
learners who have
caught up with the
lesson
D. No. of learners None None None None

who continue to
require
remediation
55
E. Which of my Independent learning with Independent learning
teaching strategies guide questions where students with guide questions
worked well? Why were able to answer where students were able
did this work? independently the activity that to answer independently
was given to them. the activity that was given
to them
F. What difficulties Limited answers to the Lack of understanding in
did I encounter questions. the procedure given.
which my principal
or supervisor can
help me solve?
G. What Concept map of the different Cross-sectional diagram of Cross-sectional diagram of none
innovation or types of seismic waves. the earth’s interior. the earth’s interior.
localized material
did I use/discover
which I wish to
share with other
teachers?

DANNY L. MARQUEZ
HT1
56
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time July 30-31 & August 01-03, 2018 Quarter First Quarter
- 20
July 30 (Monday) July 31 (Tuesday) August 1 (Wednesday) August 2 (Thursday) August 3 (Friday)
I. OBJECTIVES
A. Content Standards The learners demonstrates understanding of :
The relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
Subject Matter DRIFTED SUPERCONTINENT SEAFLOOR SPREADING THEORY SEAFLOOR SPREADING AND MAGNETIC
POLARITY MAP
Specific Objectives 1. Tell the possible direction of motion of 1. Simulate and describe the seafloor spreading process. 1. Analyze a magnetic polarity map in proving seafloor
the continents as they drifted away; 2. Realize the importance of the seafloor spreading process spreading process;
2. Draw fossils of plants and animals as relative to the Continental Drift Theory. 2. Use legends and scales of the magnetic polarity
evidences found in the present continents map properly; and
that will help solve the puzzle in the fitting 3. Calculate the rate of seafloor spreading using
of the drifted continents; magnetic clues.
3. Reconstruct and describe Pangaea; and
4. Predict what will happen to the world as
the continents continuously move.
Instructional 1. Interactive Instruction (cooperative 1. Interactive Instruction (cooperative learning, and small 1. Interactive Instruction (cooperative learning, and
Strategies learning, and small group discussion). group discussion). small group discussion).
57
2. Experiential Instruction (experiments). 2. Experiential Instruction (experiments, simulation). 2. Experiential Instruction (experiments, simulation).
Instructional Materials 1. Traditional Resources (textbooks, 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources (textbooks, worksheets, and
worksheets, and modules) modules) modules)
2. Non-projected Display Materials 2. Non-projected Display Materials (objects, tools- pair of 2. Non-projected Display Materials (magnetic polarity
(objects, tools- pair of scissors) scissors, board paper, bond paper, colored pencil, and ruler map, metric ruler and pencil)
3. Graphic Organizers/2D (charts-
photocopy of the seven continents and
world map)
1. Teacher’s Guide pages pp. 38-40 pp. 40-41 pp. 41

2. Learners Material pages pp. 59-60 pp. 61-64 pp. 61-64
3. Textbook pages
portal.
5. Other Learning
Resource
A. Reviewing
previous lesson or What is continental drift theory? Simple review on the past lesson. Simple review on the past topic.
presenting the new
lesson.
ELICIT (The
activities in this
draw out prior
concepts of or
experiences from the
58
students)
B. Establishing a Ask the question Ask the question Ask the following question
purpose for the
lesson. Did the different continents really start as How the drifting took place left Continental Drift Theory 1. How fast the seafloor is spreading?
one big landmass? blurry that made scientists conduct further studies in search
C. Presenting for the answer? 2. What do you think is the distance that a continent
examples/instances moves for every year?
of the new lesson.
ENGAGE (The
activities in this
their thinking and help
them access and
connect prior
knowledge as a
jumpstart to the
present lesson.)
D. Discussing the The students will do activity “Drifted The students will do activity ‘Split and Separate’ for the The students will do activity ‘How Fast Does it Go!’ In
new concepts and Supercontinent” for them to tell the students to describe the seafloor spreading process. this activity, students will compute for the rate of
practicing new skills possible direction of motion of the seafloor spreading.
#1 continents as they drifted away. The students will answer the guide questions of the activity.
After the activity, they will be able to determine the
E. Discussing the The students will answer the guide 1. How does the new seafloor form at the mid-ocean ridge? distance a continent moves for every year.
new concepts and questions of the activity.
Reiterate to the students that NOT ALL plates move at
practicing new skills 2. What process happen at the side slits?
the same rate.
#2 1. What does the Glossopteris fossils tell
us about the early positions of the 3. Is the earth getting larger and wider when plates drift The students will answer the guide questions of the
EXPLORE (In continents? away from each other? Explain briefly activity.
this section, students 2. If Glossopteris fossils were found in
will be given time to Antarctica, what does this indicate about 1. How far do the plates move away from each other
think, plan, the climate of this continent before? It every year?
investigate, and proves that Antarctica had a tropical
organize collected climate before. 2. If Africa is approximately 2400 km away from the
information ; or the 3. If the climate and the position of a place Mid-Atlantic Ridge, how long ago was it when Africa
59
performance of the are relative to each other, where then was was directly at or near the Mid-Atlantic Ridge?
planned/prepared the initial location of Antarctica 250 million
activities from the years ago
student’s manual with
data gathering and
Guide questions)
F. Developing Explain that: Explain that: Explain that:
mastery
(Leads to formative 1. The Glossopteris fossils tell us about the 1. Hot, less dense material below the Earth’s crust rises 1. The plates move 2.5 cm per year away from each
early positions of the continents. Since it is towards the mid-ocean ridge. As this material flows other.
assessment 3)
impossible for Glossopteris fossils found in sideways, it creates a crack in the crust where magma will
different regions or continents to be blown flow out. This magma cools down and becomes the new 2. If Africa is approximately 2,400 km away from the
EXPLAIN (In this by the wind or carried by ocean waves, the seafloor. Mid-Atlantic Ridge, how long ago was it when Africa
section, students will only possibility is that these regions were was directly at or near the Mid-Atlantic Ridge is
be involved in an 96000000 years or 96 million years?
once connected. 2. The side slits serve as subduction zone where the old
analysis of their seafloor plunges beneath another tectonic plate.
exploration. Their 2. If Glossopteris fossils were found in
understanding is Antarctica, It proves that Antarctica had a 3. The Earth is not getting larger or smaller. If there is the
clarified and modified tropical climate before. production of a new seafloor in the mid-ocean ridge, there is
because of reflective a destruction of an old seafloor at subduction zones.
activities)/Analysis of 3. If the climate and the position of a place
the gathered data and are relative to each other. It tells us that
results and be able to Antarctica was nearer to the equator before
answer the Guide as compared to where it is today.
Questions leading to
the focus concept or
topic of the day.
G. Finding practical Elaborate further that: Elaborate further that: Elaborate further that:
application of
concepts and skills in  Fossils are preserved remains or  Seafloor spreading is a process by which new  Seafloor spreading is believed to occur as hot
daily living. traces of organisms (plants and ocean floor is formed near the mid-ocean ridge and magma rises at the rift in the mid-ocean ridge.
animals) from the remote past. moves outward. It was strengthened with the This magma cools down and becomes the
H. Making discovery that the magnetic rocks near the ridge new seafloor as it pushes the former.
generalization and  Glossopteris fossils tell us about follow a pattern aside from the fact that the rocks
abstraction about the the early positions of the near the ridge are remarkably younger than those  The old seafloor is destroyed at the
lesson. continents. It is impossible for farther from the ridge. subduction zone and melts inside the mantle.
60
ELABORATE Glossopteris fossils found in  The age of rocks and the magnetic stripes in
( This section will give different regions or continents to the ocean floor support the Seafloor
students the be blown by the wind or carried by Spreading Theory
opportunity to expand ocean waves; the only possibility
and solidify / is that these regions were once
concretize their connected.
concept and / or  The edges of the continents are
apply it to real –world useful in reconstructing Pangaea.
situation) Knowing that the Philippines has
or is near trenches, it could have
not existed during the time of
Pangaea but borne out of volcanic
eruptions and other tectonic
activities.
I. Evaluating learning Evaluate students understanding by giving Evaluate students understanding by giving simple formative Evaluate students understanding by giving simple
simple formative assessment. assessment. formative assessment.
EVALUATION
( This section will True or False Identification Multiple Choice
provide for concept
check test items and _____1. Mesosaurus and Lystosaurus are ______1.The two scientists who suggested an explanation 1. During the 1960s, scientists were already equipped
answer key which are freshwater reptiles. Fossils of these to the continental drift theory. with gadgets needed to explore the deep ocean. What
aligned to the animals were discovered in different discovery about the ocean floor is associated with the
learning objectives - continents, such as in North America and ______2. It is where the actual seafloor spreading occurs. seafloor spreading?
content and Africa. a. Mountains are denser than the mantle
performance ______3. Is a process by which new ocean floor is formed b. The rotational poles of the Earth have migrated
standards and _____2. Fossils are preserved remains or near the mid-ocean ridge that moves outward. c. The crust of the continents is denser than the crust
address traces of organism’s plants and animals of the ocean
misconceptions – if from the remote past. d. The crust of the ocean is very young relative to the
any) age of the crust of the continents
____3. The presence of Mesosaurus
fossils tells us that these continents were 2. If the Atlantic Ocean is widening at a rate of 3 cm
connected before, since this kind of animal per year, how far (in kilometers) will it spread in a
cannot swim across the vast ocean. million years?
a. 3 kilometers
61
b. 30 kilometers
c. 300 kilometers
d. 3000 kilometers
3. Which of the following increases with distance from

a mid-ocean ridge?
a. the age of oceanic lithosphere
b. the thickness of the lithosphere
c. the depth to the sea floor
d. all of the above
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
DLP Reflection for July 23-27, 2018
A. No. of learners There are 68/74 learners who earned There are 69/74 learners There are 62/74 learners who earned 80% in the not carried due to
who earned 80% in 80% in the formative evaluation who earned 80% in the formative evaluation mass induction and
the evaluation formative evaluation SSG Leadership
Training
B. No. of learners No remediation given No remediation given No remediation given
who require
for remediation
who scored below
62
80%
C. Did the remedial No remediation given No remediation given No remediation given
lesson worked? No.
of learners who
have caught up
with the lesson
D. No. of learners None None None

who continue to
require remediation
E. Which of my Experiential Instruction where students Experiential learning where Experiential learning where students were able to
teaching strategies are group together and were able to students are able to draw fossils of plants and animals as evidences found
worked well? Why explore the different materials present recognize how the in the present continents that will help solve the
did this work? in the earth’s interior from the earth’s Continental Drift Theory is puzzle in the fitting of the drifted continents and
crust to inner core. developed. reconstruct and describe Pangaea.
F. What difficulties Lack of understanding in the procedure Limited answers to the some students did not submit their reconstructed
did I encounter given. questions. Pangaea
which my principal
or supervisor can
help me solve?
G. What Cross sectional diagram of the Earth’s Recycled old newspaper Map of the reconstructed Pangaea with different
innovation or interior. and magazine representing fossils
localized material the large landmass
did I use/discover (Pangaea)
which I wish to
share with other
teachers?

DANNY L. MARQUEZ
HT1
63
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time July August 06-10, 2018 Quarter First Quarter
- 20
August 6 -7, (Monday & Tuesday) August 8 (Wednesday) August 9 – 10 (Thursday & Friday)
I. OBJECTIVES
The relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
B. Performance Standard The learners shall be able to:
1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
Competencies Write the 1. Describe the internal structure of the Earth; S9ES –Ia-j36.4
LC code for each 2. Describe the Possible causes of plate movement; and S9ES –Ia-j36.5
Subject Matter CONVECTION CURRENT REVIEW FIRST PERIODICAL EXAMINATION
Specific Objectives 1. Explain what causes the tectonic plates to move; Review and revisit all the topics for the 1. Read and understand the given instruction in the
2. Enumerate the factors that cause tectonic plates to move; first quarter in preparation for the first examination paper;
and quarter examination. 2. Give the correct answer from the given questions;
3. Realize the importance of the creation of convection and
current underneath the earth. 3. Display the value of honesty as manifested by
working independently.
Instructional Strategies 1. Interactive Instruction (cooperative learning, and small Independent Learning Independent Learning
group discussion).
2. Experiential Instruction (hands on activity, experiments).
3. Direct instruction (lecture).
Instructional Materials 1. Traditional Resources (textbooks, worksheets, and Traditional Resources (textbooks, Copy of the examination paper
modules) worksheets, and modules)
64
2. Non-projected Display Materials (dropper, food
color, 1000 ml beaker, 700 ml water, small light wood
blocks and candle)
1. Teacher’s Guide pages pp. 42-43 pp. pp.

2. Learners Material pages pp. 70-72 pp. pp.
3. Textbook pages
Learning Resource (LR) portal.
5. Other Learning Resource
IV. PROCEDURES These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusion about what they leaned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or presenting the Simple review on the past lesson. The students will make simple Check students preparation before the exam
new lesson. reflection on the different topics for
the first quarter
ELICIT (The activities in
this section will evoke or
draw out prior concepts of
or experiences from the
students)
65
B. Establishing a purpose Ask the question The students will have silent review in Tell the students to read and understand the questions
for the lesson. preparation for the first grading period properly.
What facilitates the movement of the plates?
C. Presenting
examples/instances of the
new lesson.
ENGAGE (The
activities in this section
will stimulate their thinking
and help them access and
connect prior knowledge
as a jumpstart to the
present lesson.)
D. Discussing the new The students will do activity ‘Push me up and aside’! for the The students can ask any The students will answer their test paper.
concepts and practicing students to explain what causes the tectonic plates to move clarification/difficulties they encounter
new skills #1 and identify the factors that cause tectonic plates to move. about the topic.
E. Discussing the new The students will answer the guide questions of the activity.
concepts and practicing
new skills #2 1. How does the food colouring react?
2. What do you call this behaviour
EXPLORE (In this 3. What are the factors that cause the formation of a
section, students will be current?
given time to think, plan, 4. What happens to the block? What does this resemble?
investigate, and organize
collected information ; or
the performance of the
planned/prepared
activities from the
data gathering and Guide
questions)
F. Developing mastery Explain that in the activity Difficulties and misconception about
66
(Leads to formative the topics can be explained.
assessment 3)  The food color rises and moves to the sides of the
beaker then sinks. It demonstrates a cyclic motion.
This behaviour is called convection current.
EXPLAIN (In this
 The factors that cause the formation of a current
section, students will be
are the following:
involved in an analysis of
a. the difference in density cause by the difference
their exploration. Their
in temperature.
understanding is clarified
b. the rate of heating at the bottom and the rate of
and modified because of
cooling at the top.
reflective
c. amount of heat supplied to the substance.
activities)/Analysis of the
gathered data and results
and be able to answer the
Guide Questions leading
to the focus concept or
topic of the day.
G. Finding practical Elaborate further that: Difficulties and misconception about
application of concepts the topics can be elaborated
and skills in daily living.  As a substance like water is heated, the less dense
particles rise while denser particles sink. Once the
H. Making generalization hot less dense particles cool down, they sink, and
and abstraction about the the other less dense particles rise. This continuous
lesson. process is called convection current.
ELABORATE  This exactly what happens in the Earth’s mantle
( This section will give causing upward and sideward forces. The hot, less
students the opportunity to dense rising material spreads out as it reaches the
expand and solidify / upper mantle causing upward and sideward forces.
concretize their  These forces lift and split the lithosphere at
understanding of the divergent plate boundaries. The hot magma flows
concept and / or apply it to out of the mantle and cools down to form the new
real –world situation) ocean crust.
 The downward movement of the convection current
occurs along a convergent boundary where the
sinking force pulls the tectonic plate downward.
67
I. Evaluating learning Evaluate students understanding by giving simple formative None First Grading Examination
assessment. .
EVALUATION
( This section will provide True or False
for concept check test
items and answer key __________ 1. As a substance like water is heated, the
which are aligned to the less dense particles sink while denser particles rise.
content and performance __________ 2. Scientists believe that the plates’ movement
standards and address is due to convection currents in the mantle.
misconceptions – if any)
__________3. The hot magma that flows out of the mantle
and cools down will form the new ocean crust.
__________4. The downward movement of the convection

current occurs along a divergent boundary where the
sinking force pulls the tectonic plate downward.
J. Additional activities for
application or remediation.
EXTEND ( This sections

give situation that explains
the topic in a new context
, or integrate it to another
concern)
V. REMARKS
DLP Reflection for July 30-31 and August 1-3, 2018
July & August July 30 (Monday) July 31 and August 1 (Tuesday & Wednesday) August 2 – 3, (Thursday & Friday)
A. No. of learners who There are 60/74 learners who earned There are 70/74 learners who earned 80% in the There are 62/74 learners who earned 80% in the
earned 80% in the 80% in the formative evaluation formative evaluation formative evaluation
evaluation
B. No. of learners who No remediation given No remediation given No remediation given
68
require additional
activities for
remediation who scored
below 80%
C. Did the remedial No remediation given No remediation given No remediation given
learners who have
caught up with the
lesson

continue to require
remediation
E. Which of my Experiential Learning, students are Experiential Learning where students are able to Experiential Learning where students are able to
teaching strategies group together and were able simulate the seafloor spreading theory. Students analyze a magnetic polarity map in proving
worked well? Why did reconstruct one large landmass called were able to identify what is happening to the old seafloor spreading process; and calculate the rate
this work? Pangaea seafloor through subduction process and form of seafloor spreading using magnetic clues.
another new seafloor.
F. What difficulties did I Some group of students were not Limited answers to the questions.
encounter which my able to reconstruct properly the
principal or supervisor representation of Pangaea due to lack
can help me solve? of some materials.
G. What innovation or Reconstructed Pangaea using old Instructional material that represent the seafloor Improvised magnetic polarity map
localized material did I newspaper and magazines. spreading theory
wish to share with other
teachers?

DANNY L. MARQUEZ
HT1
69
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time August 13-17, 2018 Quarter Second Quarter
- 20
August 13 (Monday) August 14-15 (Tuesday & Wednesday) August 16-17 (Thursday & Friday)
I. OBJECTIVES
The learners demonstrate and understanding of the relationship between electricity and magnetism in electric motors and generators.
The learners shall be able to assemble a simple model of the relationship between electricity and magnetism.
Competencies Write the 1. Make a simple device that shows how a magnetic field exerts a force on the wire.
LC code for each 2. Demonstrate the generation of electricity by movement of a magnet through a coil.
3. Explain the operation of a simple electric motor and generator.
Subject Matter RE-CHECKING OF TEST PAPERS THERMO SCI-DAMA DEVICES USING ELECTRICITY AND MAGNETISM
Specific Objectives 1. Re-check first grading examination 1. Apply the different set of rules in playing Thermo Sci- 1. Identify the basic recording equipment of a digital
in Grade 10 science. Dama to achieve success; radio studio;
2. Re –compute the checked scores. 2. Attends closely to the classroom activities such as 2. Classify whether devices use electricity and/or
playing Thermo Sci-Dama to hasten skills and to develop magnetism when used in recording audio.
critical thinking.
Instructional Strategies Checking 1. Experiential Instruction (playing). 1. Interactive Instruction (cooperative learning, and small
2. Direct instruction (lecture). group discussion).
2. Experiential Instruction (experiments).
Instructional Materials Copy of the test paper Copy of the rules and mechanics in playing Thermo Sci- 1. Traditional Resources (textbooks, worksheets, and
Dama modules)
Sci-Dama Board and Chips 2. Audio-Visual (motion pictures, video clips, power
point, tape records, radio and TV broadcast)
3. Interactive Web resources
70
1. Teacher’s Guide pages pp. pp. pp. 66-73

2. Learners Material pages p.p. pp. p.p. 87-92
3. Textbook pages
from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
lesson or presenting What difficulty/difficulties did you Review on the different set of rules in playing Sci-Dama What is electricity? Magnetism? Are they important in our
the new lesson. encounter during the exam? and checking of board and chips. lives?
ELICIT (The activities

in this section will evoke
or draw out prior
concepts of or
students)
71
B. Establishing a Distribution of the test paper Ask the students will make their own Sci-Dama Board and What are the different devices that you are using at home
purpose for the lesson. Chips needs electricity and magnets? How about in school?
C. Presenting
examples/instances of
the new lesson.
ENGAGE (The
will stimulate their
thinking and help them
access and connect prior
knowledge as a
jumpstart to the present
lesson.)
D. Discussing the new Reading and understanding of the The students will do play the Thermo Sci-Dama based n The students will do activity “My Own Home Recording
concepts and practicing questions and giving on the correct the set of rules given using sci-dama board and chips. Studio! For Life... for them to know the functions of the
new skills #1 answers. different devices that uses electricity and magnetism.
E. Discussing the new

new skills #2
EXPLORE (In this

given time to think, plan,
planned/prepared
activities from the
questions)
72
F. Developing mastery Explain that: Develop mastery in playing Thermo Sci-Dama in School, Explain that :
(Leads to formative District, Division, Regional and National Level competition.
assessment 3) Emphasize that it is important to read  The microphone, computer unit, headphone,
the different instruction given in every studio monitor, and the audio interface are
types. powered entirely or partially by electromagnetic
EXPLAIN (In this induction. Although audio cables maybe affected
section, students will be Also, they must have to read, by electromagnetic interference, basically these
involved in an analysis of understand and analyze carefully the are supposed to be shielded to work most
their exploration. Their given questions before they will write effectively and do not use electromagnetic
understanding is clarified their answer. induction to operate.
reflective
 Moreover, the digital audio software is just a
computer application on virtual studios, thus do
gathered data and
not also operate on the EMI principles.
results and be able to
answer the Guide
Questions leading to the
focus concept or topic of
the day.
G. Finding practical Elaborate further that: For the students to develop their critical thinking analysis Elaborate that:
application of concepts and speed in playing sci-dama specifically they will test
and skills in daily living.
Elaborate further that for them to get how are they play games efficiently and effectively.  Many of the recording technology are founded
high score in the test they must have entirely or partially on the relationship between
H. Making generalization to review and understand the electricity and magnetism known as
and abstraction about the different learning competencies that electromagnetic induction.
lesson. were given to them.
 Devices that detect and convert audio inputs to
ELABORATE electric outputs or vice versa are called
( This section will give transducers. Most transducers like microphones
students the opportunity and speakers use the generator effect
to expand and solidify / characterized by the production of forces due to a
concretize their changing electric signal within a magnetic field or
understanding of the a changing field near a current-carrying
concept and / or apply it conductor.
to real –world situation)
73
I. Evaluating learning
Test scores Scores in playing Thermo Sci-Dama No formative assessment
EVALUATION
( This section will provide
items and answer key
which are aligned to the
content and performance
standards and address

the topic in a new context ,
or integrate it to another
concern)
V. REMARKS
DLP Reflection for August 6-10, 2018
August 6 (Monday) 7 (Tuesday) 8 (Wednesday) 9 (Thursday) 10 (Friday)
A. No. of learners who No formative evaluation given There are 64/74 learners No formative assessment examination day – test examination day – test
earned 80% in the who earned 80% in the given – review period paper are not yet paper are not yet
evaluation formative evaluation checked checked
B. No. of learners who No remediation given No remediation given No remediation given No remediation given No remediation given
require additional
activities for
remediation who
scored below 80%
C. Did the remedial No remediation given No remediation given No remediation given No remediation given No remediation given
74
learners who have
caught up with the
lesson
D. No. of learners who None None None None none

continue to require
remediation
E. Which of my Interactive Instruction where Interactive Instruction individual learning individual learning individual learning
teaching strategies students did cooperative learning, where students did
worked well? Why did and small group discussion. Also, cooperative learning,
this work? students were involved in and small group
experiential instruction through discussion. Also, students
the use experiments observation were involved in
on how plate tectonic plates experiential instruction
move. through the use
experiments observation
on how plate tectonic
plates move.
F. What difficulties did No cooperation among the Students are not keen none none none
I encounter which my groups when it comes to bringing observant on the
principal or supervisor of materials. experiment they are
can help me solve? conducting, as reflected
on their answer in the
guide questions it was
not answer correctly
based on their own
observation.
G. What innovation activity sheets activity sheets none copy of the examination copy of the examination
or localized material paper paper
did I use/discover
which I wish to share
with other teachers?

DANNY L. MARQUEZ
75
HT1

GRADES 1 to 12
DAILY LESSON LOG
- 20
August 20 (Monday) August 21 (Tuesday) August 22-24 (Wednesday - Friday)

I. OBJECTIVES
Subject Matter THERMO SCI-DAMA No- Classes National Holiday ELECTRICITY AND MAGNETISM
EDI’L ADHA
Specific Objectives 1. Apply the different set of rules in 1. Identify the basic recording equipment of a digital
playing Thermo Sci-Dama to achieve radio studio;
success; 2. Classify whether devices use electricity and/or
2. Attends closely to the classroom magnetism when used in recording audio.
activities such as playing Thermo Sci-
Dama to hasten skills and to develop
critical thinking.
Instructional Strategies 1. Experiential Instruction (playing). 1. Interactive Instruction (cooperative learning, and small group
2. Direct instruction (lecture). discussion).
Instructional Materials Copy of the rules and mechanics in 1. Traditional Resources (textbooks, worksheets, and modules)
76
playing Thermo Sci-Dama 2. Audio-Visual (motion pictures, video clips, power point,
Sci-Dama Board and Chips tape records, radio and TV broadcast)
1. Teacher’s Guide pages pp. pp. pp. 66-73

2. Learners Material pages p.p. pp. p.p. 87-92
3. Textbook pages
lesson or presenting Review on the different set of rules in What is electricity? Magnetism? Are they important in our
the new lesson. playing Sci-Dama and checking of board lives?
and chips.
or draw out prior
concepts of or
students)
77
B. Establishing a What are the different devices that you are using at home
purpose for the lesson. Ask the students will make their own Sci- needs electricity and magnets? How about in school?
Dama Board and Chips
C. Presenting
the new lesson.
ENGAGE (The
knowledge as a
lesson.)
D. Discussing the new The students will do play the Thermo Sci- The students will do activity “My Own Home Recording Studio!
concepts and practicing Dama based n the set of rules given using For Life... for them to know the functions of the different
new skills #1 sci-dama board and chips. devices that uses electricity and magnetism.
E. Discussing the new

new skills #2
EXPLORE (In this

planned/prepared
activities from the
questions)
78
F. Developing mastery Develop mastery in playing Thermo Sci- Explain that :
(Leads to formative Dama in School, District, Division,
assessment 3) Regional and National Level competition.  The microphone, computer unit, headphone, studio
monitor, and the audio interface are powered entirely
or partially by electromagnetic induction. Although
EXPLAIN (In this audio cables maybe affected by electromagnetic
interference, basically these are supposed to be
shielded to work most effectively and do not use
their exploration. Their
electromagnetic induction to operate.
 Moreover, the digital audio software is just a computer
reflective
application on virtual studios, thus do not also operate
on the EMI principles.
gathered data and
answer the Guide
the day.
G. Finding practical Elaborate further that: Elaborate that:
application of concepts
and skills in daily living.
For the students to develop their critical  Many of the recording technology are founded entirely
thinking analysis and speed in playing sci- or partially on the relationship between electricity and
H. Making generalization dama specifically they will test how are magnetism known as electromagnetic induction.
and abstraction about the they play games efficiently and effectively.
lesson.  Devices that detect and convert audio inputs to
electric outputs or vice versa are called transducers.
ELABORATE Most transducers like microphones and speakers use
( This section will give the generator effect characterized by the production
students the opportunity of forces due to a changing electric signal within a
to expand and solidify / magnetic field or a changing field near a current-
concretize their carrying conductor.
concept and / or apply it
79
Scores in playing Thermo Sci-Dama No formative assessment
EVALUATION
( This section will provide
items and answer key
which are aligned to the

concern)
V. REMARKS
A. No. of learners who classes suspended due to monsoon classes suspended classes suspended due There are 63/77 learners no formative assessment
earned 80% in the rains due to monsoon to monsoon rains who earned 80% in the first given
evaluation rains quarter examination given
B. No. of learners who No remediation given No remediation No remediation given No remediation given No remediation given
require additional given
activities for
remediation who
scored below 80%
C. Did the remedial No remediation given No remediation No remediation given No remediation given No remediation given
lesson worked? No. of given
80
learners who have
caught up with the
lesson
D. No. of learners who None none None None none

continue to require
remediation
E. Which of my none none none Different types of test was individual learning –
teaching strategies constructed making of sci-dama
worked well? Why did board and chips
this work?
F. What difficulties did none none none Low scores of the students none
I encounter which my due to lack of study habits
can help me solve?
G. What innovation none none none Copy of the examination sci-dama board and chips
or localized material paper
did I use/discover

DANNY L. MARQUEZ
HT1
81
GRADES 1 to 12
DAILY LESSON LOG
- 20
August 27 (Monday) August 28-29 (Tuesday & Wednesday) August 30-31 (Thursday & Friday)
I. OBJECTIVES
Subject Matter No- Classes National Holiday CURRENT, VOLTAGE AND RESISTANCE BASIC PRINCIPLES OF MAGNETISM
NATIONAL HEROES DAY
Specific Objectives 1. Give the scientific definition resistance, voltage, Identify the forces (attraction/repulsion between:
current; and a. two magnets, and
2. Discuss and explain the functions and units of b. a magnet and magnetic/ nonmagnetic materials.
resistance, voltage and current used in electricity.
Instructional Strategies 1. Interactive Instruction (cooperative learning, and 1. Interactive Instruction (cooperative learning, and small group
small group discussion). discussion).
2. Experiential Instruction (experiments). 2. Experiential Instruction (experiments).
3. Direct instruction (lecture). 3. Direct instruction (lecture).
Instructional Materials 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks, worksheets, and modules)
and modules) 2. Audio-Visual (motion pictures, video clips, power point,
2. Audio-Visual (motion pictures, video clips, tape records, radio and TV broadcast)
power point, tape records, radio and TV 3. Interactive Web resources
broadcast)
82
1. Teacher’s Guide pages pp. pp. 66-73 pp. 66-73

2. Learners Material pages p.p. pp. 87-92 p.p. 87-92
3. Textbook pages
lesson or presenting Review on the concept and importance of electricity. Review on the concept of current, voltage and resistance.
the new lesson.

or draw out prior
concepts of or
students)
83
B. Establishing a
purpose for the lesson. What do you know about current? Have you seen a magnet?
How about voltage? What is Magnet?
C. Presenting How about resistance? What are the different kinds of magnets?
the new lesson.
ENGAGE (The
knowledge as a
lesson.)
D. Discussing the new The students will do activity on ‘Resistance, Current, The students will do activity “Exploring Magnetism” for the
concepts and practicing Voltage, Power and Energy’ for them to familiarize students to identify the forces of attraction/repulsion between
new skills #1 themselves on the units and formulas. two magnets, and a magnet and magnetic and nonmagnetic
materials.
E. Discussing the new The students will answer the guide questions of the
concepts and practicing activity. 1. What are magnets?
new skills #2 1. What is the total amount of charge that passes 2. What materials are magnetic?
through a wire's full cross section at any point per
EXPLORE (In this unit of time?
2. The resistance of a wire is defined as
3. What is 1 Ω equivalent to
planned/prepared
activities from the
questions)
84
F. Developing mastery Explain that: Explain that :
(Leads to formative Magnets
assessment 3) Ohm’s law is usually written as:  Attract or repel other magnets (exert a force)
 Attract other magnetic metals
voltage = current × resistance V = I × R  Have at least 2 distinct ends (poles) each
EXPLAIN (In this  Like poles repel, opposite poles attract
section, students will be This formula can also be written as:  Do not need to touch to exert force (can exert force
through empty space)
their exploration. Their Resistance = R = voltage current What is Ohm’s  Can turn other magnetic metal objects into temporary
understanding is clarified law? V/ I magnets
reflective Units of voltage, current and resistance
activities)/Analysis of the Voltage is measured in volts (V).
gathered data and Current is measured in amps (A).
results and be able to Resistance is measured in ohms (W).
answer the Guide
the day.
G. Finding practical Elaborate that: Elaborate that:
application of concepts
and skills in daily living. What do the different arrangements of Ohm’s law Magnets occur naturally within rocks like lodestone. The word
show about the links between current, voltage and magnet is derived from a place called Magnesia because
H. Making generalization resistance? magnetic rocks are common there.
and abstraction about the V=I×R
lesson. As voltage increases, the current increases. Voltage In all cases, the magnet produces magnetic lines of force that
and current are proportional, while the resistance attract or repel other magnets. The magnetic lines of force form
ELABORATE remains constant. a magnetic field. All lines are said to originate at the N pole and
( This section will give R=V/I travel to the S.
students the opportunity Voltage and current are proportional, so the
to expand and solidify / resistance of a material is constant, as long as the Magnetism is a property of a charge in motion. The electrons
concretize their temperature does not change. revolve around the nucleus, causing the magnetism. The
understanding of the I=V/R electrons also spin on their own axis (like the Earth), producing
If voltage is constant, then current decreases as a magnetic field. However, when the electrons are paired, the
concept and / or apply it
resistance increases. fields cancel each other out.
85
Current is a measure of the rate of flow of electric
charge through a circuit. A large current means a
faster rate of flow.
Current can be changed by increasing or decreasing

the voltage of the circuit.
Components in a circuit may reduce the size of the

current. This is called resistance.
Resistance is a measure of how hard it is for

electrons to move in an electrical circuit.
I. Evaluating learning Evaluate students understanding by giving simple Evaluate students understanding by giving simple formative
formative assessment. assessment.
EVALUATION
( This section will provide A filament bulb has a current of 0.2A running 1. What conditions with observable effects make magnets
for concept check test through it, with a potential difference of 5V across it. interact with another magnet?
items and answer key V = IR Calculating the resistance of a bulb. 2. What conditions with observable effects make magnets
which are aligned to the What is the resistance of the filament in the bulb? interact with non-magnet objects?
learning objectives - 3. What type of force/s can magnets exert on another
content and performance magnet?

concern)
V. REMARKS
86
A. No. of learners who no formative assessment given – No Classes – Holiday No formative No formative assessment classes suspended due to
earned 80% in the checking of test papers EDI’L ADHA assessment given – given TD Luis
evaluation playing sci-dama
require additional
activities for remediation
C. Did the remedial No remediation given No remediation given No remediation given No remediation given No remediation given
learners who have caught
up with the lesson
D. No. of learners who None none None None none
continue to require
remediation
E. Which of my none none individual learning – Interactive Instruction none
teaching strategies making of sci-dama cooperative learning, and
worked well? Why did board and chips small group discussion
this work?
F. What difficulties did none none none none
can help me solve?
G. What innovation none none sci-dama board and ppt and worksheets none
or localized material chips
did I use/discover

DANNY L. MARQUEZ
HT1
87
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time September 3-7, 2018 Quarter Second Quarter
- 20
September 3 – 4 (Monday & Tuesday) September 5-6 ( Wednesday & Thursday) September 7 (Friday)
I. OBJECTIVES
C. Learning Competencies The learners shall be able to:
Write the LC code for each 1. Make a simple device that shows how a magnetic field exerts a force on the wire.
2. Demonstrate the generation of electricity by movement of a magnet through a coil.
Subject Matter BASIC PRINCIPLES OF MAGNETISM INDUCED MAGNETISM DETECTING AND CREATING MAGNETISM
Specific Objectives Identify the forces (attraction/repulsion 1. Induce magnetism in a magnetic material; and 1. Identify the polarities and strengths of a bar magnet and
between: 2. Infer the polarity of the magnetized object. magnetized objects using a compass;
a. two magnets, and 2. Demonstrate Magnetization by stroking.
b. a magnet and magnetic/ nonmagnetic
materials.
Instructional Strategies 1. Interactive Instruction (cooperative learning, 1. Interactive Instruction (cooperative learning, and small 1. Interactive Instruction (cooperative learning, and small
and small group discussion). group discussion). group discussion).
Instructional Materials 1. Traditional Resources (textbooks, 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources (textbooks, worksheets, and
worksheets, and modules) modules) modules)
2. Audio-Visual (motion pictures, video 2. Audio-Visual (power point) 2. Audio-Visual (power point)
clips, power point, tape records, radio and
TV broadcast)
88
III. LEARNING RESOURCES. List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.

2. Learners Material pages p.p. 87-92 pp. p.p.
3. Textbook pages
4. Additional materials from Learning
Resource (LR) portal.
IV. PROCEDURES These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they
leaned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
lesson or presenting the Review on the concept of current, voltage and Review on the previous lesson on test magnetism. Relate it Review on the previous lesson about induced magnetism.
new lesson. resistance. in presenting their lesson on induced magnetism. Relate it in presenting their lesson on detecting and
creating magnetism.
this section will evoke or draw
out prior concepts of or
students)
B. Establishing a purpose for
the lesson. Have you seen a magnet? For the students to induced magnetism in a magnetic For the students to identify the polarities and strengths of a
C. Presenting What is Magnet? materials and for them to bar magnet and magnetized objects using a compass and
examples/instances of the What are the different kinds of magnets? understand the polarity of the magnetized object. for them to demonstrate magnetization by stroking.
new lesson.
ENGAGE (The activities in Ask students the difference between magnetic and non- Ask the students
this section will stimulate their magnetic materials. 1. What is the polarity and strength of a bar magnet and a
thinking and help them magnetic objects when using a compass?
access and connect prior 2. How is stroking related to magnetization?
knowledge as a jumpstart to
the present lesson.)
D. Discussing the new The students will do activity “Exploring The students will do activity no. 3 ‘Induced magnetism’ for The students will do activity no. 4 ‘Detecting and Creating
concepts and practicing new Magnetism” for the students to identify the the students to develop their science process skills in Magnetism’ for the students to develop their science
identifying magnet and non-magnetic materials.
89
skills #1 forces of attraction/repulsion between process skills in detecting and creating magnetism.
E. Discussing the new two magnets, and a magnet and magnetic and Let the students answer the guide questions of the activity.
concepts and practicing new nonmagnetic materials. Let the students answer the guide questions of the activity.
skills #2
EXPLORE (In this 1. What are magnets?
section, students will be given 2. What materials are magnetic?
time to think, plan,
collected information ; or the
performance of the
planned/prepared activities
from the student’s manual
with data gathering and
Guide questions)
F. Developing mastery Explain that : Explain that in induced magnetism the screw, iron nail and Explain that in detecting and creating magnetism they
(Leads to formative Magnets paper clips become an induced magnet with the end nearer should check the polarity of the compass and by the touch
assessment 3)  Attract or repel other magnets (exert a the magnet having an opposite polarity to that of the of the magnet.
force) permanent magnet.
EXPLAIN (In this section,
students will be involved in an
 Have at least 2 distinct ends (poles)
analysis of their exploration.
each
Their understanding is
 Like poles repel, opposite poles attract
clarified and modified
 Do not need to touch to exert force
because of reflective
(can exert force through empty space)
 Can turn other magnetic metal objects
gathered data and results and
into temporary magnets
be able to answer the Guide
focus concept or topic of the
day.
G. Finding practical Elaborate that: Elaborate that: Elaborate that
application of concepts and
skills in daily living. Magnets occur naturally within rocks like Induce magnetism is the process by which the materials Materials which are attracted by a magnet are known as
H. Making generalization and lodestone. The word magnet is derived from a become magnets is called magnetic induction. This same magnetic materials. Iron, cobalt, nickel and many alloys of
abstraction about the lesson. place called Magnesia because magnetic rocks process is the reason magnets attract non-magnetized these metals like steel and alnico are magnetic.
ELABORATE are common there. magnetic substances such as the screw.
90
( This section will give Magnetic materials can be used to make permanent or
students the opportunity to In all cases, the magnet produces magnetic temporary magnets unlike the non-magnetic materials
expand and solidify / lines of force that attract or repel other which cannot. Stroking is one way of magnetization.
concretize their magnets. The magnetic lines of force form a
understanding of the concept magnetic field. All lines are said to originate at
and / or apply it to real –world the N pole and travel to the S.
situation)
Magnetism is a property of a charge in motion.
The electrons revolve around the nucleus,
causing the magnetism. The electrons also spin
on their own axis (like the Earth), producing a
magnetic field. However, when the electrons
are paired, the fields cancel each other out.
I. Evaluating learning Evaluate students understanding by giving Evaluate students understanding by giving simple formative Evaluate students understanding by giving simple formative
simple formative assessment. assessment. assessment.
EVALUATION
( This section will provide for 1. What conditions with observable effects 1. What happens if you bring two iron nails close to (or 1. Can you magnetize an iron nail by stroking?
concept check test items and make magnets interact with another magnet? touching) each other? 2. What will happen to a magnet if it is dropped too often?
answer key which are aligned 2. What conditions with observable effects 2. What happens if vary/change the distance between the
to the learning objectives - make magnets interact with non-magnet magnet and the nail/s?
content and performance objects?
standards and address 3. What type of force/s can magnets exert on
misconceptions – if any) another magnet?

EXTEND ( This sections give

situation that explains the
topic in a new context , or
discipline / societal concern)
V. REMARKS
VI. REFLECTION. Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
91
provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who No Classes – Holiday No formative assessment given – No formative assessment given There are 69/80 learners No formative
earned 80% in the NATIONAL HEROES DAY playing sci-dama who earned 80% in the assessment given
evaluation formative assessment
require additional activities
for remediation who scored
below 80%
C. Did the remedial lesson No remediation given No remediation given No remediation given No remediation given No remediation given
lesson
continue to require
remediation
E. Which of my teaching none individual learning – making of Direct Instruction cooperative Interactive Instruction Interactive Instruction
strategies worked well? sci-dama board and chips learning and lecture cooperative learning, and cooperative learning
Why did this work? small group discussion and lecture.
F. What difficulties did I none none none none
encounter which my
principal or supervisor can
help me solve?
G. What innovation or none sci-dama board and chips ppt ppt and worksheets ppt
use/discover which I wish
to share with other
teachers?

DANNY L. MARQUEZ
HT1
92
GRADES 1 to 12
DAILY LESSON LOG
- 20
September 3 – 4 (Monday & Tuesday) September 5-6 ( Wednesday & Thursday) September 7 (Friday)
I. OBJECTIVES
Write the LC code for each 1. Make a simple device that shows how a magnetic field exerts a force on the wire.
2. Demonstrate the generation of electricity by movement of a magnet through a coil.
Subject Matter INDUCED MAGNETISM DETECTING AND CREATING MAGNETISM
Specific Objectives 1. Induce magnetism in a magnetic material; 1. Identify the polarities and strengths of a bar magnet and
and magnetized objects using a compass;
2. Infer the polarity of the magnetized object. 2. Demonstrate Magnetization by stroking.
Instructional Strategies 1. Interactive Instruction (cooperative learning, 1. Interactive Instruction (cooperative learning, and small
and small group discussion). group discussion).
2. Experiential Instruction (experiments). 2. Experiential Instruction (experiments).
3. Direct instruction (lecture). 3. Direct instruction (lecture).
Instructional Materials 1. Traditional Resources (textbooks, 1. Traditional Resources (textbooks, worksheets, and
worksheets, and modules) modules)
2. Audio-Visual (power point) 2. Audio-Visual (power point)
93

2. Learners Material pages p.p. 87-92 pp. p.p.
3. Textbook pages
leaned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
lesson or presenting the Review on the concept of current, voltage and Review on the previous lesson on test magnetism. Relate it Review on the previous lesson about induced magnetism.
new lesson. resistance. in presenting their lesson on induced magnetism. Relate it in presenting their lesson on detecting and
creating magnetism.
students)
the lesson. Have you seen a magnet? For the students to induced magnetism in a magnetic For the students to identify the polarities and strengths of a
C. Presenting What is Magnet? materials and for them to bar magnet and magnetized objects using a compass and
examples/instances of the What are the different kinds of magnets? understand the polarity of the magnetized object. for them to demonstrate magnetization by stroking.
new lesson.
ENGAGE (The activities in Ask students the difference between magnetic and non- Ask the students
this section will stimulate their magnetic materials. 1. What is the polarity and strength of a bar magnet and a
thinking and help them magnetic objects when using a compass?
access and connect prior 2. How is stroking related to magnetization?
D. Discussing the new The students will do activity “Exploring The students will do activity no. 3 ‘Induced magnetism’ for The students will do activity no. 4 ‘Detecting and Creating
concepts and practicing new Magnetism” for the students to identify the the students to develop their science process skills in Magnetism’ for the students to develop their science
skills #1 forces of attraction/repulsion between identifying magnet and non-magnetic materials. process skills in detecting and creating magnetism.
E. Discussing the new two magnets, and a magnet and magnetic and
Let the students answer the guide questions of the activity.
94
concepts and practicing new nonmagnetic materials. Let the students answer the guide questions of the activity.
skills #2
EXPLORE (In this 1. What are magnets?
section, students will be given 2. What materials are magnetic?
performance of the
Guide questions)
F. Developing mastery Explain that : Explain that in induced magnetism the screw, iron nail and Explain that in detecting and creating magnetism they
(Leads to formative Magnets paper clips become an induced magnet with the end nearer should check the polarity of the compass and by the touch
assessment 3)  Attract or repel other magnets (exert a the magnet having an opposite polarity to that of the of the magnet.
force) permanent magnet.
 Have at least 2 distinct ends (poles)
each
 Like poles repel, opposite poles attract
 Do not need to touch to exert force
(can exert force through empty space)
 Can turn other magnetic metal objects
into temporary magnets
day.
G. Finding practical Elaborate that: Elaborate that: Elaborate that
skills in daily living. Magnets occur naturally within rocks like Induce magnetism is the process by which the materials Materials which are attracted by a magnet are known as
H. Making generalization and lodestone. The word magnet is derived from a become magnets is called magnetic induction. This same magnetic materials. Iron, cobalt, nickel and many alloys of
abstraction about the lesson. place called Magnesia because magnetic rocks process is the reason magnets attract non-magnetized these metals like steel and alnico are magnetic.
ELABORATE are common there. magnetic substances such as the screw.
Magnetic materials can be used to make permanent or
( This section will give temporary magnets unlike the non-magnetic materials
students the opportunity to In all cases, the magnet produces magnetic
which cannot. Stroking is one way of magnetization.
95
expand and solidify / lines of force that attract or repel other
concretize their magnets. The magnetic lines of force form a
understanding of the concept magnetic field. All lines are said to originate at
and / or apply it to real –world the N pole and travel to the S.
situation)
Magnetism is a property of a charge in motion.
The electrons revolve around the nucleus,
causing the magnetism. The electrons also spin
on their own axis (like the Earth), producing a
magnetic field. However, when the electrons
are paired, the fields cancel each other out.
I. Evaluating learning Evaluate students understanding by giving Evaluate students understanding by giving simple formative Evaluate students understanding by giving simple formative
simple formative assessment. assessment. assessment.
EVALUATION
( This section will provide for 1. What conditions with observable effects 1. What happens if you bring two iron nails close to (or 1. Can you magnetize an iron nail by stroking?
concept check test items and make magnets interact with another magnet? touching) each other? 2. What will happen to a magnet if it is dropped too often?
answer key which are aligned 2. What conditions with observable effects 2. What happens if vary/change the distance between the
to the learning objectives - make magnets interact with non-magnet magnet and the nail/s?
content and performance objects?
standards and address 3. What type of force/s can magnets exert on
misconceptions – if any) another magnet?


V. REMARKS
VI. REFLECTION. Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant question.
96
A. No. of learners who No Classes – Holiday No formative assessment given – No formative assessment given There are 69/80 learners No formative
earned 80% in the NATIONAL HEROES DAY playing sci-dama who earned 80% in the assessment given
below 80%
lesson
continue to require
remediation
E. Which of my teaching none individual learning – making of Direct Instruction cooperative Interactive Instruction Interactive Instruction
strategies worked well? sci-dama board and chips learning and lecture cooperative learning, and cooperative learning
Why did this work? small group discussion and lecture.
F. What difficulties did I none none none none
encounter which my
help me solve?
G. What innovation or none sci-dama board and chips ppt ppt and worksheets ppt
to share with other
teachers?

DANNY L. MARQUEZ
HT1
97
GRADES 1 to 12
DAILY LESSON LOG
- 20
September 24-25 (Monday & Tuesday) September 26-27 ( Wednesday & Thursday) September 28 (Friday)
I. OBJECTIVES
The different regions of the electromagnetic spectrum.
No performance given in the CG
Write the LC code for each 1. Discuss the development of the electromagnetic theory;
2. Describe how electromagnetic (EM) wave is produced and transmitted;
3. Compare the relative wavelengths, frequencies and energies of the different regions of the electromagnetic spectrum;
4. Cite examples of practical applications of the different regions of EM waves; and
5. Explain the effects of electromagnetic radiation on living things and the environment.
Subject Matter ELECTROMAGNETIC WAVE THEORY ELECTROMAGNETIC SPECTRUM – SPEED, CHARACTERISTICS OF EM WAVES
FREQUENCY AND WAVELENGTH
Specific Objectives 1. Research and identify the different scientists that 1. Explain the relationship between wave speed, 1. Identify materials that can block or allow radio
have significant contributions to the development of frequency and wavelength of electromagnetic wave; and waves to pass through; and
the electromagnetic theory; 2. Solve problems involving electromagnetic wave. 2. Compare the speed of EM waves through different
2. Match the scientists with their contributions to the materials.
development of the electromagnetic theory; and
3. Make comic strips of the scientists’ contributions.
Instructional Strategies 1. Interactive Instruction (cooperative learning, and 1. Interactive Instruction (cooperative learning, and small 1. Interactive Instruction (cooperative learning, and
small group discussion). group discussion). small group discussion).
98
Instructional Materials 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources (textbooks, worksheets, and
2. Audio-Visual (power point) 2. Audio-Visual (power point) 2. Audio-Visual (power point)
3. Research and concept web/comic strip

3. Textbook pages
leaned in relation to their e experiences and previous knowledge. Indicate the time allotment for each step.
lesson or presenting the Review the previous lesson or state the concepts of Review the parts of a wave and describe how EM waves Review past lesson on wavelengths and frequencies of
new lesson. electricity and magnetism and their are formed. the different types of EM waves.
interconnectedness were introduced in Module 1.
Emphasize that in this module, it focuses on the
different electromagnetic waves, their properties and
their uses in the society.
students)
99
B. Establishing a purpose for Present instances of the new lesson by asking the Present instances of the new lesson by asking the Present instances of the new lesson by asking this
the lesson. question. question. question.
C. Presenting
examples/instances of the Did you send text messages to somebody today? What is the relationship between wavelength and What is radio wave?
new lesson. frequency?
ENGAGE (The activities in
this section will stimulate their
D. Discussing the new The students will do activity “The electromagnetic The students will do problem involving solving frequency, The students will do activity “Now you go! Now you
concepts and practicing new Wave Theory “for the students to gain information wavelength and wave speed for them to explain the won’t” for them to know the different radio waves
skills #1 about the scientist who made great contribution to the relationship between wave speed, frequency and frequencies and its own application like in radio
E. Discussing the new development of the electromagnetic theory. wavelength of electromagnetic wave; and to solve communication, TV broadcasting and satellite
concepts and practicing new problems involving electromagnetic wave. communication.
skills #2 Let the students answer the guide questions of the
EXPLORE (In this activity. Let the students answer the guide questions of the
section, students will be given activity.
performance of the
Guide questions)
F. Developing mastery Explain that Explain that Explain that
(Leads to formative
assessment 3)  There are different scientists who made  There are two types of fields that make up an  EM waves having low frequency waves are
significant contributions to the development EM wave and explain how a magnetic field suitable for communication over great
of the electromagnetic wave theory and let arise from the presence of an electric field and distances, while high frequency waves can be
them create comic strips about how these vice versa. reflected by the ionosphere that enables the
scientists made significant contributions to waves to be transmitted over great distances.
the Electromagnetic Wave Theory.
100
day.
G. Finding practical Elaborate that Elaborate that Elaborate that
skills in daily living. Electromagnetic waves are disturbance that transfers The wave speed, frequency, and wavelength are related Radio waves have the longest wavelength in the
H. Making generalization and energy through a field. Electromagnetic waves can by the following equation: electromagnetic spectrum. They are produced by
abstraction about the lesson. also transmit with a material medium. They can also v = λf making electrons vibrate in an antenna. They are used
ELABORATE transfer energy to the medium itself. When they where: to transmit sound and picture information over long
( This section will give interact with matter, their energy can be converted into v – wave speed distances.
students the opportunity to many different forms of energy.
f = frequency expressed in hertz and
expand and solidify / Radio waves have a very wide range of wavelengths.
λ = wavelength in meters
concretize their In vacuum, EM waves travel at a constant speed of The whole region of the radio waves is divided into
understanding of the concept 300 000 000 meters per second. At this rate, the rays smaller regions or wavebands.
and / or apply it to real –world of the sun take 8 minutes to reach the Earth.
situation)
I. Evaluating learning Evaluate students understanding by giving simple Evaluate students understanding by giving simple Evaluate students understanding by giving simple
formative assessment. formative assessment. formative assessment.
EVALUATION 1. If waves are moving at the same speed, what is
( This section will provide for 1. Which color had the shortest wavelength? the relationship between wavelength and 1. What characteristic of EM waves did you discover?
concept check test items and 2. Which color had the longest wavelength? frequency? 2. Where do we apply the different bands between low,
answer key which are aligned 3. Which color had the highest frequency? 2. Based on the above relationship, if you were to medium and high frequency of the radio waves?
to the learning objectives - 4. Which color had the lowest frequency? look at a blue wave, would it have a higher or
content and performance lower frequency than the green wave?
standards and address 3. Based on the above relationship, if you were to
misconceptions – if any) look at an orange wave, would it have a longer
or shorter wavelength than the green wave?
101
J. Additional activities for For the students to be aware that the different For the students to know the different radio waves
application or remediation. characteristics of electromagnetic waves are used for frequencies and its own application like in radio
a wide variety of purposes such as x-ray. communication, TV broadcasting and satellite
EXTEND ( This sections give communication.
V. REMARKS
VI. REFLECTION. Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant question.
DLP Reflection for September 10-14, 2018
September 10 (Monday) 11 (Tuesday) 12 (Wednesday) 13 (Thursday) 14 (Friday)
A. No. of learners who No formative assessment given No formative assessment given There are 72/80 learners who No formative assessment No formative
earned 80% in the earned 80% in the formative given – CAR Holiday assessment given –
evaluation assessment classes were
suspended due to
typhoon Ompong
below 80%
lesson
D. No. of learners who none none none none none
continue to require
remediation
E. Which of my teaching Direct Instruction cooperative Direct Instruction cooperative Interactive Instruction cooperative none none
strategies worked well? learning and lecture learning and lecture. learning and lecture.
Why did this work?
F. What difficulties did I none none none none none
encounter which my
help me solve?
102
G. What innovation or ppt ppt worksheets none none
to share with other
teachers?
Prep. By: ARACELI K. TAMIRAY ```Checked By: DANNY L. MARQUEZ

HT1

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time October 1 - 5, 2018 Quarter Second Quarter
- 20
October 1 & 2 (Monday & Tuesday) October 3-4, 2018 ( Wednesday & Thursday) October 5 (Friday)
I. OBJECTIVES
 The learners demonstrate an understanding of the images formed by the different types of mirrors and lenses.
 The learner should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
Write the LC code for each  Predict the qualitative characteristics (location, orientation, type, and magnification) of images formed by plane, curved mirrors and lenses;
 Determine the quantitative characteristics (location, orientation, type, and magnification) of images formed by plane, curved mirrors and lenses;
 Distinguish between converging and diverging mirrors and lenses;
 Apply ray diagramming techniques in describing the characteristics and positions of images formed by curved mirrors;
103
 Derive the mirror and lens equations;
 Identify ways in which the properties of mirrors and lenses determine their use in optical instruments (e.g., cameras and telescope).
Subject Matter DISTANCE, HEIGHT AND WEIGHT OF THE OBJECT
AND IMAGE FORMED OF THE PLANE MIRROR ANGLE OF INCIDENCE AND ANGLE OF MIRROR LEFT-RIGHT REVERSAL
REFLECTION
Specific Objectives 1. Determine the height, width, and the distance from 1. Discuss reflection of light in a plane mirror; 1. Describe the image formed by the plane mirror; and
the mirror of the image formed by plane mirrors; and 2. Differentiate incident ray from refracted ray; and 2. Show an understanding of reversal effect in mirrors
2. Compare the actual height, width and distance from 3. Illustrate reflection of light ray on a plane mirror. by writing laterally inverted letters and words.
the mirror of the object with that of the image formed by
plane mirror.
Instructional Strategies 1. Interactive Instruction (cooperative learning, and 1. Interactive Instruction (cooperative learning, and 1. Interactive Instruction (cooperative learning, and
small group discussion). small group discussion). small group discussion).
4. Demonstration Lesson 4. Demonstration Lesson 4. Demonstration Lesson
Instructional Materials 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources (textbooks, worksheets, and
3. Research and concept web/comic strip 3. plane mirror, laser pointer and protractor 3. Alphabet Chart and plane mirror
4. Plane mirror, graphing paper, 10 one-peso coin,
modeling clay and pen.

2. Learners Material pages pp. 173 - 175 pp. 176 - 177 pp. 177-178
3. Textbook pages
104
lesson or presenting the Review previous lesson on electromagnetic spectrum. Review previous activity on the height, width and Review previous lesson about angle of incidence and
new lesson. Emphasize that one of the most common among these distance of the object and image formed by a plane angle of reflection. Relate previous activity to further
electromagnetic waves is the visible light. mirror. investigate the reflection of light in plane mirrors on
mirror left-right reversal.
students)
B. Establishing a purpose for Present instances of the new lesson by relating that Present instances of the new lesson by asking the Present instances of the new lesson by asking this
the lesson. one of the properties of visible light is reflection and question. question.
C. Presenting refraction that will be discuss in the next topic on light:
examples/instances of the mirrors and lenses. Why can we see our reflection in a window but not a What do you think are the letters of the alphabet that
new lesson. brick wall? can be read properly in front of the mirror?
ENGAGE (The activities in Start the lesson by asking the question what kind of
this section will stimulate their mirror do you have at home?
D. Discussing the new The students will do activity on “Mirror, mirror, on the The students will do Activity “Angle of Incidence vs. The students will do activity “Mirror Left-Right
concepts and practicing new wall” for them to determine the height, width, and the Angle of Reflection” for them to differentiate incident ray Reversal” for them to describe the image formed by
skills #1 distance from the mirror of the image formed by plane from refracted ray and illustrate reflection of light ray on the plane mirror and show an understanding of
E. Discussing the new mirrors and compare the actual height, width and a plane mirror. reversal effect in mirrors by writing laterally inverted
concepts and practicing new distance from the mirror of the object with that of the letters and words.
skills #2 image formed by plane mirror. Let the students answer the guide questions of the
activity.
EXPLORE (In this
section, students will be given Let the students answer the guide questions of the Let the students answer the guide questions of the
activity. How do the angle of incidence compare with the angle
time to think, plan, activity.
of reflection.
collected information ; or the How do the height and width of the object compare with Think of words that can be read properly both with a
performance of the the height and width of the image? mirror and without a mirror. What are these words?
105
Guide questions)
F. Developing mastery Explain that Discuss and present the concept on reflection of light Explain that
(Leads to formative about the relationship between incident ray,
assessment 3) Discuss and present the concept on reflection of light in reflected ray, and the normal line.  A girl combing her hair with her left hand.
the comparison of the images form by plane mirror However, in her image, you will notice that
regarding the height, width and distance of the object.  The angle of incidence is equal to the angle of she is combing her hair with her right hand.
reflection. This effect is known as the mirror left-right
In plane mirrors: reversal. The left side of the object appears
as the right side of the image and the right
clarified and modified  The distance (p) and the image distance, (q) is appears as the left. This explains the word
because of reflective equal. AMBULANCE in an ambulance car is flipped.
activities)/Analysis of the  The image appears as if it is behind the mirror
gathered data and results and but actually not, the image is called virtual.
be able to answer the Guide  The height of the image, h’ in plane mirrors is
Questions leading to the always the same as the height of the object.
day.
skills in daily living.  Reflection - is the bouncing off of light rays  Incident Ray – the ray of light approaching  Discuss and present the concept on reflection
H. Making generalization and when it hits a surface like a plane mirror. the mirror represented by an arrow of light about the function of mirror left-right
abstraction about the lesson.  In plane mirrors, the image appears as if it approaching an optical an optical element like reversal
ELABORATE behind the mirror but actually not so the image mirrors.
( This section will give is virtual.  Reflected Ray – The ray of light which leaves  In the mirror left-right reversal. The left side of
students the opportunity to  The value therefore of image distance, q is the mirror and is represented by an arrow the object appears as the right side of the
expand and solidify / negative. The height of the image, h in the pointing away from the mirror. image and the right side appears as the left.
concretize their plane mirror is always the same as the height  Normal Line – an imaginary line that can be
understanding of the concept of the object. drawn perpendicular to the surface of the
and / or apply it to real –world mirror at the point of incidence where the ray
situation) strikes the mirror.
( This section will provide for
concept check test items and How do the height and width of the object compare with How does the angle of incidence compare with the None
answer key which are aligned the height and width of the image? angle of reflection?
106
to the learning objectives -
J. Additional activities for Emphasize importance of mirror at home, in a Discuss and present the concept on reflection of light Mirror Left-Right Reversal explains why the word
application or remediation. department store or the mirrors used in the car. about the relationship between incident ray, “AMBULANCE” in an ambulance car is flipped.
EXTEND ( This sections give reflected ray, and the normal line.
V. REMARKS
DLP Reflection for September 24-28, 2018
September 24 (Monday) 25 (Tuesday) 26 (Wednesday) 27 (Thursday) 28 (Friday)
A. No. of learners who No formative assessment given No formative assessment given There are 69/80 learners who No formative assessment There are 71/80
earned 80% in the earned 80% in the formative learners who earned
evaluation assessment 80% in the formative
assessment
below 80%
lesson
continue to require
remediation
E. Which of my teaching Direct Instruction cooperative Direct Instruction cooperative Interactive Instruction cooperative Interactive Instruction Interactive Instruction
strategies worked well? learning and lecture learning and lecture. learning and lecture. cooperative learning and cooperative learning
Why did this work? lecture. and lecture.
encounter which my principal
107
or supervisor can help me
solve?
G. What innovation or ppt ppt worksheets none worksheets/comic
localized material did I strips
use/discover which I wish to
share with other teachers?

DANNY L. MARQUEZ
HT1

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time October 8 -12, 2018 Quarter Second Quarter
- 20
October 8 (Monday) October 9 & 10 ( Tuesday & Wednesday) October 11 & 12 (Thursday & Friday)
I. OBJECTIVES
Subject Matter
108
IMAGE FORME BY PLANE MIRROR ANGLE OF INCIDENCE AND ANGLE OF MIRROR LEFT-RIGHT REVERSAL
REFLECTION
Specific Objectives 1. Determine the image formed by plane mirrors; and 1. Discuss reflection of light in a plane mirror; 1. Describe the image formed by the plane mirror; and
2. Compare the actual height, width and distance from 2. Differentiate incident ray from refracted ray; and 2. Show an understanding of reversal effect in mirrors by
the mirror of the object with that of the image formed by 3. Illustrate reflection of light ray on a plane mirror. writing laterally inverted letters and words.
plane mirror.
Instructional Strategies 1. Interactive Instruction (cooperative learning, and 1. Interactive Instruction (cooperative learning, and 1. Interactive Instruction (cooperative learning, and small
small group discussion). small group discussion). group discussion).
4. Demonstration Lesson 4. Demonstration Lesson 4. Demonstration Lesson
Instructional Materials 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks, worksheets, and
modules) and modules) modules)
3. Research and concept web/comic strip 3. plane mirror, laser pointer and protractor 3. Alphabet Chart and plane mirror
4. Plane mirror, graphing paper, 10 one-peso coin,
modeling clay and pen.

2. Learners Material pages pp. 173 - 175 pp. 176 - 177 pp. 177-178
3. Textbook pages
lesson or presenting the Review previous lesson on electromagnetic spectrum. Review previous activity on the height, width and Review previous lesson about angle of incidence and
new lesson. Emphasize that one of the most common among these distance of the object and image formed by a plane angle of reflection. Relate previous activity to further
electromagnetic waves is the visible light. mirror. investigate the reflection of light in plane mirrors on mirror
109
ELICIT (The activities in left-right reversal.
students)
B. Establishing a purpose for Present instances of the new lesson by relating that Present instances of the new lesson by asking the Present instances of the new lesson by asking this
the lesson. one of the properties of visible light is reflection and question. question.
C. Presenting refraction that will be discuss in the next topic on light:
examples/instances of the mirrors and lenses. Why can we see our reflection in a window but not a What do you think are the letters of the alphabet that can
new lesson. brick wall? be read properly in front of the mirror?
ENGAGE (The activities in Start the lesson by asking the question what kind of
this section will stimulate their mirror do you have at home?
D. Discussing the new The students will do activity on “Mirror, mirror, on the The students will do Activity “Angle of Incidence vs. The students will do activity “Mirror Left-Right Reversal”
concepts and practicing new wall” for them to determine the height, width, and the Angle of Reflection” for them to differentiate incident for them to describe the image formed by the plane mirror
skills #1 distance from the mirror of the image formed by plane ray from refracted ray and illustrate reflection of light and show an understanding of reversal effect in mirrors by
E. Discussing the new mirrors and compare the actual height, width and ray on a plane mirror. writing laterally inverted letters and words.
concepts and practicing new distance from the mirror of the object with that of the
skills #2 image formed by plane mirror. Let the students answer the guide questions of the
activity.
EXPLORE (In this Let the students answer the guide questions of the
section, students will be given Let the students answer the guide questions of the activity.
activity. How do the angle of incidence compare with the
time to think, plan, angle of reflection.
investigate, and organize Think of words that can be read properly both with a
collected information ; or the How do the height and width of the object compare with mirror and without a mirror. What are these words?
performance of the the height and width of the image?
Guide questions)
F. Developing mastery Explain that Discuss and present the concept on reflection of Explain that
(Leads to formative light about the relationship between incident ray,
Discuss and present the concept on reflection of light in reflected ray, and the normal line.  A girl combing her hair with her left hand.
110
assessment 3) the comparison of the images form by plane mirror However, in her image, you will notice that she is
EXPLAIN (In this section, regarding the height, width and distance of the object.  The angle of incidence is equal to the combing her hair with her right hand. This effect
students will be involved in an angle of reflection. is known as the mirror left-right reversal. The left
analysis of their exploration. In plane mirrors: side of the object appears as the right side of the
Their understanding is image and the right appears as the left. This
 The distance (p) and the image distance, (q) is explains the word AMBULANCE in an ambulance
equal. car is flipped.
 The image appears as if it is behind the mirror
but actually not, the image is called virtual.
 The height of the image, h’ in plane mirrors is
always the same as the height of the object.
day.
skills in daily living.  Reflection - is the bouncing off of light rays  Incident Ray – the ray of light approaching  Discuss and present the concept on reflection of
H. Making generalization and when it hits a surface like a plane mirror. the mirror represented by an arrow light about the function of mirror left-right reversal
abstraction about the lesson.  In plane mirrors, the image appears as if it approaching an optical an optical element
ELABORATE behind the mirror but actually not so the image like mirrors.  In the mirror left-right reversal. The left side of the
( This section will give is virtual.  Reflected Ray – The ray of light which object appears as the right side of the image and
students the opportunity to  The value therefore of image distance, q is leaves the mirror and is represented by an the right side appears as the left.
expand and solidify / negative. The height of the image, h in the arrow pointing away from the mirror.
concretize their plane mirror is always the same as the height  Normal Line – an imaginary line that can
understanding of the concept of the object. be drawn perpendicular to the surface of
and / or apply it to real –world the mirror at the point of incidence where
situation) the ray strikes the mirror.
concept check test items and How do the height and width of the object compare with How does the angle of incidence compare with the None
answer key which are aligned the height and width of the image? angle of reflection?
to the learning objectives -
111
J. Additional activities for Emphasize importance of mirror at home, in a Discuss and present the concept on reflection of Mirror Left-Right Reversal explains why the word
application or remediation. department store or the mirrors used in the car. light about the relationship between incident ray, “AMBULANCE” in an ambulance car is flipped.
EXTEND ( This sections give reflected ray, and the normal line.
V. REMARKS
DLP Reflection for October 1-5, 2018
October 1 (Monday) 2 (Tuesday) 3 (Wednesday) 4 (Thursday) 5 (Friday)
A. No. of learners who There are 71/80 learners No formative assessment There are 69/80 learners who earned No formative assessment – No formative
earned 80% in the who earned 80% in the given 80% in the formative assessment not carried due to the assessment – not
evaluation formative assessment celebration of the teachers carried due to the
day – students teachers for celebration of the
the day teachers day – students
teachers for the day
below 80%
lesson
continue to require
remediation
E. Which of my teaching Direct Instruction Direct Instruction cooperative Interactive Instruction cooperative Interactive Instruction Interactive Instruction
strategies worked well? cooperative learning and learning and lecture. learning and lecture. cooperative learning and cooperative learning
Why did this work? lecture lecture. and lecture.
encounter which my principal
or supervisor can help me
solve?
G. What innovation or worksheets none worksheets none none
112

DANNY L. MARQUEZ
HT1

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time October 22-26, 2018 Quarter Second Quarter
- 20
October 22 (Monday) October 23-24 ( Tuesday & Wednesday) October 25-26 (Thursday &
Friday)
I. OBJECTIVES
Subject Matter
MIRROR RAY DIAGRAMMING - MIRROR EQUATION DISTRICT INSET
GRAPHICAL METHOD
Specific Objectives Construct ray diagrams to determine qualitative characteristics Determine the quantitative (location, orientation, type and
of images formed by curved mirrors (the location, orientation, magnification) characteristics of images formed by curved
113
size, and type of images). mirrors.
Instructional Strategies 1. Interactive Instruction (cooperative learning, and ray 1. Interactive Instruction (cooperative learning).
diagramming). 2. Experiential Instruction (problem solving).
2. Experiential Instruction (experiments). 3. Direct instruction (lecture).
4. Demonstration Lesson
Instructional Materials 1. Traditional Resources (textbooks, worksheets, and modules) 1. Traditional Resources (textbooks, worksheets, and modules)
4. Spherical mirror, ruler 3. calculator
1. Teacher’s Guide pages pp. pp. pp.

2. Learners Material pages pp. 187 - 189 pp. 190-194 pp.
3. Textbook pages
lesson or presenting the Review previous lesson on the characteristics of spherical Review previous lesson on ray diagramming.
new lesson. mirrors.
draw out prior concepts of or
students)
114
B. Establishing a purpose for Present instances of the new lesson by relating that there are Present instances of the new lesson by asking the question.
the lesson. different orientation, size and type of images formed by spherical
C. Presenting mirror such as concave and convex mirror. What is the difference between qualitative and quantitative
examples/instances of the representation of images formed by curved mirrors.
new lesson. Start the lesson by asking the question what you think will be
ENGAGE (The activities size, type, orientation and location of the images formed by
in this section will stimulate curved mirrors.
their thinking and help them
D. Discussing the new The students will do activity on “Are you L-O-S-T after The students will solve problems “Angle of Incidence vs. Angle
concepts and practicing new Reflection” for them to determine the location, orientation, size, of Reflection” for them to differentiate incident ray from refracted
skills #1 and type of images formed by curved mirror. ray and illustrate reflection of light ray on a plane mirror.
E. Discussing the new Let the students answer the guide questions of the activity.
concepts and practicing new Let the students answer the guide questions of the activity.
skills #2 How does the location of the object affect the characteristics and
How do the angle of incidence compare with the angle of
EXPLORE (In this location of the image formed in a concave mirror? Convex
reflection.
section, students will be mirror?
performance of the
Guide questions)
F. Developing mastery Explain that Discuss and present the concept of mirror equation.
(Leads to formative
assessment 3)  Images formed by curved mirrors depend on the Mirror Equation:
location of the object. 1/f = 1/p + 1/q
 Location of the image depends on the intersection of where:
students will be involved in
the reflected rays. f = focal length or distance from the mirror and the focal point, F
an analysis of their
 The size of the image will be the same, enlarged or p = distance of the object from the mirror
exploration. Their
reduced q = distance of the image from the mirror
115
and modified because of  The orientation of the image is either upright or inverted
reflective activities)/Analysis  The type of the image is either real or virtual. The sign conventions for Mirror
of the gathered data and  L-O-S-T stands for Location, Orientation (upright or  f is positive (+) if the mirror is a concave mirror
results and be able to inverted) Size (same reduced or enlarged) and Type  f is positive (-) if the mirror is a convex mirror
answer the Guide Questions (real or virtual).  h’ is (+) if the image is an upright image
leading to the focus concept  h’ is (-) if the image an inverted image
or topic of the day.
G. Finding practical Elaborate that Elaborate that
skills in daily living.  In determining the position and nature of the image  Mirror equation provides numerical information about
H. Making generalization graphically, the ‘Four Principal Rays’ are used. Ray image distance and object size.
and abstraction about the diagramming is used in graphical method of locating  To determine the exact location and size of the image
lesson. the image. formed in a curved mirror, an equation is needed.
ELABORATE  In determining the image, always start by drawing the
 Mirror equation applies to both concave and convex
( This section will give curved mirror and its principal axis, and then identify
mirrors.
students the opportunity to the F and C on the principal axis. Next is to draw the
expand and solidify / object then diagram the rays from the object.
concretize their
understanding of the concept
and / or apply it to real –
world situation)
I. Evaluating learning Evaluate students understanding by giving simple formative Evaluate students understanding by giving simple formative
EVALUATION assessment. assessment.
concept check test items and 1. What type of mirror do dentists usually use to clearly see the What is the image distance and image height if a 7.00cm tall
answer key which are images of our teeth? Why? object is placed 30.0cm from a concave mirror having a focal
aligned to the learning 2. What kind of cured mirror do you see in the most of the length of 10.0cm?
objectives - content and department stores? Why do they use such kind of mirror?
performance standards and
address misconceptions – if
any)
116
V. REMARKS
October 15 (Monday) 16 (Tuesday) 17 (Wednesday) 18 (Thursday) 19 (Friday)
A. No. of learners who No formative assessment There are 72/80 learners who No formative assessment ON LEAVE ON LEAVE
earned 80% in the given earned 80% in the formative given
evaluation assessment
below 80%
lesson
D. No. of learners who none none none
continue to require
remediation
E. Which of my teaching Indirect Instruction where Independent Learning where Interactive Instruction
strategies worked well? able to gain concept students were able to answer cooperative learning and
Why did this work? formation on the the assigned questions in the lecture.
relationship between the activity.
number of images formed
and the angle between the
two mirrors.
F. What difficulties did I none none none
encounter which my
help me solve?
117
G. What innovation or none worksheets none

DANNY L. MARQUEZ
HT1

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time November 5-9, 2018 Quarter Second Quarter
- 20
November 5 (Monday & Tuesday) November 6-7 ( Wednesday & Thursday) November 8-9 (Friday & Saturday)
I. OBJECTIVES
118
Subject Matter MIRROR EQUATION LENSES – RAY DIAGRAMMING SECOND QUARTER EXAMINATION
Specific Objectives Determine the quantitative (location, orientation, type and Construct ray diagrams to determine qualitative
magnification) characteristics of images formed by curved characteristics of images formed by lenses (the location,
mirrors. orientation, size, and type of images).
Instructional Strategies 1. Interactive Instruction (cooperative learning). 1. Interactive Instruction (cooperative learning, and ray
2. Experiential Instruction (problem solving). diagramming).
3. Direct instruction (lecture). 2. Experiential Instruction (experiments).
Instructional Materials 1. Traditional Resources (textbooks, worksheets, and 1. Traditional Resources (textbooks, worksheets, and
modules) modules)
3. Calculator 4. Lenses, Ruler

2. Learners Material pages pp. 190-194 pp. 200 - 203 pp.
3. Textbook pages
lesson or presenting the Review previous lesson on curved mirror ray diagramming. Review previous lesson on curved mirror equation.
new lesson.
119
students).
B. Establishing a purpose for Present instances of the new lesson by asking the Present instances of the new lesson by relating that there
the lesson. question. are different orientation, size and type of images formed by
C. Presenting lenses such as concave and convex lens.
examples/instances of the What is the difference between qualitative and quantitative
new lesson. representation of images formed by curved mirrors. Start the lesson by asking the question what you think will
ENGAGE (The activities be size, type, orientation and location of the images formed
in this section will stimulate by lenses.
the present lesson).
D. Discussing the new The students will solve problems “Angle of Incidence vs. The students will do activity on “Are you L-O-S-T after
concepts and practicing new Angle of Reflection” for them to differentiate incident ray Refraction” for them to determine the location, orientation,
skills #1 from refracted ray and illustrate reflection of light ray on a size, and type of images formed by lenses.
E. Discussing the new plane mirror. Let the students answer the guide questions of the activity.
concepts and practicing new
skills #2 Let the students answer the guide questions of the activity. How does the image change in its size and location, as the
EXPLORE (In this How do the angle of incidence compare with the angle of
object comes nearer the convex lens? Concave lens?
reflection.
performance of the
Guide questions).
F. Developing mastery Discuss and present the concept of mirror equation. Explain that
(Leads to formative
assessment 3) Mirror Equation:  Images formed by lenses depend on the location of
1/f = 1/p + 1/q the object.
120
EXPLAIN (In this section, where:  Location of the image depends on the intersection
students will be involved in f = focal length or distance from the mirror and the focal of the reflected rays.
an analysis of their point, F  The size of the image will be the same, enlarged or
exploration. Their p = distance of the object from the mirror reduced
understanding is clarified q = distance of the image from the mirror  The orientation of the image is either upright or
and modified because of inverted
reflective activities)/Analysis The sign conventions for Mirror  The type of the image is either real or virtual.
of the gathered data and  f is positive (+) if the mirror is a concave mirror  L-O-S-T stands for Location, Orientation (upright or
results and be able to  f is positive (-) if the mirror is a convex mirror inverted) Size (same reduced or enlarged) and
answer the Guide Questions  h’ is (+) if the image is an upright image Type (real or virtual).
leading to the focus concept  h’ is (-) if the image an inverted image
skills in daily living.  Mirror equation provides numerical information  A lens is a transparent material made of glass or
H. Making generalization about image distance and object size. plastic that refracts and focuses light rays at a
and abstraction about the  To determine the exact location and size of the point.
lesson. image formed in a curved mirror, an equation is  There are two types of Lenses:
ELABORATE needed.
a. Convex lens or Converging lens
( This section will give b. Concave lens or Diverging lens
 Mirror equation applies to both concave and
students the opportunity to convex mirrors.
concretize their
world situation)
I. Evaluating learning Evaluate students understanding by giving simple Evaluate students understanding by giving simple formative
EVALUATION formative assessment. assessment.
concept check test items and What is the image distance and image height if a 7.00cm Refer to the size of object and the size of the image from
answer key which are tall object is placed 30.0cm from a concave mirror having a the drawn ray diagrams for convex lens. Identify the location
aligned to the learning focal length of 10.0cm? of object for which the following optical instruments are used
objectives - content and to. Match column A with column B
address misconceptions – if Column A Column B
any) Photocopy “Xerox” Machine At Infinity
Camera Beyond 2F’
121
Telescope At 2F’
Projector Between 2F’and F’
Magnifying Glass Between F’ and V

V. REMARKS
October 22 (Monday) 23Tuesday) 24 (Wednesday) 25 (Thursday) 26 (Friday)
A. No. of learners who No formative assessment No formative assessment There are 72/80 learners INSET INSET
earned 80% in the given given who earned 80% in the
below 80%
lesson
continue to require
remediation
E. Which of my teaching Indirect Instruction where Interactive Instruction Independent Learning
strategies worked well? able to gain concept cooperative learning and where students were able
Why did this work? formation on the location, lecture. to answer the assigned
orientation, size and type of questions in the activity.
images formed by curved
mirrors.
122
encounter which my
help me solve?
G. What innovation or none none worksheets

DANNY L. MARQUEZ
HT1

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time November 12-16, 2018 Quarter Third Quarter
- 20
November 12 (Monday) November 13 – 14 (Tuesday & Wednesday) November 15 – 16 (Thursday & Friday)
I. OBJECTIVES
 Organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems.
 How these feedback mechanisms help the organism maintain homeostasis to reproduce?
123
 To create and present information or a campaign advertising video to the public about the common and effective contraceptive measures used in family planning,
in line with the Reproductive Health Law.
Write the LC code for each  Describe the parts of the nervous, endocrine and reproductive systems along their functions;
 Explain the role of hormones involved in the female and male reproductive systems;
 Describe the feedback mechanisms in regulating processes in the female reproductive systems;
 Describe how the nervous system coordinates and regulates feedback mechanisms to maintain homeostasis.
Subject Matter CHECKING OF TEST PAPERS COMPILATION AND COMPLETION OF SECOND QUARTER LENSES – RAY DIAGRAMMING
OUTPUTS
Specific Objectives Check students’ test paper for the Compile and complete second quarter outputs. Construct ray diagrams to determine qualitative
Second Quarter. characteristics of images formed by lenses (the location,
orientation, size, and type of images).
Instructional Strategies Question and answer Independent learning 1. Interactive Instruction (cooperative learning, and ray
diagramming).
Instructional Materials Copy of the test papers Activity sheets, score sheets 1. Traditional Resources (textbooks, worksheets, and
modules)
2. Audio-Visual (power point)
4. Lenses, Ruler
2. Learners Material pages pp. pp. pp. 200 - 203
3. Textbook pages
124
lesson or presenting the Distribution of test paper Distribution of score sheet for the written and performance task Review previous lesson on curved mirror equation.
new lesson. output
students).
B. Establishing a purpose for Present instances of the new lesson by relating that there
the lesson. Give instruction in checking the test Give instruction in compiling and completing their second quarter are different orientation, size and type of images formed by
C. Presenting paper outputs lenses such as concave and convex lens.
new lesson. Start the lesson by asking the question what you think will
ENGAGE (The activities be size, type, orientation and location of the images formed
in this section will stimulate by lenses.
D. Discussing the new The students will do activity on “Are you L-O-S-T after
concepts and practicing new Individual students will read the given Individual students will arrange in order all their papers for the Refraction” for them to determine the location, orientation,
skills #1 questions and give the correct answer written works and performance task. size, and type of images formed by lenses.
E. Discussing the new Let the students answer the guide questions of the activity.
skills #2 How does the image change in its size and location, as the
EXPLORE (In this object comes nearer the convex lens? Concave lens?
performance of the
Guide questions).
125
F. Developing mastery Explain the reason in checking the Explain the reason in compiling and completing their second Explain that
(Leads to formative test paper for them to check if their quarter outputs for them to check their performance.
assessment 3) answer is correct or not.  Images formed by lenses depend on the location
of the object.
 Location of the image depends on the intersection
students will be involved in
of the reflected rays.
an analysis of their
 The size of the image will be the same, enlarged or
exploration. Their
reduced
 The orientation of the image is either upright or
inverted
reflective activities)/Analysis
 The type of the image is either real or virtual.
of the gathered data and
results and be able to  L-O-S-T stands for Location, Orientation (upright or
inverted) Size (same reduced or enlarged) and
answer the Guide Questions
Type (real or virtual).
leading to the focus concept
G. Finding practical Elaborate that
skills in daily living.  A lens is a transparent material made of glass or
H. Making generalization plastic that refracts and focuses light rays at a
and abstraction about the point.
lesson.  There are two types of Lenses:
ELABORATE a. Convex lens or Converging lens
( This section will give b. Concave lens or Diverging lens
students the opportunity to
concretize their
world situation)
I. Evaluating learning Evaluate students understanding by giving simple formative
EVALUATION Result of the second quarter Accumulated written and performance task scores assessment.
( This section will provide for examination
concept check test items and Refer to the size of object and the size of the image from
answer key which are the drawn ray diagrams for convex lens. Identify the
aligned to the learning location of object for which the following optical instruments
objectives - content and are used to. Match column A with column B
126
address misconceptions – if Column A Column B
any) Photocopy “Xerox” Machine At Infinity
Camera Beyond 2F’
Telescope At 2F’
Projector Between 2F’and F’
Magnifying Glass Between F’ and V
V. REMARKS
DLP Reflection for November 5-10, 2018
NOVEMBER 5 (Monday) 6 (Tuesday) 7 (Wednesday) 8 (Thursday) 9 (Friday)
A. No. of learners who No formative assessment given No formative assessment There are 75/80 learners ON LEAVE ON LEAVE
earned 80% in the given who earned 80% in the
below 80%
lesson
continue to require
remediation
E. Which of my teaching Indirect Instruction where able to Interactive Instruction Independent Learning where
strategies worked well? gain concept formation on the cooperative learning and students were able to answer
Why did this work? location, orientation, size and type lecture. the problem solving on
of images formed by curved mirrors. mirror equation.
127
encounter which my
help me solve?
G. What innovation or none none worksheets

DANNY L. MARQUEZ
HT1

GRADES 1 to 12
DAILY LESSON LOG
- 20
November 19 (Monday) November 20 (Tuesday) November 21 ( Wednesday) November 22 (Thursday) November 23 (Friday)
I. OBJECTIVES
128
Subject Matter MIRROR EQUATION UNIT 3. MODULE 1. THE NERVOUS SYSTEM MAJOR DIVISION AND PARTS SENSORY AND MOTOR
PRE-ASSESSMENT OF THE NERVOUS SYSTEM NEURONS
Specific Objectives Determine the quantitative Determine the different group of Identify the parts of the nervous 1. Identify and discuss the Explain how the body
(location, orientation, type and body organs. system. major division and parts of the processes are controlled
magnification) characteristics nervous system; and through the nervous system
of images formed by curved 2. Explain the function of the with the use of sensory and
mirrors. different parts of the nervous motor neurons.
system.
Instructional Strategies 1. Interactive Instruction pre-assessment 1. Interactive Instruction 1. Direct instruction (lecture) 1. Interactive Instruction
(cooperative learning). (cooperative learning). 2. Indirect Instruction (cooperative learning).
2. Experiential Instruction 2. Experiential Instruction (concept formation and 2. Experiential Instruction
(problem solving). (experiments). reflective discussion) (experiments).
Instructional Materials 1. Traditional Resources Pictures of the different body 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources
(textbooks, worksheets, and organs. (textbooks, worksheets, and (textbooks, worksheets, and (textbooks, worksheets, and
modules) modules) modules) modules)
2. Audio-Visual (power 2 Graphic organizer 2. Audio-Visual (power point) 2. Data chart
point)
3. Calculator
A. References G10 Science Learners Material G10 Science Learners Material G10 Science Learners Material G10 Science Learners Material G10 Science Learners Material
1. Teacher’s Guide pages pp. pp. pp. pp. pp.
129
2. Learners Material pages pp. 190-194 pp. 227-228 pp. 230 - 231 p. 229 pp. 232-236
3. Textbook pages
A. Reviewing previous Review previous lesson on What are the different systems Review previous lesson on the Review on the identified parts of Simple review on the past
lesson or presenting the curved mirror ray of the human body? different group of organs that the nervous system. topic about the major and
new lesson. diagramming. belong to the nervous, endocrine different parts of the nervous
and reproductive system? system.
students).
B. Establishing a purpose for Present instances of the new How do the nervous, endocrine What are the different parts of the What division of the nervous How does your nervous
the lesson. lesson by asking the question. and reproductive systems nervous system? system does spinal cord and system work?
C. Presenting perform coordinated functions? spinal nerves belong?
examples/instances of the What is the difference between
new lesson. qualitative and quantitative
ENGAGE (The activities representation of images
in this section will stimulate formed by lenses.
D. Discussing the new The students will solve The students’ will answer the The students will do activity The students will identify and The students will do the
concepts and practicing new problems involving lens pre-assessment entitled (Odd “Break it Down!” by using graphic label the different parts of the activity “A Nervous Trip” for
skills #1 equation. Organ Out) of unit 3. Module 1. organizer in filling up the missing nervous system and let them them to understand how the
E. Discussing the new Coordinated Functions of the parts to complete the entire write their function. nervous system controls body
concepts and practicing new Nervous, Endocrine, and concept showing the structure of processes.
skills #2 Reproductive Systems. the nervous system.
EXPLORE (In this
section, students will be Let the students answer the guide
130
given time to think, plan, questions of the activity.
performance of the
Guide questions).
F. Developing mastery Discuss and present the Explain that: Explain that : Explain that: Explain that:
(Leads to formative concept of lens equation.
assessment 3)  The human body is  Nervous system consists  The Central Nervous  When a receptor
Lens Equation: made of different of central nervous System serves as the such as an organ
EXPLAIN (In this section, systems that main processing perceives a stimulus,
1/f = 1/p + 1/q system and peripheral
students will be involved in coordinate with one center for the entire the impulse is sent to
where: nervous system.
an analysis of their another in order to nervous system while the brain by the
f = focal length or distance
exploration. Their perform their functions the Peripheral Nervous sensory neurons,
from the lens and the focal
understanding is clarified well. System (PNS) which then transmit
point, F
and modified because of connects the central information from one
p = distance of the object from nervous system to the
reflective activities)/Analysis nerve cell to another.
the lens organs and limbs by
of the gathered data and  As the message
q = distance of the image from relaying information reaches the brain, it
the lens through the nerves. processes the
leading to the focus concept information and
The sign conventions for commands effectors
lenses such as a muscle or
 f is positive (+) if the an organ to respond.
mirror is a convex The message coming
lens from the brain is sent
 f is positive (-) if the through the motor
mirror is a concave neurons.
lens
 h’ is (+) if the image is
an upright image
 h’ is (-) if the image
an inverted image
G. Finding practical Elaborate that Elaborate that Elaborate that Elaborate that Elaborate that
application of concepts and  Human body organs  Nervous system  CNS consist of two  Neurons have the
131
skills in daily living.  Lens equation consist of different connects all your body main components, special ability to carry
H. Making generalization provides numerical group of organs. parts and transmits namely the: signals or impulses.
and abstraction about the information about  Each system has its signals from one part to a. Brain - is the organ located  It is specially
lesson. image distance and own function in the another. within the skull that functions as intended for
ELABORATE object size. body.  It is a system of cells, organizer and distributor of information
( This section will give  To determine the tissues, and organs that information for the body. It has processing and
students the opportunity to regulates the body three main parts: signalling.
exact location and
expand and solidify / responses to internal and 1. Cerebrum  They relay and
size of the image
concretize their external stimuli. 2. Cerebellum receive messages
formed in lenses, an between the brain
understanding of the concept 3. Brain Stem
equation is needed. and body, and within
 Lens equation applies the brain and spinal
world situation)
to both concave and cord.
convex lens.
I. Evaluating learning Evaluate students No formative evaluation No formative assessment Evaluate students Evaluate students learning by
EVALUATION understanding by giving simple understanding by giving simple asking the following questions:
( This section will provide for formative assessment. formative assessment. 1. How does the brain receive
concept check test items and 1. How will you differentiate the the information from the
answer key which are What is the image distance Central Nervous System (CNS) receptor?
aligned to the learning and image height if a 4.10cm and the Peripheral Nervous 2. What does the brain do as
objectives - content and tall object is placed 25.6cm System (PNS) in terms of their soon as it receives the
performance standards and from a convex lens having a functions?
information?
address misconceptions – if focal length of 11.0cm? 2. What might happen to the
3. How is the message from
any) human body if one part of the
nervous system fails to carry the brain sent in response to
out its function properly? the stimuli?
V. REMARKS
132
NOVEMBER 12 (Monday) 13(Tuesday) 14 (Wednesday) 15 (Thursday) 16 (Friday)
A. No. of learners who No formative assessment No formative assessment No formative assessment No formative assessment given There are 75/80 learners
earned 80% in the given – Checking of Test given – Completion and given - Completion and who earned 80% in the
evaluation Paper Compilation of 2nd Quarter Compilation of 2nd Quarter formative assessment
Outputs Outputs
below 80%
lesson

continue to require
remediation
E. Which of my teaching none none none Interactive Instruction Interactive Instruction
strategies worked well? cooperative learning and cooperative learning and
Why did this work? lecture. lecture.
- Ray Diagramming - Ray Diagramming
F. What difficulties did I low scores of some students students absences and non none none none
encounter which my – problem on study habits completion of requirements
help me solve?
G. What innovation or Constructed Test Questions Score Sheet Template none worksheets worksheets
Prepared by: ARACELI K. TAMIRAY

Checked By: DANNY L. MARQUEZ
HT1
133
GRADES 1 to 12
DAILY LESSON LOG
- 20
November 26 (Monday) November 27 (Tuesday) November 28 ( Wednesday) November 29 (Thursday) November 30 (Friday)
I. OBJECTIVES
134
Subject Matter SENSORY AND MOTOR SENSORY AND MOTOR THE ENDOCRINE GLANDS THE ENDOCRINE GLANDS NATIONAL HOLIDAY-
NEURONS NEURONS AND THEIR HORMONES AND THEIR HORMONES BONIFACIO DAY
Specific Objectives Explain how the body Explain how the body processes Identify the major endocrine Identify the major endocrine
processes are controlled are controlled through the glands in the human body and glands in the human body and
through the nervous system nervous system with the use of their functions. their functions.
with the use of sensory and sensory and motor neurons.
motor neurons.
Instructional Strategies 1. Interactive Instruction 1. Interactive Instruction 1. Interactive Instruction 1. Direct instruction (lecture)
(cooperative learning). (cooperative learning). (cooperative learning). 2. Indirect Instruction
2. Experiential Instruction 2. Experiential Instruction 2. Experiential Instruction (concept formation and
(games, experiments, field (games, experiments, field (experiments). reflective discussion)
trips, model building, field trips, model building, field 3. Indirect Instruction (concept 2. Indirect Instruction
observations, role play, observations, role play, formation and reflective (concept formation and
simulations, etc.) simulations, etc. discussion) reflective discussion)
Instructional Materials 1. Traditional Resources Pictures of the different body 1. Traditional Resources 1. Traditional Resources
(textbooks, worksheets, and organs. (textbooks, worksheets, and (textbooks, worksheets, and
modules) 2. Game set-up showing the modules) modules)
2. Game set-up showing the relay course from start to end. 2. Graphic Organizers/2D 2. Graphic Organizers/2D
relay course from start to (charts, pictures, maps, (charts, pictures, maps,
end. diagrams, graphs, tables) diagrams, graphs, tables)
1. Teacher’s Guide pages p. 173-175 pp. 173-175 pp. 176-178 pp. 176-178 pp.
2. Learners Material pages pp. 237-239 pp. 237-239 pp. 240-243 pp. 240-243 pp.
3. Textbook pages
135
A. Reviewing previous Simple review on the past Simple review on the past topic Review previous lesson on the Review previous lesson on the
lesson or presenting the topic about the major and about the major and different sensory and motor neurons sensory and motor neurons
new lesson. different parts of the nervous parts of the nervous system.
system.
students).
B. Establishing a purpose for How does your nervous How does your nervous system How does your endocrine How does your endocrine
the lesson. system work? work? system function? system function?
C. Presenting
new lesson.
ENGAGE (The activities
in this section will stimulate
D. Discussing the new The students will do the The students will do the activity The students will do activity The students will do activity
concepts and practicing new activity “A Nervous Trip” for “A Nervous Trip” for them to “Who’s in Control? For the “Who’s in Control? For the
skills #1 them to understand how the understand how the nervous learners to identify some of the learners to identify some of the
E. Discussing the new nervous system controls body system controls body processes. major endocrine glands in the major endocrine glands in the
concepts and practicing new processes. human body and their functions. human body and their functions.
skills #2
EXPLORE (In this Let the students study each Let the students study each
section, students will be picture that shows the; picture that shows the;
given time to think, plan, a. role of a particular gland in the a. role of a particular gland in
investigate, and organize endocrine system. the endocrine system.
collected information ; or the b. write down the name of the b. write down the name of the
performance of the endocrine gland. endocrine gland.
planned/prepared activities c. explain the effect according to c. explain the effect according
from the student’s manual its function. to its function.
Guide questions).
136
F. Developing mastery Explain that: Explain that: Explain that : Explain that:
(Leads to formative
assessment 3)  When a receptor such  As the message  Ovaries secrete more  The Central Nervous
as an organ reaches the brain, it progesterone and System serves as the
EXPLAIN (In this section, perceives a stimulus, processes the main processing
estrogens to promote
students will be involved in the impulse is sent to information and center for the entire
pregnancy
an analysis of their the brain by the commands effectors nervous system while
 Adrenal gland
exploration. Their sensory neurons, such as a muscle or an the Peripheral Nervous
produces adrenaline to
understanding is clarified which then transmit organ to respond. The System (PNS)
message coming from activate short term connects the central
and modified because of information from one
the brain is sent through stress response nervous system to the
reflective activities)/Analysis nerve cell to another.
the motor neurons.  Pituitary gland produces organs and limbs by
growth hormones. relaying information
answer the Guide Questions through the nerves.
G. Finding practical Elaborate that Elaborate that Elaborate that Elaborate that
application of concepts and  Neurons have the  They relay and receive  The endocrine system  The major glands in
skills in daily living. special ability to carry messages between the consists of glands that the body are the
H. Making generalization signals or impulses. brain and body, and secrete chemicals pituitary, thyroid,
and abstraction about the  It is specially intended within the brain and called hormones that parathyroid, thymus,
lesson. for information spinal cord. control various body adrenal, pancreas,
ELABORATE processing and processes. ovaries and testes.
( This section will give signalling.  This control system
students the opportunity to usually brings about
expand and solidify / slow changes in the
concretize their body because
understanding of the concept hormones move
and / or apply it to real – through the circulatory
world situation) system more slowly
than the nerve impulses
I. Evaluating learning No formative assessment Evaluate students learning by No formative assessment Evaluate students
EVALUATION asking the following questions: understanding by giving simple
( This section will provide for formative assessment.
concept check test items and 1. How does the brain receive
answer key which are the information from the _____ 1. Part of the endocrine
aligned to the learning receptor? system that stimulates growth,
and controls the functions of
137
objectives - content and 2. What does the brain do as other glands.
performance standards and soon as it receives the _____2. Controls the calcium
address misconceptions – if information? levels in your body, and
any) 3. How is the message from the normalizes bone growth.
brain sent in response to the
stimuli?
V. REMARKS
NOVEMBER 19 (Monday) 20(Tuesday) 21 (Wednesday) 22 (Thursday) 23 (Friday)
A. No. of learners who There are 65/80 learners There are 65/80 learners who No formative assessment There are 69/80 learners No formative assessment
earned 80% in the who earned 80% in the earned 80% in the formative given who earned 80% in the given.
evaluation formative assessment. assessment. formative assessment
below 80%
lesson
continue to require
remediation
E. Which of my teaching Indirect instruction where Independent study where Experiential instruction where Experiential instruction Indirect instruction where
strategies worked well? students solve problems there are assigned questions are able to build model where are able to build students are able to have
Why did this work? involving lens equation. for each students to answer concept about nervous model concept about concept formation on
about different parts of the system. nervous system. sensory and motor neurons.
body organs.
138
F. What difficulties did I 1. no materials such as Some students do not know some students do not know some students do not know 1. no materials such as rulers
encounter which my calculators how to categorize the group how to make concept map how to make concept map 2. Some students do not
2. some students do not of organs in the body know how to follow
help me solve?
know how to do instructions.
simplification answer in
solving problems
G. What innovation or none pictures of the nervous system concept map of the nervous concept map of the nervous data chart
localized material did I of the body system system

HT1
139
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time December 3-7, 2018 Quarter Third Quarter
- 20
December 3 (Monday) December 4 (Tuesday) December 5 ( Wednesday) December 6 (Thursday) December 7 (Friday)
I. OBJECTIVES
Subject Matter THE ENDOCRINE GLANDS THE ENDOCRINE GLANDS EFFECTS OF HORMONES EFFECTS OF HORMONES THE REPRODUCTIVE SYSTEM
AND THEIR HORMONES AND THEIR HORMONES IN THE BODY IN THE BODY - MALE REPRODUCTIVE
SYSTEM
Specific Objectives Identify the major endocrine Identify the major endocrine Explain the effect of a particular Explain the effect of a particular Determine the different parts
glands in the human body glands in the human body and hormone in the body if not hormone in the body if not of the male reproductive
and explain their functions. explain their functions. properly regulated. properly regulated. system and explain their
function.
Instructional Strategies 1. Interactive Instruction 1. Direct instruction (lecture) 1. Interactive Instruction 1. Interactive Instruction 1. Direct instruction (lecture)
140
(cooperative learning). 2. Indirect Instruction (cooperative learning). (cooperative learning). 2. Indirect Instruction
2. Experiential Instruction (concept formation and 2. Experiential Instruction 2. Experiential Instruction (concept formation and
(experiments). reflective discussion) (games, experiments, field (games, experiments, field reflective discussion)
3. Indirect Instruction 2. Indirect Instruction trips, model building, field trips, model building, field 2. Indirect Instruction
(concept formation and (concept formation and observations, role play, observations, role play, (concept formation and
reflective discussion) reflective discussion) simulations, etc.) simulations, etc. reflective discussion)
Instructional Materials 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources
(textbooks, worksheets, and (textbooks, worksheets, and (textbooks, worksheets, and (textbooks, worksheets, and (textbooks, worksheets, and
modules) modules) modules) modules) modules)
2. Graphic Organizers/2D 2. Graphic Organizers/2D 2. Graphic Organizers/2D 2. Graphic Organizers/2D 2. Graphic Organizers/2D
(pictures) (pictures) (pictures) (pictures) (pictures)
3. Audio-Visual (power point ) 3. Audio-Visual (power point) 3. Audio-Visual (power point)
1. Teacher’s Guide pages pp. 176-178 pp. 176-178 p. 179 pp. 179 pp. 180
2. Learners Material pages pp. 240-243 pp. 240-243 pp. 244-246 pp. 244-246 pp. 247-248
3. Textbook pages
A. Reviewing previous Review previous lesson on Review previous lesson on the Simple review on the past topic on Simple review on the past topic Review previous lesson on the
lesson or presenting the the sensory and motor sensory and motor neurons the different parts of the endocrine on the different parts of the effects of hormones in the
new lesson. neurons system their glands, hormones endocrine system their glands, body.
and their functions hormones and their functions
students).
141
B. Establishing a purpose for The students will be The students will be The students will be familiarized The students will be familiarized The students will familiarized
the lesson. familiarizing with the different familiarizing with the different with the different disorders in the with the different disorders in the with the different parts and
C. Presenting glands in the human glands in the human endocrine endocrine system due to endocrine system due to functions of the male
examples/instances of the endocrine system. system. hormonal imbalance and the hormonal imbalance and the reproductive system?
new lesson. hormones responsible. hormones responsible.
ENGAGE (The activities What are the different parts of How does your endocrine What part of the male
in this section will stimulate the nervous system? system function? What happens to the human body What happens to the human reproductive system that is
their thinking and help them if there will be hormonal body if there will be hormonal also associated with the
access and connect prior imbalance? imbalance? endocrine system?
D. Discussing the new The students will do activity The students will do activity The students will do the activity The students will do the activity The students will identify the
concepts and practicing new “Who’s in Control? For the “Who’s in Control? For the “What Went Wrong” for the “What Went Wrong” for the different parts and functions of
skills #1 learners to identify some of learners to identify some of the students to familiarize with the students to familiarize with the the male reproductive system.
E. Discussing the new the major endocrine glands in major endocrine glands in the different disorders in the different disorders in the
concepts and practicing new the human body and their human body and their functions. endocrine system due to endocrine system due to
skills #2 functions. hormonal imbalance in the hormonal imbalance in the
EXPLORE (In this Let the students study each hormones responsible. hormones responsible.
section, students will be Let the students study each picture that shows the:
given time to think, plan, picture that shows the: The students will answer the The students will answer the
investigate, and organize a. role of a particular gland in guide questions of the activity. guide questions of the activity.
collected information ; or the a. role of a particular gland in the endocrine system.
performance of the the endocrine system. b. write down the name of the 1. What conditions may arise if 2. What will happen to a person
planned/prepared activities b. write down the name of the endocrine gland. the pituitary gland is not producing with excessive secretion of
from the student’s manual endocrine gland. c. explain the effect according enough growth hormones? growth hormones from the
with data gathering and c. explain the effect according to its function. pituitary gland?
Guide questions). to its function.
F. Developing mastery Explain that : Explain that: Explain that: Explain that: Explain that:
(Leads to formative
assessment 3)  Ovaries secrete  Pituitary gland  Dwarfism may arise if  The thyroid gland of a  Testis produces
more progesterone produces growth the pituitary gland is not person is inflamed as sperm cells’
EXPLAIN (In this section, hormones. producing enough there is an underlying  Scrotum sac of skin
and estrogens to
students will be involved in  Thymus gland it growth hormones abnormality in thyroid that holds the testis
promote pregnancy
an analysis of their enables the body to  A person with excessive secretion.  Penis deposits
 Adrenal gland
exploration. Their produce certain secretion of growth  The gland cannot make sperms into the
produces adrenaline
understanding is clarified antibodies. hormones by the enough thyroid vagina during mating.
142
and modified because of to activate short pituitary gland will have hormone if it does not
reflective activities)/Analysis term stress a condition called have enough iodine in
of the gathered data and response. gigantism. the blood.
application of concepts and  The endocrine  The major glands in  Hormones affect various  Hormones have great  The system involved
skills in daily living. system consists of the body are the processes in the body as impact on your growth, in sexual
H. Making generalization glands that secrete pituitary, thyroid, they regulate and appearance, emotions, reproduction is called
and abstraction about the chemicals called parathyroid, thymus, balance the functioning and reproductive the reproductive
lesson. hormones that adrenal, pancreas, of organs, tissues, and functions. system. There is
ELABORATE control various body ovaries and testes. cells.  Hormones act in very
striking difference
( This section will give processes. between the male
small amounts. An
students the opportunity to  This control system and the female
usually brings about increase or decrease in reproductive system,
expand and solidify / hormonal levels may
concretize their slow changes in the although they also
body because result in body disorder share a number of
and / or apply it to real – hormones move due to hormonal similarities.
world situation) through the imbalance.
circulatory system
more slowly than the
nerve impulses
I. Evaluating learning No formative assessment Evaluate students No formative assessment Evaluate students learning by No formative assessment
EVALUATION understanding by giving simple asking the following questions:
concept check test items and ______1. Result if there is too
answer key which are _____ 1. Part of the endocrine little secretion of growth
aligned to the learning system that stimulates growth, hormones by the pituitary gland.
objectives - content and and controls the functions of ______2. Result if there is an
performance standards and other glands. excessive secretion of growth
address misconceptions – if _____2. Controls the calcium
hormones by the pituitary gland
any) levels in your body, and
normalizes bone growth.
143
V. REMARKS
A. No. of learners who earned No formative assessment given There are 73/80 learners who No formative assessment given There are 69/80 learners who earned No formative assessment given –
80% in the evaluation earned 80% in the formative 80% in the formative assessment Holiday No Classes (Bonifacio
assessment. day)
B. No. of learners who require No remediation given No remediation given No remediation given No remediation given
additional activities for
remediation who scored below
80%
C. Did the remedial lesson No remediation given No remediation given No remediation given No remediation given
have caught up with the lesson
D. No. of learners who continue none none none none
to require remediation
E. Which of my teaching Interactive Instruction where Independent study where there are Experiential instruction where students Independent study where there are
strategies worked well? Why did students involved in cooperative assigned questions for each students are able to play games simulating how assigned questions for each students
this work? learning. to answer about the functions of the the body processes are controlled to answer about how the body
sensory and motor neurons. through the nervous system. processes are controlled through the
nervous system.
F. What difficulties did I Some students are not following Some students are not listening to Some students are not following Some students are not listening to the
encounter which my principal or correctly the given procedure in the instruction given the reason why correctly the given procedure in the instruction given the reason why they
supervisor can help me solve? the activity. they got low score. activity. got low score.
G. What innovation or localized Table use for recording the data Table use for recording the data in Game setup showing the relay of Game setup showing the relay of
material did I use/discover which in catching dropped object when catching dropped object when eyes message from the organ going to the message from the organ going to the
I wish to share with other eyes are closed and open using are closed and open using left and motor neurons. motor neurons.
teachers? left and right hand. right hand.

144
HT1

GRADES 1 to 12
DAILY LESSON LOG
- 20
I. OBJECTIVES
Subject Matter THE REPRODUCTIVE SYSTEM EFFECTS OF HORMONES EFFECTS OF HORMONES THE REPRODUCTIVE SYSTEM
- MALE REPRODUCTIVE IN THE BODY IN THE BODY - MALE REPRODUCTIVE
SYSTEM SYSTEM
Specific Objectives Determine the different parts Identify the major endocrine Explain the effect of a particular Explain the effect of a particular Determine the different parts
of the male reproductive glands in the human body and hormone in the body if not hormone in the body if not of the male reproductive
system and explain their explain their functions. properly regulated. properly regulated. system and explain their
function. function.
Instructional Strategies 1. Direct instruction (lecture) 1. Direct instruction (lecture) 1. Interactive Instruction 1. Interactive Instruction 1. Direct instruction (lecture)
2. Indirect Instruction 2. Indirect Instruction (cooperative learning). (cooperative learning). 2. Indirect Instruction
(concept formation and (concept formation and 2. Experiential Instruction 2. Experiential Instruction (concept formation and
reflective discussion) reflective discussion) (games, experiments, field (games, experiments, field reflective discussion)
145
2. Indirect Instruction 2. Indirect Instruction trips, model building, field trips, model building, field 2. Indirect Instruction
(concept formation and (concept formation and observations, role play, observations, role play, (concept formation and
reflective discussion) reflective discussion) simulations, etc.) simulations, etc. reflective discussion)
Instructional Materials 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources
(textbooks, worksheets, and (textbooks, worksheets, and (textbooks, worksheets, and (textbooks, worksheets, and (textbooks, worksheets, and
modules) modules) modules) modules) modules)
2. Graphic Organizers/2D 2. Graphic Organizers/2D 2. Graphic Organizers/2D 2. Graphic Organizers/2D 2. Graphic Organizers/2D
(pictures) (pictures) (pictures) (pictures) (pictures)
3. Audio-Visual (power 3. Audio-Visual (power point ) 3. Audio-Visual (power point) 3. Audio-Visual (power point)
point) 1. Traditional
Resources (textbooks,
worksheets, and modules)
2. Graphic Organizers/2D
(pictures)
1. Teacher’s Guide pages pp. 176-178 pp. 176-178 p. 179 pp. 179 pp. 180
2. Learners Material pages pp. 240-243 pp. 240-243 pp. 244-246 pp. 244-246 pp. 247-248
3. Textbook pages
A. Reviewing previous Review previous lesson on Review previous lesson on the Simple review on the past topic on Simple review on the past topic Review previous lesson on the
lesson or presenting the the sensory and motor sensory and motor neurons the different parts of the endocrine on the different parts of the effects of hormones in the
new lesson. neurons system their glands, hormones endocrine system their glands, body.
and their functions hormones and their functions
146
students).
B. Establishing a purpose for The students will be The students will be The students will be familiarized The students will be familiarized The students will familiarized
the lesson. familiarizing with the different familiarizing with the different with the different disorders in the with the different disorders in the with the different parts and
C. Presenting glands in the human glands in the human endocrine endocrine system due to endocrine system due to functions of the male
examples/instances of the endocrine system. system. hormonal imbalance and the hormonal imbalance and the reproductive system?
new lesson. hormones responsible. hormones responsible.
ENGAGE (The activities What are the different parts of How does your endocrine What part of the male
in this section will stimulate the nervous system? system function? What happens to the human body What happens to the human reproductive system that is
their thinking and help them if there will be hormonal body if there will be hormonal also associated with the
access and connect prior imbalance? imbalance? endocrine system?
D. Discussing the new The students will do activity The students will do activity The students will do the activity The students will do the activity The students will identify the
concepts and practicing new “Who’s in Control? For the “Who’s in Control? For the “What Went Wrong” for the “What Went Wrong” for the different parts and functions of
skills #1 learners to identify some of learners to identify some of the students to familiarize with the students to familiarize with the the male reproductive system.
E. Discussing the new the major endocrine glands in major endocrine glands in the different disorders in the different disorders in the
concepts and practicing new the human body and their human body and their functions. endocrine system due to endocrine system due to
skills #2 functions. hormonal imbalance in the hormonal imbalance in the
EXPLORE (In this Let the students study each hormones responsible. hormones responsible.
section, students will be Let the students study each picture that shows the:
given time to think, plan, picture that shows the: The students will answer the The students will answer the
investigate, and organize a. role of a particular gland in guide questions of the activity. guide questions of the activity.
collected information ; or the a. role of a particular gland in the endocrine system.
performance of the the endocrine system. b. write down the name of the 1. What conditions may arise if 2. What will happen to a person
planned/prepared activities b. write down the name of the endocrine gland. the pituitary gland is not producing with excessive secretion of
from the student’s manual endocrine gland. c. explain the effect according enough growth hormones? growth hormones from the
with data gathering and c. explain the effect according to its function. pituitary gland?
Guide questions). to its function.
F. Developing mastery Explain that : Explain that: Explain that: Explain that: Explain that:
(Leads to formative
assessment 3)  Ovaries secrete  Pituitary gland  Dwarfism may arise if  The thyroid gland of a  Testis produces
more progesterone produces growth the pituitary gland is not person is inflamed as sperm cells’
EXPLAIN (In this section, hormones. producing enough there is an underlying  Scrotum sac of skin
and estrogens to
students will be involved in  Thymus gland it growth hormones abnormality in thyroid that holds the testis
promote pregnancy
an analysis of their enables the body to  A person with excessive secretion.  Penis deposits
 Adrenal gland
147
exploration. Their produces adrenaline produce certain secretion of growth  The gland cannot make sperms into the
understanding is clarified to activate short antibodies. hormones by the enough thyroid vagina during mating.
and modified because of term stress pituitary gland will have hormone if it does not
reflective activities)/Analysis response. a condition called have enough iodine in
of the gathered data and gigantism. the blood.
application of concepts and  The endocrine  The major glands in  Hormones affect various  Hormones have great  The system involved
skills in daily living. system consists of the body are the processes in the body as impact on your growth, in sexual
H. Making generalization glands that secrete pituitary, thyroid, they regulate and appearance, emotions, reproduction is called
and abstraction about the chemicals called parathyroid, thymus, balance the functioning and reproductive the reproductive
lesson. hormones that adrenal, pancreas, of organs, tissues, and functions. system. There is
ELABORATE control various body ovaries and testes. cells.  Hormones act in very
striking difference
( This section will give processes. between the male
small amounts. An
students the opportunity to  This control system and the female
usually brings about increase or decrease in reproductive system,
expand and solidify / hormonal levels may
concretize their slow changes in the although they also
body because result in body disorder share a number of
and / or apply it to real – hormones move due to hormonal similarities.
world situation) through the imbalance.
circulatory system
more slowly than the
nerve impulses
I. Evaluating learning No formative assessment Evaluate students No formative assessment Evaluate students learning by No formative assessment
EVALUATION understanding by giving simple asking the following questions:
concept check test items and ______1. Result if there is too
answer key which are _____ 1. Part of the endocrine little secretion of growth
aligned to the learning system that stimulates growth, hormones by the pituitary gland.
objectives - content and and controls the functions of ______2. Result if there is an
performance standards and other glands. excessive secretion of growth
address misconceptions – if _____2. Controls the calcium
hormones by the pituitary gland
any) levels in your body, and
normalizes bone growth.
148
V. REMARKS
A. No. of learners who earned No formative assessment given There are 73/80 learners who No formative assessment given There are 69/80 learners who earned No formative assessment given –
80% in the evaluation earned 80% in the formative 80% in the formative assessment Holiday No Classes (Bonifacio
assessment. day)
B. No. of learners who require No remediation given No remediation given No remediation given No remediation given
80%
C. Did the remedial lesson No remediation given No remediation given No remediation given No remediation given
D. No. of learners who continue none none none none
E. Which of my teaching Interactive Instruction where Independent study where there are Experiential instruction where students Independent study where there are
strategies worked well? Why did students involved in cooperative assigned questions for each students are able to play games simulating how assigned questions for each students
this work? learning. to answer about the functions of the the body processes are controlled to answer about how the body
sensory and motor neurons. through the nervous system. processes are controlled through the
nervous system.
F. What difficulties did I Some students are not following Some students are not listening to Some students are not following Some students are not listening to the
encounter which my principal or correctly the given procedure in the instruction given the reason why correctly the given procedure in the instruction given the reason why they
supervisor can help me solve? the activity. they got low score. activity. got low score.
G. What innovation or localized Table use for recording the data Table use for recording the data in Game setup showing the relay of Game setup showing the relay of
material did I use/discover which in catching dropped object when catching dropped object when eyes message from the organ going to the message from the organ going to the
I wish to share with other eyes are closed and open using are closed and open using left and motor neurons. motor neurons.
teachers? left and right hand. right hand.

149
HT1

GRADES 1 to 12
DAILY LESSON LOG
- 20
I. OBJECTIVES
Subject Matter FEEDBACK MECHANISMS INVOLVED IN REGULATING PROCESSES IN THE FEMALE PERPORMANCE TASK – VIDEO MAKING
REPRODUCTIVE SYSTEM (CONTRACEPTIVE MEASURES)
Specific Objectives Describe the feedback mechanisms involved in regulating processes in the female reproductive Present information to the public about the common and effective
system. contraceptive measures used in family planning.
Instructional Strategies 1. Direct instruction (lecture) 1. Interactive Instruction (cooperative learning).
2. Indirect Instruction (concept formation and reflective discussion) 2. Experiential Instruction (video making)
3. Interactive Instruction (cooperative learning).
4. Experiential Instruction (games, experiments, field trips, model building, field observations,
role play, simulations, etc.)
150
Instructional Materials 1. Traditional Resources (textbooks, worksheets, and modules) 1. Traditional Resources (textbooks, worksheets, and modules)
2. Graphic Organizers/2D (pictures) 2. Graphic Organizers/2D (pictures)
3. Audio-Visual (video making)
1. Teacher’s Guide pages pp. pp. p. pp. pp.
2. Learners Material pages pp. 250-255 pp. 250-255 pp. 250-255 pp. 256 pp. 256
3. Textbook pages
A. Reviewing previous Review previous lesson on the parts and function of the male and female reproductive system Simple review on the past lesson on the feedback mechanisms in
lesson or presenting the the female reproductive system.
new lesson.
students).
B. Establishing a purpose for The students will be able to understand the feedback mechanisms in the female reproductive system. The students will assume the role of a professional video
the lesson. production team. The students are tasked to produce a
C. Presenting promotional video that will be used in campaign advertising about
examples/instances of the Did you know that menstrual cramps are the results of the strong contractions of the uterine wall that various contraceptive measures used in family planning.
new lesson. occur before and during menstruation?
151
D. Discussing the new The students will do activity “Mark my calendar!’ For the learners to describe the feedback The students after studying the coordinated functions of the
concepts and practicing new mechanisms involved in regulating processes in the female reproductive system. reproductive, endocrine, and nervous system, they will be going to
skills #1 use scientific and logical explanations in promoting various
E. Discussing the new Let the students by group make two calendar charts for: contraceptive measures.
skills #2 Part A – For no fertilization The students will be given 3 days to conceptualize and execute
EXPLORE (In this Part B – With fertilization of the egg their ideas through video making. Once the video is finished, they
section, students will be may already present in front of the class for evaluation.
given time to think, plan, The students will answer the guide questions of the activity.
investigate, and organize 1. How long does a regular menstrual cycle last?
collected information ; or the 2. Describe what happens to an egg during the first 14 days of the cycle in part A.
performance of the 3. Describe what happens to the egg if fertilization occurs.
Guide questions).
F. Developing mastery Explain that : Explain that:
(Leads to formative
assessment 3) The important events during the menstrual cycle are as follows:  As student, their voice as part of the youth will be heard
 The pituitary gland control and starts the cycle. through their campaign advertising. They will present the
EXPLAIN (In this section,  The pituitary gland releases hormones that cause the egg in the ovary to mature. finished video in front of the class. They may also opt to
students will be involved in  The ovary itself releases a hormone called estrogens, which causes the lining to increase in use social media advertising to let other people view their
an analysis of their thickness. The uterine lining becomes thicker so that the fertilized egg can attached to it. multimedia presentation.
exploration. Their  The ovary releases an egg on day 14. Assume that no sperm is present.
understanding is clarified  The egg moves through the oviduct and enters the uterus.  Emphasize that it is important to clearly communicate
and modified because of  Meanwhile the uterine lining continues to thicken. their purpose from the beginning of the video.
reflective activities)/Analysis  The egg has not been fertilized, therefore, it will not attach to the uterus.
of the gathered data and  The thick uterine lining is no longer necessary, so the cells of the thickened uterine is break
results and be able to off and leave the vagina. The unfertilized egg is lost and some blood is lost too. This loss of
answer the Guide Questions cells from the uterine lining, blood, and egg is called menstruation.
leading to the focus concept  After menstruation, the cycle starts again.
skills in daily living.  Feedback mechanism is the process through which the level of one substance influences  The students will produce a campaign advertising video
H. Making generalization the level of another substance. A negative feedback affects the production of hormones in that presents common and effective contraceptive
152
and abstraction about the the menstrual cycle. High levels of one hormone may inhibit the production of another measures used in family planning.
lesson. hormone.  The maximum video duration is 5 minutes.
ELABORATE  They may seek assistance their MAPEH teacher
( This section will give regarding the tune, rhythm and beats of the music.
students the opportunity to  For the rhyme and wordplay to be used, they may consult
expand and solidify / their English teacher.
concretize their
world situation)
I. Evaluating learning The multimedia presentation will be assessed through rubric.
EVALUATION Evaluate students understanding by giving simple formative assessment.
concept check test items and 1. What gland controls and starts the menstrual cycle?
answer key which are 2. Where does the egg moves when the ovary releases it on day 14 assume that no sperm is
aligned to the learning present?
objectives - content and 3. When the egg is not fertilized, where will it attach?
performance standards and 4. What composed menstruation?
any)
V. REMARKS
DLP Reflection for December 3-7, 2018
DECEMBER 3 (Monday) 4 (Tuesday) 5 (Wednesday) 6 (Thursday) 7 (Friday)
A. No. of learners who No formative assessment There are 73/80 learners No formative assessment given There are 69/80 learners who No formative assessment
earned 80% in the given who earned 80% in the earned 80% in the formative given
evaluation formative assessment. assessment
153
require additional
activities for remediation
worked? No. of learners
who have caught up with
the lesson
continue to require
remediation
E. Which of my teaching Indirect Instruction where I Independent studies where I Indirect Instruction where I Independent study where I Experiential instruction
strategies worked well? use reflective discussion in gave pictures and questions used reflective discussion in gave pictures and questions where students are able to
Why did this work? identifying the major showing the involvement of explaining the effect of a showing the effect of determine the parts and
endocrine glands in the the endocrine glands its particular hormone in the body dysfunctional gland in the functions of the male
human body and their functions and effects in the if not properly regulated. endocrine system. reproductive system.
functions. body.
F. What difficulties did I Some students are not Some students are not Some students are not Some students are not Some questions arises such
encounter which my following correctly the listening to the instruction following correctly the given listening to the instruction as are there really two balls
principal or supervisor can given procedure in the given the reason why they procedure in the activity. given the reason why they got for the men? What happens
help me solve? activity. got low score. low score. if it is only one?
G. What innovation or Body chart showing the Pictures showing the Pictures showing disorders due Pictures showing disorders Pictures showing the parts
localized material did I major endocrine organs in involvement of particular to endocrine dysfunction due to endocrine dysfunction of the male reproductive
use/discover which I wish the body. gland in the endocrine system.
to share with other system.
teachers?

Checked By: ROSANNA D. DIZON
School Head
154
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time January 7-11, 2019 Quarter Third Quarter
- 20
January 7 (Monday) January 8 (Tuesday) January 9 ( Wednesday) January 10 (Thursday) January 11 (Friday)
I. OBJECTIVES
 The information stored in DNA as being used to make proteins
 How changes in DNA molecule may cause changes in its product
 Mutations that occur in sex cells as being inherited
 No PT identified in the CG
Write the LC code for each  Explain how a protein is made using information from the DNA
a. Identify the role of DNA and RNA in protein synthesis
b. Relate DNA replication to its complementary structure
c. Trace the process of replication, transcription and translation
d. Describe the steps in protein synthesis
 Explain how mutations may cause changes in the structure and function of a protein
a. compare the different types of mutations and their possible results
Subject Matter DNA AND RNA STRUCTURE DNA DUPLICATION REVIEW THIRD PERIODICAL EXAMINATION
Specific Objectives Compare the structures of Make a model of a DNA Review past lesson in preparation To assess students To assess students
DNA and RNA molecules. template to determine the of the exam. understanding on the learning understanding on the learning
sequence of bases in the new competencies/objectives of the competencies/objectives of
DNA strand. assigned topic for the third the assigned topic for the third
155
quarter. quarter.
Instructional Strategies 1. Interactive Instruction 1. Interactive Instruction Independent Study (assigned Independent Study (assigned Independent Study
(cooperative learning). (cooperative learning). questions) questions) (assigned questions)
2. Experiential Instruction 2. Experiential Instruction
(games, experiments, field (games, experiments, field
trips, model building, field trips, model building, field
observations, role play, observations, role play,
simulations, etc. simulations, etc.)
Instructional Materials 1. Traditional Resources 1. Traditional Resources Traditional Resources (textbooks, Copy of the test paper Copy of the test paper
(textbooks, worksheets, and (textbooks, worksheets, and worksheets, and modules)
modules) modules)
2. Graphic Organizers/2D 2. Graphic Organizers/2D
(pictures) (pictures)
1. Teacher’s Guide pages pp. 193-195 pp. 193-195 pp. pp. pp.
2. Learners Material pages pp. 266-268 pp. 266-268 pp. pp. pp.
3. Textbook pages
A. Reviewing previous Review previous lesson on Review previous lesson on Review past topic on the Give reminders before the Give reminders before the
lesson or presenting the Mendelian patterns of DNA and RNA structures. coordinated functions of the answering of the test. answering of the test.
new lesson. inheritance. nervous, endocrine and
reproductive system and some Give instructions regarding the Give instructions regarding the
topics under heredity. test. test.
students).
156
B. Establishing a purpose for The lesson is an initial The learners are expected to For the students to recall the To assess students To assess students
the lesson. assessment that will measure compare the structures of the previous topics in preparation for understanding on the learning understanding on the learning
C. Presenting the learner’s understanding of DNA and RNA molecule. the exam competencies in science grade competencies in science
examples/instances of the the DNA and RNA structures. 10 for the third quarter. grade 10 for the third quarter.
new lesson.
D. Discussing the new The students will do activity B. Ask the learners to work on Let the students explore the
concepts and practicing new “Getting to Know the DNA and activity individually. different topics and ask them the
skills #1 RNA Structures” For the C. Remind learners to answer topics that need re-teach or
E. Discussing the new learners compare the the guide questions. further explanation.
concepts and practicing new structures of the DNA and
skills #2 RNA molecule.
EXPLORE (In this
section, students will be A. Ask leading questions to the
given time to think, plan, activity.
investigate, and organize 1. How is DNA different from
collected information ; or the RNA?
performance of the 2. What nitrogenous bases are
planned/prepared activities found in DNA and RNA?
Guide questions).
F. Developing mastery Explain that : Explain that:
(Leads to formative
assessment 3)  Point out the location  A DNA molecule
of DNA and RNA in consists of two
EXPLAIN (In this section, strands of nucleotides
prokaryotic and
students will be involved in composed of sugar,
eukaryotic cells.
an analysis of their phosphate, and
 . Prokaryotic cell
exploration. Their nitrogenous bases
lacks a nuclear
157
and modified because of membrane that pair through
reflective activities)/Analysis  Eukaryotic cell, has hydrogen bonds.
of the gathered data and the so called true
results and be able to nucleus which means
answer the Guide Questions that its nuclear
leading to the focus concept materials are
or topic of the day. enclosed by a nuclear
membrane.
application of concepts and  RNA molecule is
skills in daily living. single stranded and is  In DNA, adenine
H. Making generalization composed of bonds with thymine
and abstraction about the nucleotides. and cytosine bonds
lesson.  RNA has three major with guanine.
ELABORATE types: mRNA, rRNA,  In RNA, adenine
( This section will give and tRNA. bonds with uracil and
students the opportunity to cytosine bonds with
expand and solidify / guanine
concretize their
world situation)
I. Evaluating learning Evaluate students Evaluate students no formative assessment third quarter examination third quarter examination
EVALUATION understanding by giving simple understanding by giving simple
( This section will provide for formative assessment. formative assessment.
concept check test items and
answer key which are On the basis of Comparison 3. type of sugar
aligned to the learning for DNA and RNA 4. nitrogenous bases
objectives - content and
performance standards and a. number of strand
address misconceptions – if b. location in the cell
any)
158
V. REMARKS
DLP Reflection for January 2019
1 (Monday) – Part of 2 (Tuesday) – Part of Christmas 3 (Wednesday) – Part of Christmas 4 (Thursday) 5 (Friday)
January
Christmas Vacation Vacation Vacation
A. No. of learners who earned No formative assessment given There are 73/80 learners who No formative assessment given No formative assessment given No formative assessment given
80% in the evaluation earned 80% in the formative
assessment.
B. No. of learners who require No remediation given No remediation given No remediation given No remediation given No remediation given
80%
D. No. of learners who continue none none none none none
E. Which of my teaching Cooperative learning where students Cooperative learning where
strategies worked well? Why did are able to describe the feedback students are able to describe the
this work? mechanisms involved in regulating feedback mechanisms involved in
processes in the female reproductive regulating processes in the female
system. reproductive system.
F. What difficulties did I students absences students absences
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized Calendar chart for no fertilization. Calendar chart for fertilization
material did I use/discover which period.
I wish to share with other
teachers?

159
School Head

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time January 14-18, 2019 Quarter 4th Quarter
- 20
January 14 (Monday) January 15 - 16 ( Tuesday and Wednesday) January 17 (Thursday) January 18 (Friday)
I. OBJECTIVES
 How gases behave based on the motion and relative distances between gas particles.
Write the LC code for each 1. Investigate the relationship between:
a. volume and pressure at constant temperature of a gas; and
b. volume and temperature at constant pressure of gas
2. Explain the above mentioned relationships using the Kinetic Molecular Theory.
Subject Matter CHECKING OF TEST PAPERS COMPILATION AND COMPLETION OF SECOND PROPERTIES OF GAS: MASS, VOLUME TEMPERATURE AND
QUARTER OUTPUTS PRESSURE
Specific Objectives Check students’ test paper for the third Compile and complete third quarter outputs. Prove that gases have the following properties: mass, volume,
Quarter. temperature, and pressure.
Instructional Strategies Question and answer Independent learning Indirect Instruction (concept formation and reflective
discussion)
3. Interactive Instruction (cooperative learning and small
group discussion)
4. Experiential Instruction (experiments)
160
Instructional Materials Copy of the test papers Activity sheets, score sheets 1. Traditional Resources (textbooks and worksheets)
2, Non-projected Display Materials (objects, apparatus,
specimens, reagents and tools)
3. Graphic Organizers/2D (charts, diagrams, graphs and
tables)
A. References G10 Science Learners Material G10 Science Learners G10 Science Learners Material G10 Science Learners Material G10 Science Learners Material
G10 Science Teachers Guide Material G10 Science Teachers Guide G10 Science Teachers Guide G10 Science Teachers Guide
G10 Science Teachers Guide
1. Teacher’s Guide pages pp. pp. pp. pp. 259-264 pp. 259-264
2. Learners Material pages pp. pp. pp. pp. 355-362 pp. 355-362
3. Textbook pages
lesson or presenting the Distribution of test paper Distribution of score sheet for the written work and Can you play your favourite sports like volleyball and basketball
new lesson. performance task for the third grading outputs. without the ball sufficiently filled with air or gases?
students).
161
B. Establishing a purpose for Engage students by asking the following question.
the lesson. Give instruction in checking the test Give instruction in compiling and completing their third
C. Presenting paper quarter outputs 1. Can we survive here on earth without the desirable gases which
examples/instances of the support life?
new lesson. 2. Are you familiar with the properties of gases?
ENGAGE (The activities 3. What are the different properties of gases?
D. Discussing the new
concepts and practicing new Individual students will read the given Individual students will arrange in order all their papers for The students will do activity on “Getting to Know Gases” to prove
skills #1 questions and give the correct answer the written works and performance task. that gases have the following properties: mass, volume,
E. Discussing the new temperature, and pressure.
concepts and practicing new The students will answer the guide questions of the activity.
skills #2
EXPLORE (In this Ex. 1. Is the mass of the deflated balloon different from the mass
section, students will be of the inflated balloon?
given time to think, plan, 2. Which is heavier, the inflated or deflated balloon? Why?
investigate, and organize 3. What can you infer in this activity?
performance of the
Guide questions).
F. Developing mastery Explain the reason in checking the Explain the reason in compiling and completing their Explain that:
(Leads to formative test paper for them to check if their third quarter outputs for them to check their written
assessment 3) answer is correct or not. work and performance task output. 1. The mass of the deflated balloon different from the mass of the
inflated balloon.
EXPLAIN (In this section, 2. The inflated balloon is heavier than the deflated balloon, the
students will be involved in reason s the introduction of gas.
an analysis of their 3. Gases like solids and liquids also have mass.
exploration. Their
162
G. Finding practical Elaborate that:
skills in daily living.  All matter has mass including gases.
H. Making generalization  Gases have different properties
and abstraction about the  They have indefinite shape and size and fit the shape and
lesson. size of their containers.
ELABORATE  Gases also have mass, volume and temperature, and
( This section will give pressure.
students the opportunity to  Volume is the amount of space occupied by the gases.
expand and solidify /  Temperature is the measure of the coldness or hotness of
concretize their the gas.
understanding of the concept  Pressure is the force applied by the gas particles per unit
and / or apply it to real – area.
world situation)
EVALUATION Result of the third quarter Accumulated written and performance task scores. Give formative assessment to assess students understanding of
( This section will provide for examination. the topic.
concept check test items and 1. What are the four properties of gases?
answer key which are 2. _______I t is the amount of space occupied by the gases.
aligned to the learning 3. _______It is the measure of the coldness or hotness of the gas.
objectives - content and 4. _______Is the force applied by the gas particles per unit area.
any)
163
V. REMARKS
DLP Reflection for January 7 – 11, 2019
7 (Monday) 8 (Tuesday) 9 (Wednesday) 10 (Thursday) 11 (Friday)
January
A. No. of learners who earned There are 65 students who got 80% in There are 60 students who No formative assessment No formative assessment given No formative assessment
80% in the evaluation the formative assessment got 80% in the formative given given
assessment
B. No. of learners who require No remediation given No remediation given No remediation given No remediation given No remediation given
80%
D. No. of learners who continue none none none none none
E. Which of my teaching Experiential Instruction where students Experiential Instruction Review Third Periodical Examination Third Periodical Examination
strategies worked well? Why did are able to compare the structures of where students are able
this work? DNA and RNA molecules through makes a model of a DNA
cooperative learning. template to determine the
sequence of bases in the
new DNA strand through
cooperative learning
F. What difficulties did I Student’s laziness in reading the given Student’s laziness in reading Some students are not none none
encounter which my principal or procedure of the activity the given procedure of the serious in the review given
activity
G. What innovation or localized DNA model DNA model worksheet constructed grade 10 science test constructed grade 10 science
material did I use/discover which questions test questions
teachers?
164
School Head

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time January 21-25, 2019 Quarter 4th Quarter
- 20
January 21 (Monday) January 22-23 ( Tuesday and Wednesday) January 24-25 (Thursday & Friday)
I. OBJECTIVES
165
Subject Matter PROPERTIES OF GAS: MASS, VOLUME BOYLE’S LAW: VOLUME AND PRESSURE BOYLE’S LAW: VOLUME AND PRESSURE
TEMPERATURE AND PRESSURE - RELATIONSHIP (ACTIVITY) RELATIONSHIP ( PROBLEM SOLVING)
Continuation
Specific Objectives Prove that gases have the following properties: Investigate the relationship between volume and pressure of Solve problems involving Boyle’s Law.
mass, volume, temperature, and pressure. gases at constant temperature.
Instructional Strategies 1. Indirect Instruction (concept formation and 1. Indirect Instruction (concept formation and reflective 1. Indirect Instruction (concept formation and
reflective discussion) discussion) reflective discussion)
2. Interactive Instruction (cooperative 2. Interactive Instruction (cooperative learning and small 2. Interactive Instruction (cooperative learning and
learning and small group discussion) group discussion) small group discussion)
3. Experiential Instruction (experiments) 3. Experiential Instruction (experiments) 3. Experiential Instruction (experiments)
Instructional Materials 1. Traditional Resources (textbooks and 1. Traditional Resources (textbooks and worksheets) 1. Traditional Resources (textbooks and
worksheets) 2. Non-projected Display Materials (objects, apparatus, worksheets)
2. Non-projected Display Materials (objects, specimens, reagents and tools) 2. Non-projected Display Materials (objects,
apparatus, specimens, reagents and tools) 3. Graphic Organizers/2D (charts, diagrams, graphs apparatus, specimens, reagents and tools)
3. Graphic Organizers/2D (charts, diagrams, and tables) 3. Graphic Organizers/2D (charts, diagrams, graphs
graphs and tables) and tables)
1. Teacher’s Guide pages pp. 259-264 pp. 265- 267 pp. 267
2. Learners Material pages pp. 355-362 pp. 362-366 pp. 366- 369
3. Textbook pages
166
lesson or presenting the Can you play your favorite sports like volleyball Review students on the different properties of gases. What is Boyle’s Law?
new lesson. and basketball without the ball sufficiently filled
ELICIT (The activities in with air or gases?
students).
the lesson. Engage students by asking the following Engage students by asking if there are interrelationships How do we represent the Boyle’s Law into its
C. Presenting question. among the properties of gases? mathematical equation?
new lesson. 1. Can we survive here on earth without the
ENGAGE (The activities desirable gases which support life?
in this section will stimulate 2. Are you familiar with the properties of gases?
their thinking and help them 3. What are the different properties of gases?
concepts and practicing new The students will do activity on “Getting to Know The students will investigate through activity the effect of Present the mathematical equation of Boyle’s Law
skills #1 Gases” to prove that gases have the following pressure to the volume of gases at constant temperature by
E. Discussing the new properties: mass, volume, temperature, and doing the activity on Boyle’s Law. Boyle’s Law can be expressed as:
concepts and practicing new pressure.
skills #2 To determine whether the volume of gas is affected by V 𝛼 1/ P at constant T and n
EXPLORE (In this The students will answer the guide questions of pressure or vice versa at constant temperature, the
section, students will be the activity. contained gas inside the syringe is used as the sample for Where: V = volume
given time to think, plan, this experiment. P = pressure
investigate, and organize Ex. 1. Is the mass of the deflated balloon T = temperature
collected information ; or the different from the mass of the inflated balloon? The students will answer the guide questions of the activity. n = amount of gas
performance of the 2. Which is heavier, the inflated or deflated
planned/prepared activities balloon? Why? 1. What happens to the volume of the syringe as the V α 1 / P at constant k
from the student’s manual 3. What can you infer in this activity? set of weights is added.
with data gathering and 2. What happens to the pressure on the syringe when V = k / P ; thus, k = VP
Guide questions). the set of weights is added?
3. What is the relationship between volume and According to Boyle’s Law, PV = k therefore:
167
pressure of gases at constant temperature?
V1P1 = k
V2P2 = k
Then; V1P1 = V2P2
F. Developing mastery Explain that: After the activity explain that: Solve problems involving Boyle’s Law applying the
(Leads to formative formula
1. The volume of the gas inside the syringe
assessment 3) 1. The mass of the deflated balloon different
decreases as the set of weights is added. Ex. The inflated balloon that slipped from the hand of
EXPLAIN (In this section, from the mass of the inflated balloon.
Renn has a volume of 0.50 L at sea level (1.0 atm) and
students will be involved in 2. The pressure increases on the syringe when
it reached a height of approximately 8 km where the
an analysis of their 2. The inflated balloon is heavier than the the set of weights is added. atmospheric pressure is approximately 0.33 atm.
exploration. Their deflated balloon, the reason s the 3. The relationship between volume and pressure Assuming that the atmosphere is constant, compute for
understanding is clarified introduction of gas. of gases at constant temperature is inversely the final volume of the balloon.
and modified because of proportional.
reflective activities)/Analysis 3. Gases like solids and liquids also have In analyzing the problem, it is important to categorize
of the gathered data and mass. the initial and final conditions of the variables.
answer the Guide Questions V1 = 0.50L V2 =?
P1 = 1.0 atm P2 = 0.33atm
Compute for the numerical value of the final volume by
substituting the given values.
V1P1 = V2P2
V2 = V1P1/P2
V2 = (0.50L)(1.0atm)/0.33atm
V2 = 1.5 L
G. Finding practical Elaborate that: Elaborate further that: Elaborate further that:
skills in daily living.  All matter has mass including gases.  The relationship between the volume and pressure In Boyle’s Law volume is inversely related to pressure at
H. Making generalization  Gases have different properties. They of gases at constant temperature was first stated constant temperature and amount of gas.
and abstraction about the have indefinite shape and size and fit by Robert Boyle during the 16th century.
lesson. the shape and size of their containers.  In his experiment he found out that as the pressure In the given example above as the pressure exerted
ELABORATE  Gases also have mass, volume and is increased, the volume decreases. decreases from 1.0 atm to 0.33 atm the volume of gas
168
( This section will give temperature, and pressure.  He finally concluded that the volume of a fixed increases from 0.50L to 1.5 L.
students the opportunity to  Volume is the amount of space amount of gas is inversely proportional to its
expand and solidify / occupied by the gases. pressure at constant temperature. The decrease in pressure affects the final volume. The
concretize their  Temperature is the measure of the pressure decreased by 1/3. The reason why the volume
understanding of the concept coldness or hotness of the gas. increased by 3-folds.
and / or apply it to real –  Pressure is the force applied by the gas
world situation) particles per unit area.
I. Evaluating learning Give formative assessment to assess Give formative assessment to assess students Give formative assessment to assess students
EVALUATION students understanding of the topic. understanding. understanding.
concept check test items and 1. What are the four properties of gases? 1. At constant temperature what is the Oxygen gas inside a 1.5L gas tank has a pressure of
answer key which are relationship between volume and pressure? 0.95 atm. Provided that the temperature remains
aligned to the learning 2. _______I t is the amount of space 2. What law states that volume is inversely constant, how much pressure is needed to reduce its
objectives - content and occupied by the gases. proportional to pressure at constant volume by ½?
performance standards and temperature?
3. _______It is the measure of the coldness 3. What will happen to pressure if volume of gas
any)
or hotness of the gas. increases?
4. _______Is the force applied by the gas

particles per unit area.
application or remediation. One application of the relationship between pressure and
EXTEND ( This sections give volume of gases is the exhaled air by the fishes in the
situation that explains the aquarium. The air gets bigger and bigger as it rises because
topic in a new context , or the pressure at the bottom of the aquarium is higher than
integrate it to another the pressure near the surface.
V. REMARKS
DLP Reflection for January 14-18, 2019
January 14 (Monday) 15-16 (Tuesday & Wednesday) 17-18 (Thursday & Friday)
A. No. of learners who earned There are 90% learners who passed the third There are 94% who passed the written works and No formative assessment given
80% in the evaluation quarter examination performance task.
B. No. of learners who require No remediation given There are 16 learners who require additional activities for No remediation given
169
additional activities for remediation.
80%
C. Did the remedial lesson No remediation given Yes. The remedial lesson worked. There are 12 learners who No remediation given
worked? No. of learners who have caught up with the lesson.
D. No. of learners who continue none There are 4 students who continue to require remediation. none
E. Which of my teaching Independent learning where students are able to Independent learning where students are able to compile and Experiential Instruction where students are able to
strategies worked well? Why did check their test papers complete their third quarter outputs. investigate the different properties of gases.
this work?
F. What difficulties did I Student’s study habits. The difficulties that I have encountered are problems on Students participation
encounter which my principal or students who are at risk of failing. They are not present
during the compilation and completion of their outputs.
G. What innovation or localized Constructed Third Quarter Exam Score Sheet Template worksheet
material did I use/discover which
teachers?

School Head

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time January 28-31 & February 1, 2019 Quarter 4th Quarter
- 20
January 28-29 (Monday & Tuesday) January 30-31 (Wednesday & Thursday) February 1 (Friday)
I. OBJECTIVES
170
Subject Matter CHARLES’S LAW: VOLUME AND TEMPERATURE CHARLES’S LAW: VOLUME AND TEMPERATURE NO CLASSES - OPENING OF
RELATIONSHIP (ACTIVITY) RELATIONSHIP (PROBLEM SOLVING) PANAGBENGA FESTIVAL
Specific Objectives Investigate the relationship between volume and Solve problems involving Charles’s Law.
temperature at constant pressure.
Instructional Strategies 1. Indirect Instruction (concept formation and reflective 1. Indirect Instruction (concept formation and reflective
discussion) discussion)
2. Interactive Instruction (cooperative learning and 2. Interactive Instruction (problem solving)
small group discussion)
Instructional Materials 1. Traditional Resources (textbooks and worksheets) 1. Traditional Resources (textbooks and worksheets)
2. Non-projected Display Materials (objects, 2. Non-projected Display Materials (objects, apparatus,
apparatus, specimens, reagents and tools) specimens, reagents and tools)
3. Graphic Organizers/2D (charts, diagrams, graphs 3. Graphic Organizers/2D (charts, diagrams, graphs and
and tables) tables)
1. Teacher’s Guide pages pp. 268-269 pp. 269 pp.
2. Learners Material pages pp. 369-372 pp. 373-374 pp.
3. Textbook pages
learned in relation to their e experiences and previous knowledge. Indicate the time allotment for each step.
171
lesson or presenting the Review Boyle’s Law What is Charles’s Law?
new lesson.
students).
the lesson. Engage students by asking the following question. How do we represent the Charles’s Law into its mathematical
C. Presenting equation?
examples/instances of the Have you tried releasing a sky lantern?
new lesson.
ENGAGE (The activities Sky lantern is like a mini –hot air balloon; as the
in this section will stimulate temperature increases, the sky lantern obtains its full
their thinking and help them volume and rises in the atmosphere.
concepts and practicing new The students will do activity on “Charles’s Law” to Present the mathematical equation of Charles’s Law
skills #1 investigate the relationship between volume and
E. Discussing the new temperature at constant pressure. Charles’s Law can be expressed as:
skills #2 To determine the whether the volume of gas is affected by V α T at constant P and n
EXPLORE (In this temperature or vice versa at constant pressure, balloons
section, students will be are submerged water at different temperature. Where: V = volume
given time to think, plan, P = pressure
investigate, and organize The students will answer the guide questions of the activity. T = temperature expressed in Kelvin
collected information ; or the n = amount of gas
performance of the 1. What happens to the size of the balloon as the
planned/prepared activities temperature decreases? V = kT at constant or k V/T
from the student’s manual 2. How does the change in the temperature relate to the
with data gathering and volume of gas in the balloon? V1 / T1 = k and V2/ T2 = k
Guide questions). Whereas, V1 is the initial volume and V2 is the final volume
T1 is the initial temperature and T2 is the final
172
Temperature
If the volume-temperature ratios are the same in the initial and
final conditions, then we arrive at this equation:
V1 / T1 = V2 / T2
F. Developing mastery Explain that: Solve problems involving Charles’s Law applying the
(Leads to formative given equation.
assessment 3) 1. The size of the balloon as the temperature
Ex. An inflated balloon with a volume of 0.75 L at 30 0C
EXPLAIN (In this section, decreases becomes smaller.
was placed inside the freezer where the temperature is -
students will be involved in 10 0C. Find out what will happen to the volume of the
an analysis of their 2. The change in the temperature related to the
balloon if the pressure remains constant.
exploration. Their volume of gas is directly proportional.
understanding is clarified Given
and modified because of As the temperature increases, the volume also
increases. Once the air inside the balloon is heated, V1 = 0.75L T1 = 300C = 303K
of the gathered data and its molecules will become more excited, which can T2 = -100C = 263K
results and be able to cause an increase in their kinetic energy. The amount
of kinetic energy that they possess becomes great Find: V2 =?
leading to the focus concept enough to enable them to push the walls of the Formula: V2 = V1T2/T1
or topic of the day. balloon. Hence, the balloon becomes bigger.
Sol’n:
V2 = 0.75L(263K)/ 303K
V2 = 197.25L/303
V2 = 0.65L
G. Finding practical Elaborate that: Elaborate further that:

skills in daily living.  Charles’s Law states that volume and temperature  The volume decreases because the temperature
H. Making generalization are directly related. Which means that both decreases too. In this case, the volume between the
and abstraction about the temperature and volume increase at the same gas molecules decreases because the kinetic energy
lesson. time. Likewise, they decrease at the same as long is also affected by temperature.
ELABORATE as the pressure and the amount of gas are held  Gas molecules move slowly at low temperature, thus
constant. there is a less collision and so it will occupy smaller
173
( This section will give space.
students the opportunity to  It is also important to note that the scale of the
expand and solidify / temperature must be converted to Kelvin before
concretize their solving any gas-related problem.
world situation)
I. Evaluating learning Give formative assessment to assess students Give formative assessment to assess students
EVALUATION understanding of the topic. understanding.
concept check test items and 1. At constant pressure and amount of gas what is the 1. A cylinder with a movable piston contains 250 cm3
answer key which are relationship between volume and temperature? air at 10 0C. if the pressure is kept constant, at
aligned to the learning what temperature would you expect the volume to
objectives - content and 2. What law states that volume is directly proportional be 150cm3
to temperature at constant pressure?
2. A tank (not rigid) contains 2.3 L of helium gas at
any)
3. What will happen to temperature if volume of gas 250C. What will be the volume of the tank after
increases? heating it and its content at 400C temperature at
constant pressure?
V. REMARKS
DLP Reflection for January 21-25, 2019
January 21 (Monday) 22-23 (Tuesday & Wednesday) 24-25 (Thursday & Friday)
A. No. of learners who earned There are 60% of learners who passed the formative There are 62% who passed the formative assessment No formative assessment given
80% in the evaluation assessment.
B. No. of learners who require No remediation given There are 16 learners who require additional activities for No remediation given
additional activities for remediation.
80%
174
C. Did the remedial lesson No remediation given Yes. The remedial lesson worked. There are 12 learners who No remediation given
worked? No. of learners who have caught up with the lesson.
D. No. of learners who continue none There are 4 students who continue to require remediation. none
E. Which of my teaching Experiential learning where students were able to investigate Experiential learning where students were able to investigate the Indirect Instruction where students were
strategies worked well? Why did that gas has different properties like mass, volume, relationship between pressure and volume. able to solve problems involving Boyle’s
this work? temperature and amount of gas. Law.
F. What difficulties did I Student’s participation in the activity. Not all students are Student’s participation in the activity. Not all students are Some students still do not know how to
encounter which my principal or observing during the activity they are just relying from their observing during the activity they are just relying from their convert one unit to another.
groupmates. groupmates.
G. What innovation or localized worksheets worksheets worksheets
teachers?

School Head

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time February 4-8, 2019 Quarter 4th Quarter
- 20
February 4 (Monday) February 5-6 (Tuesday & Wednesday) February 7-8 (Thursday & Friday)
I. OBJECTIVES
175
Subject Matter GAY LUSSAC’S LAW: TEMPERATURE & PRESSURE CHINESE NEW YEAR – NO CLASSES GAY LUSSAC’S LAW: TEMPERATURE & PRESSURE
RELATIONSHIP (ACTIVITY) RELATIONSHIP (PROBLEM SOLVING)
Specific Objectives Investigate the relationship between temperature and Solve problems involving Gay Lussac’s Law.
pressure at constant volume.
Instructional Strategies 1. Indirect Instruction (concept formation and 1. Indirect Instruction (concept formation and reflective
reflective discussion) discussion)
2. Interactive Instruction (cooperative learning and 2. Interactive Instruction (problem solving)
small group discussion)
Instructional Materials 1. Traditional Resources (textbooks and worksheets) 1. Traditional Resources (textbooks and worksheets)
2. Non-projected Display Materials (objects, 2. Non-projected Display Materials (objects,
apparatus (thermometer, Erlenmeyer flask and liquid apparatus, specimens, reagents and tools)
dropper) specimens, reagents (denatured alcohol) 3. Graphic Organizers/2D (charts, diagrams, graphs
and tools) and tables)
3. Graphic Organizers/2D (charts, diagrams, graphs
and tables)
1. Teacher’s Guide pages pp. 270 -271 pp. pp. 271
2. Learners Material pages pp. 375-377 pp. pp.377-379
3. Textbook pages
176
lesson or presenting the What is Charles Law? What is Gay Lussac’s Law?
new lesson.
ELICIT (The activities in How is temperature related to pressure of gas?
students).
the lesson. Engage students by asking the following question. How do we represent the Gay Lussac’a Law into its
C. Presenting mathematical equation?
examples/instances of the Aside from Boyle’s and Charle’s laws, there is another
new lesson. gas law that you need to be familiar with.
in this section will stimulate Have you ever wondered how temperature affects the
their thinking and help them pressure of the gas at constant volume?
D. Discussing the new Present the mathematical equation of Gay Lussac’s Law
concepts and practicing new The students will do activity on “Gay Lussac’s Law” to
skills #1 visualize the effect of increasing pressure on the Gay Lussac’s Law can be expressed as:
E. Discussing the new temperature of gases at constant volume.
concepts and practicing new P α T at constant V and n
skills #2 To determine the effect of increasing pressure on the
EXPLORE (In this temperature of gases at constant volume the temperature Where: V = volume
section, students will be of the gas before and after shaking the erlenmeyar flask P = pressure
given time to think, plan, that contains denatured alcohol will be measured using T = temperature expressed in Kelvin
investigate, and organize the thermometer. n = amount of gas
performance of the The students will answer the guide questions of the P = kT at constant or k = P/T
planned/prepared activities activity.
from the student’s manual P1 / T1 = k and P2/ T2 = k
with data gathering and 1. What happens to the drops of denatured alcohol Whereas, P1 is the initial pressure and P2 is the final
Guide questions). after 2 minutes? After another 2 minutes? pressure
2. Compare the pressure exerted by the denatured T1 is the initial temperature and T2 is the final
177
alcohol molecules before and after shaking? Temperature
3. How is the temperature of gas meolecues If the pressure-temperature ratios are the same in the
affected by pressure or vice versa initial and final conditions, then we arrive at this equation:
P1 / T1 = P2 / T2
F. Developing mastery Explain that: Solve problems involving Gay Lussac’s Law applying the
(Leads to formative given equation.
assessment 3) 1. The drops of denatured alcohol after 2 minutes
and after another 2 minutes decreases or dis appear Ex. The pressure of the nitrogen gas inside a rigid tank is
EXPLAIN (In this section, 1.5 atmosphere at 30 0C. What will be the resulting
students will be involved in it turns to vapor or gas
pressure if the tank is cooled to 0 0C?
an analysis of their Given
exploration. Their 2. The pressure exerted by the denatured alcohol P1 = 1.5 atm T1 = 300C = 303K
understanding is clarified molecules before and after shaking increases T2 = 0 0C = 273K
reflective activities)/Analysis 3. The temperature of gas molecules affected by Find: P2 =?
of the gathered data and pressure is directly related. Formula: V2 = P1T2 / P1
answer the Guide Questions Sol’n:
P2 = 1.5atm (273K) / 303K
= 409.5 atm/303
= 1.35atm
Checking: Temperature decrease the pressure must
increase
G. Finding practical Elaborate that:
skills in daily living.  Gay Lussa’s Law states that the pressure of the
H. Making generalization gas is directly proportional to its temperature.
and abstraction about the  This means that when the temperature of gases
lesson. increases its pressure also increases or vice
ELABORATE versa.
( This section will give
students the opportunity to
concretize their
world situation)
178
I. Evaluating learning Give formative assessment to assess students Give formative assessment to assess students
EVALUATION understanding of the topic. understanding.
concept check test items and 1. At constant volume and amount of gas what is the 1. A certain light bulb containing argon has a
answer key which are relationship between pressure and temperature? pressure of 1.20 atm at 18 0C. if it will be heated
aligned to the learning to 85 0C at constant volume, what will be the
objectives - content and 2. What law states that pressure is directly resulting pressure? Is it enough to cause sudden
performance standards and breakage of the bulb?
proportional to temperature at constant volume?
address misconceptions – if 2. At 20 0C a confined ammonia gas has a
any) pressure of 2.50 atm. At what temperature
3. What will happen to temperature if pressure of gas
decreases? would its pressure be equal to 760 mm Hg
J. Additional activities for Pressure cooker – the pressure cooker is airtight, so

application or remediation. pressure builds up inside the pressure cooker as the liquid
EXTEND ( This sections give inside comes to a boil. The resulting trapped steam
situation that explains the causes the internal temperature to rise more than what it
topic in a new context , or can normally do at normal atmospheric pressure. Thus,
integrate it to another the cooking of hard meat and fibre is done at a short
discipline / societal concern) period of time.
V. REMARKS
DLP Reflection for January 28-31, and February 1, 2019
January 28-29 (Monday & Tuesday) 30-31 (Wednesday & Thursday) February 1 (Friday)
A. No. of learners who earned There are 65% of learners who passed the formative There are 70% who passed the formative No classes Panagbenga Festival Opening
80% in the evaluation assessment. assessment
80%
D. No. of learners who continue none none n/a
E. Which of my teaching Experiential learning where students were able to Indirect Instruction where students were able to n/a
strategies worked well? Why did investigate the relationship between pressure and solve problems involving Charles’s Law.
this work? temperature.
179
F. What difficulties did I Student’s participation in the activity. Not all students follow step by step procedure in n/a
encounter which my principal or solving problems.
G. What innovation or localized worksheets worksheets n/a
teachers?

School Head
180
GRADES 1 to 12
DAILY LESSON LOG
- 20
February 11-12 (Monday & Tuesday) February 13 (Wednesday) February 14-15 (Thursday & Friday)
I. OBJECTIVES
Subject Matter COMBINED GAS LAWS: VOLUME, TEMPERATURE & COMBINED GAS LAWS: VOLUME, TEMPERATURE & AVOGADRO’S LAW
PRESSURE RELATIONSHIP (ACTIVITY) PRESSURE RELATIONSHIP – (PROBLEM SOLVING)
Specific Objectives Determine the relationship among temperature, Solve problems involving Combined Gas Law 1. Determine the relationship between amounts of
pressure, and volume of gases at constant number of gas in a mole to its volume; and
moles. 2. Solve problems involving Avogadro’s Law.
181
Instructional Strategies 1. Indirect Instruction (concept formation and 1. Indirect Instruction (concept formation and reflective 1. Indirect Instruction (concept formation and
reflective discussion) discussion) reflective discussion)
2. Interactive Instruction (cooperative learning and 2. Interactive Instruction (problem solving) 2. Interactive Instruction (cooperative learning and
small group discussion) small group discussion)
3. Experiential Instruction (experiments) 3. Experiential Instruction (experiments)
Instructional Materials 1. Traditional Resources (textbooks and 1. Traditional Resources (textbooks and 1. Traditional Resources (textbooks and
worksheets) worksheets) worksheets)
2. Non-projected Display Materials (objects, 2. Graphic Organizers/2D (charts, diagrams, 2. Non-projected Display Materials (objects,
apparatus (Erlenmeyer flask and liquid dropper) graphs and tables)y apparatus, specimens, reagents and tools
specimens, reagents (denatured alcohol) and tools (calculator)
(ruler and match/candle) 3. Graphic Organizers/2D (charts, diagrams,
3. Graphic Organizers/2D (charts, diagrams, graphs graphs and tables)
and tables)
3. Textbook pages
lesson or presenting the What is Boyle’s, Charles and Gay Lussac’s Law? How is Boyle’s, Charles and Gay Lussac’s Law What is combined gas law?
new lesson. interrelated to each other?
students).
182
the lesson. Engage students by asking the following question. How do we represent Boyle’s, Charles and Gay What could be the possible relationship of the
C. Presenting Lussac’s Law together? amount of gas in a mole to its volume?
examples/instances of the What do you think is the relationship between volume,
new lesson. pressure and temperature if combined together?
D. Discussing the new The students will do activity on “Combined Gas Law” to Present the mathematical equation of Combined Gas Present the contribution of Amedeo Avogadro in the
concepts and practicing new observe the interrelationship among the three variables Law concept of gases?
skills #1 of gases as to volume, temperature and pressure.
E. Discussing the new Combined Gas Law can be expressed as: Amedeo Avogadro, made important contribution in
concepts and practicing new To determine the interrelationship among the three shedding light on reaction stoichiometry. He provided
skills #2 variables cylindrical container with cover that contains T = VP/K or V = kT/P or P = kT/V or k = PV/T explanations as to why compounds reacted in
EXPLORE (In this denatured alcohol will be used. definite ratios and on how the amount of gas affects
section, students will be Where: V = volume its volume.
given time to think, plan, The students will answer the guide questions of the P = pressure
investigate, and organize activity. T = temperature expressed in Kelvin Avogadro played an important role in providing
collected information ; or the n = amount of gas evidence of the existence of atoms. Eventually the
performance of the 1. What happens to the cylindrical container when number of molecules in a mole is named after him.
planned/prepared activities a source of heat is placed near the hole? Whereas, P1 is the initial pressure and P2 is the final
from the student’s manual 2. Why do you need to shake the container after pressure
with data gathering and putting 5 drops of denatured alcohol? T1 is the initial temperature and T2 is the final
Guide questions). 3. How is the volume of the gases related to its Temperature
temperature and pressure?
If the pressure-temperature ratios are the same in the
initial and final conditions, then we arrive at this
equation:
P1V1 / T1 = P2 V2/ T2
F. Developing mastery Explain that: Solve problems involving Combined Gas Law in Using the proportionality symbol, it can express the
(Leads to formative determining change in the final volume, proportionality between the volume and the number
assessment 3) 1. The cylindrical container when a source of heat is temperature, or pressure of gases. of mole of a gas as:
183
EXPLAIN (In this section, placed near the hole pops out/flies out. The oxygen tank manufacturer used to produce V α n at constant T and P
students will be involved in 5.0 L oxygen tanks at 2000 psi and 25 0C.
an analysis of their 2. It is needed to shake the container after putting 5 Statistics suggest that the 3.0 L oxygen tank at Mathematically, the Avogadro’s Hypothesis can be
drops of denatured alcohol so that the alcohol will 1500psi more marketable. What temperature expressed as:
exploration. Their
understanding is clarified turn into vapor. requirement is needed to produce a 3L oxygen
V/n=k
and modified because of tank at 1500psi?
reflective activities)/Analysis 3. The volume of the gases is directly related to its Where: V = volume of gas
Given: Vi = 5.0L V2 = 3.0 L
of the gathered data and temperature and pressure. K = is the proportionality constant
results and be able to T1 = 25 0C = 298K T2 =? n = amount of gas
leading to the focus concept P1 = 2000psi P2 = 1500psi this can also be expressed as:
or topic of the day. Computing for temperature requirement:
V1/n1 = V2/n2 or V1n2 = V2n2
P1V1 / T1 = P2 V2/ T2
T2 = T1P2V2/P1V1
T2 = 298K x 1500psi x 3.0L/ 2000psi x 5.0L
T2 = 134K = 130K
G. Finding practical Elaborate that: Elaborate that: Elaborate that:
skills in daily living.  No one is credited for the combined gas law.  Emphasize that in solving gas laws  Avogadro says that, “Equal volumes of all
H. Making generalization Putting together Boyle’s Law and Charles Law temperature is always in Kelvin unit. gases, kept at the same pressure and
and abstraction about the will result to the statement:  Solution should be in a step by step procedure temperature, contain the same number of
lesson. to check changes in the different conditions. molecules.”
ELABORATE  The pressure and volume of a gas are inversely  Check the relationship between the variables.  Avogadro was the first to suggest that the
( This section will give proportional to each other, but are both directly volume of gas is directly proportional to the
students the opportunity to proportional to the temperature of that gas. number of moles of gas present at a given
expand and solidify / temperature and pressure.
concretize their
world situation)
184
I. Evaluating learning Give formative assessment to assess students Give formative assessment to assess students Give formative assessment to assess students
EVALUATION understanding of the topic. understanding of the topic. understanding.
concept check test items and 1. At constant amount of gas what is the relationship Helium gas has a volume of 250ml at 0 0C at A 7.25 L sample of Nitrogen gas is determined to
answer key which are between volume and pressure? How about 1.0atm. What will be the final pressure if the contain 0.75 mole of nitrogen. How many moles of
aligned to the learning temperature? volume is reduced to 100ml at 45 0C? nitrogen gas would there be in a 20 L sample
objectives - content and provided the temperature and pressure remains the
performance standards and same.
2. How is volume of gases related to its temperature
any)
and pressure?
J. Additional activities for The weather balloon which carries instruments upward to
application or remediation. be able to send back information on atmospheric
EXTEND ( This sections give pressure, humidity, temperature and wind speed through
situation that explains the radiosonde. As the weather balloon rises up from the
topic in a new context , or ground, it responds to three variable changes in the
integrate it to another surroundings; volume, pressure and temperature.
V. REMARKS
DLP Reflection for February 4-8, 2019
February 4 (Monday) 5-6 (Tuesday & Wednesday) 7-8 (Thursday & Friday)
A. No. of learners who earned There are 65% of learners who passed the formative There are 70% who passed the formative assessment There are 72% who passed the formative assessment
80%
D. No. of learners who continue none none none
E. Which of my teaching Indirect Instruction where students were able to solve Experiential learning where students were able to Indirect Instruction where students were able to solve
strategies worked well? Why did problems involving Gay Lussac’s Law. investigate the relationship between pressure and problems involving Gay Lussac’s Law.
this work? volume.
F. What difficulties did I Not all students follow step by step procedure in solving Students participation in the activity and class discussion. Not all students follow step by step procedure in
185
encounter which my principal or problems. solving problems.
teachers?

School Head

GRADES 1 to 12
DAILY LESSON LOG
- 20
February 18-19 (Monday & Tuesday) February 20-21 (Wednesday & Thursday) February 22 (Friday)
I. OBJECTIVES
Subject Matter IDEAL GAS EQUATION KINETIC MOLECULAR THEORY SUMMATIVE TEST
Specific Objectives 1. Show the relationship among volume, temperature, 1. Describe the postulates of Kinetic Molecular Theory 1. Investigate the relationship between:
pressure and number of moles; and that explains and describes the behavior of gases; and a. volume and pressure at constant temperature of a
186
2. Solve problems involving ideal gas equation. 2. Determine the application of gas laws in daily gas; and
occurrences. b. volume and temperature at constant pressure of
gas
2. Explain the above mentioned relationships using
the Kinetic Molecular Theory.
Instructional Strategies 1. Indirect Instruction (concept formation and 1. Indirect Instruction (concept formation and Independent Study
reflective discussion) reflective discussion)
2. Interactive Instruction (cooperative learning and 2. Interactive Instruction (cooperative learning and
small group discussion) small group discussion)
3. Experiential Instruction (experiments) 3. Experiential Instruction (experiments)
Instructional Materials 1. Traditional Resources (textbooks and 1. Traditional Resources (textbooks and Copy of the summative test
worksheets) worksheets)
2. Non-projected Display Materials (objects, 2. Non-projected Display Materials (objects,
apparatus, specimens, reagents (hot water, ice apparatus (glass bottle, drinking glass, bowl),
cubes) and tools (bottles with cover, hammer, specimens, reagents (hot water, ice cubes) and
plastic bag) tools (balloon, string, tape, straw etc.)
2. Learners Material pages pp. 388-390 pp. 391-393 pp.
3. Textbook pages
lesson or presenting the What is combined gas law? Review past lesson about ideal gas equation Give instruction/reminder about the summative test
new lesson.
187
students).
the lesson. Engage students by asking the following question. What is kinetic molecular theory? Emphasize that they should read and understand the
C. Presenting questions properly before writing their final answer.
examples/instances of the What do you think is the relationship between volume,
new lesson. pressure, temperature and amount of gas if combined
ENGAGE (The activities together?
D. Discussing the new The students will do activity on “Squashing the Bottle” to The students will do activity on “A Gaseous Outlook” to The students will read and answer their summative
concepts and practicing new observe the relationship among the four variables of determine the application of gas laws in daily test
skills #1 gases as to volume, temperature, pressure and number occurrences.
E. Discussing the new of moles.
concepts and practicing new To observe the application of gas laws different set of
skills #2 To observe the relationship among the four variables materials will be used.
EXPLORE (In this bottle with cover will be use that contains hot and ice
section, students will be water. The students will answer the guide questions of the
given time to think, plan, activity.
investigate, and organize The students will answer the guide questions of the 1. Explain why the balloon shoots along the
collected information ; or the activity. thread at a speed using the concept of the gs
performance of the laws.
planned/prepared activities 1. What happened to the covered bottle when 2. What does this prove regarding the
from the student’s manual filled with hot and cold water? compressibility of gases?
with data gathering and 2. What caused it to happen?
Guide questions).
Present the ideal gas equation
V = RnT / P or PV = nRT
F. Developing mastery Explain that: Explain that in KMT: Explain some type of test used in the summative test
(Leads to formative
 Gases are composed of molecules
assessment 3)  The covered bottle when filled with hot and
EXPLAIN (In this section, cold water shrink because of the  Gas molecules are always constant
188
students will be involved in relationship between the four variables of random motion and they frequently collide
an analysis of their gases whether inverse or directly related to with one another and with the walls of the
exploration. Their each other. container.
understanding is clarified  Where:
and modified because of  There is a neither attractive nor repulsive
V = volume in liters
reflective activities)/Analysis force between or among gas molecules
P = pressure in atmosphere
of the gathered data and n= moles  Movement of gas molecules is affected by
results and be able to T = temperature in Kelvin temperature. The average kinetic of the
answer the Guide Questions R = Universal Gas Constant molecules is directly related to the
leading to the focus concept = 0.081L.atm/mol.K temperature of gas.
G. Finding practical Elaborate that: Elaborate that: Checking of summative test paper to check students
application of concepts and understanding.
skills in daily living.  The ideal gas equation is useful in illustrating  The KMT explains the properties and
H. Making generalization the relationship among the pressure, volume, describes the behavior of gases.
and abstraction about the temperature, and number of moles.  Gases have mass, volume, temperature and it
lesson.  Apply the ideal gas law equation exerts pressure.
ELABORATE Ex. What is the volume of a container that can hold 0.50  The pressure exerted by gas molecules is due
( This section will give mole of gas at 25.0 0C and 1.25 atm? to collision among gas molecules and with the
students the opportunity to Given: P = 1.25atm walls of the container.
expand and solidify / T = 298K  The frequency of collision is affected by
concretize their N= 0.50mole temperature because gas molecules move
understanding of the concept faster at high temperature, on the other hand,
and / or apply it to real – Formula: V = nRT/ P they move slowly at low temperature.
world situation) Solution:  The faster the movement of the molecules, the
more frequent the collision, causing an
V= (0.50mole)(0.0821L.atm/mol.K)(298K) increase in pressure.
1.25 atm
V = 9.8L
I. Evaluating learning Give formative assessment to assess students Give formative assessment to assess students Give summative test to assess students
EVALUATION understanding of the topic. understanding of the topic. understanding of the module on the behavior of
( This section will provide for gases.
concept check test items and Calculate the pressure exerted by a 0.25 mole sulfur True or False
answer key which are hexafluoride in a steel vessel having a capacity of 1. A gas consist of a collection of small particles 1. Which of the follow phenomena does NOT involve
aligned to the learning 1250 ml at 70.0 0C. traveling in a straight line motion and obeying the application of gas pressure?
objectives - content and Newton’s Laws. a. burning fuels
189
performance standards and 2. the molecules in a gas occupy negligible volume b. vulcanizing tire
address misconceptions – if 3. Collisions between molecules are perfectly c. falling leaves
any) elastic d. rising hot air balloons
4. There are negligible, attractive, or repulsive 2. Determine what will happen to the temperature of
forces between molecules a confined gas as the pressure decreases.
5. The average kinetic energy of a molecule is a. the gas temperature stays the same
constant. b. the gas temperature decreases
c. the gas temperature increases
d. there is no enough data
J. Additional activities for Do gases behave ideally?
V. REMARKS
February 11-12 (Monday & Tuesday) 13-14 (Wednesday & Thursday) 15 (Friday)
A. No. of learners who earned There are 75% of learners who passed the formative There are 78% who passed the formative assessment There are 76% who passed the formative assessment
80%
E. Which of my teaching Experiential learning where students were able to Indirect Instruction where students were able to solve Indirect Instruction where students were able to solve
strategies worked well? Why did investigate the relationship between pressure, volume and problems involving Combined Gas Law. problems involving Avogadro’s Law
this work? temperature
F. What difficulties did I Student’s participation in the activity and class discussion. Not all students follow step by step procedure in solving Not all students follow step by step procedure in
encounter which my principal or problems. solving problems.
190
teachers?

School Head
191
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time February 25-28 and March 01, 2019 Quarter 4th Quarter
- 20
February 25 (Monday) February 26 (Tuesday) February 27 (Wednesday) February 28 and March 01 (Thursday &
Friday)
I. OBJECTIVES
 Identifying chemical change
 Types of chemical reactions
 Law of conservation of mass
 Factors affecting reaction rate
Write the LC code for each 1. Write chemical equations;
2. Apply the principles of conservation of mass to chemical reactions;
3. Classify reactions according to different types;
4. Identify the factors that affect reaction rates and explain them according to collision theory; and
5. Explain how the factors affecting rates of chemical reactions are applied in food preservation and materials production, fire control, pollution, and corrosion
Subject Matter NO CLASSES- IN COMPILATION OF OUTPUTS-WRITTEN CHEMICAL REACTION – REACTANTS TYPES OF CHEMICAL EQUATION -
COMMEMORATION OF EDSA WORKS AND PERFORMANCE TASK AND PRODUCTS BALANCING CHEM.EQN
POWER
Specific Objectives 1. Show the relationship among Compile outputs for written works and 1. Distinguish between reactants and 1. Classify chemical reactions according to
volume, temperature, pressure performance task products; and their types, based on how atoms are
and number of moles; and 2. Write a chemical equation. grouped or regrouped;
2. Solve problems involving ideal 2. Recognize that the number of atoms of
gas equation. each element is conserved in a chemical
reaction as atoms in the reactants only
192
rearrange themselves to form the
products; and
3. Apply the concept of Law of
Conservation of Mass in balancing
chemical equations.
Instructional Strategies 1. Indirect Instruction (concept 1. Indirect Instruction (concept 1. Indirect Instruction (concept
formation and reflective discussion) formation and reflective discussion) formation and reflective discussion)
2. Interactive Instruction (cooperative 2. Interactive Instruction (cooperative 2. Interactive Instruction (cooperative
learning and small group discussion) learning and small group discussion) learning and small group discussion)
3. Experiential Instruction (experiments) 3. Experiential Instruction 3. Experiential Instruction
(experiments) (experiments)
Instructional Materials 1. Traditional Resources (textbooks 1. Traditional Resources (textbooks 1. Traditional Resources (textbooks
and worksheets – activity guide) and worksheets – activity guide) and worksheets – activity guide)
2. Graphic Organizers/2D (charts, 2. Graphic Organizers/2D (charts, 2. Graphic Organizers/2D (charts,
pictures, maps, diagrams, graphs, pictures, maps, diagrams, graphs, pictures, maps, diagrams, graphs,
tables) tables) tables)
A. References G10 Science Learners Material G10 Science Learners Material G10 Science Learners Material G10 Science Learners Material
1. Teacher’s Guide pages pp. pp. pp. pp.
2. Learners Material pages pp. pp pp. 407-410 pp. 411-421
3. Textbook pages
A. Reviewing previous Distribution of outputs Simple review on grade chemistry on What is reactant and product in a chemical
lesson or presenting the chemical bonding reaction?
new lesson. What is chemical equation?
193
students).
B. Establishing a purpose for For the students to compile their fourth What is chemical bonding? Engage students by asking the following
the lesson. quarter outputs at the same time to check question.
C. Presenting their incomplete activities for some Present instances of the new lesson that
examples/instances of the remediation. chemical bonding results to breaking of In the third chemical reaction, that was
new lesson. bonds and formation of new substances presented yesterday’s topic, how may
ENGAGE (The activities are formed. Formation of the new reactants are used? How many product/s
in this section will stimulate substances means a chemical reaction is/are involved?
their thinking and help them has taken place
D. Discussing the new The students will arrange their outputs The students will do activity “What’s in a Based on the given activity on “What’s in a
concepts and practicing new under written works and performance task. Reaction” for them to distinguish between Reaction?” The students will refer to the
skills #1 reactants and products. guide card in classifying the different types
E. Discussing the new The students will record their score in the of chemical reaction.
concepts and practicing new scoring sheet. The students will fill in the table identifying
skills #2 the reactants and products from the
EXPLORE (In this chemical reactions given.
given time to think, plan, The students will also checked the
investigate, and organize symbols used in Chemical Equation.
performance of the Using the symbol and formulas, the
planned/prepared activities students will write the chemical reaction to
from the student’s manual complete chemical equation.
Guide questions).
F. Developing mastery Explain that Explain that Explain that
(Leads to formative
Arranging and recording outputs in an Reactants are substances that are Magnesium combines with oxygen gas
assessment 3) organize manner will save time for the used up to form new substances in a to produce magnesium oxide.
EXPLAIN (In this section, teacher to record as well as computing chemical reaction.
students will be involved in their grades. Mg + 02 → Mg0
Explain chemical reaction using the
194
an analysis of their example below: There are two reactants used they are one
exploration. Their atom of Magnesium and two atoms of
understanding is clarified Magnesium combines with oxygen gas oxygen.
and modified because of to produce magnesium oxide.
reflective activities)/Analysis Type of reaction involved - Combination or
Mg + 02 → Mg0 = Chemical Eq’n
of the gathered data and Synthesis Reaction
results and be able to Reactant – Mg and O2
answer the Guide Questions Product - MgO
G. Finding practical Elaborate that: Elaborate that:
skills in daily living.  Chemical equation is a chemist’s  Chemical Reactions can be
H. Making generalization shorthand for a chemical classified according to the
and abstraction about the reaction. following types:
lesson.  The equation distinguishes
ELABORATE between the reactants, which are 1. Combination Reaction – reactants
( This section will give the starting materials and the combine to form a single product.
students the opportunity to products which are the resulting The general formula for this
expand and solidify / substance/s. reaction is A + B → AB
concretize their  The symbols or formulas of the 2. Decomposition Reaction = in this
understanding of the concept reactants and products, the reaction, a single reactant breaks
and / or apply it to real – phases of these substances, and down into simples ones.
world situation) the ratio of substances as they AB → A + B
react.
I. Evaluating learning Accumulated score in the written and Give formative assessment to assess Give formative assessment to assess
EVALUATION performance task. students understanding of the topic. students understanding of the topic.
concept check test items and Determine the reactants and products Classify the following unbalanced chemical
answer key which are in the following worded chemical equations according to the six types of
aligned to the learning equation. Use the correct symbols to chemical reactions.
objectives - content and arrive with the correct chemical 1. NaOH + KNO3 → NaNO3 + KOH
equation.
address misconceptions – if 2. CH4 + O2 → CO2 + 2 H20
any)
1. Marble reacts with hydrochloric acid
to produce calcium chloride, water and 3. P4 + 02 → P2O5
carbon dioxide.
195
2. Manganese dioxide is a black
powder that catalyzes the breakdown
of hydrogen peroxide to water and
oxygen.
J. Additional activities for Read on chemical changes/reaction Assignment Read what Law of Conservation of Mass
application or remediation. and how was it related in Balancing
EXTEND ( This sections give In the first chemical reaction, how many Chemical Equation.
situation that explains the reactants are used? How many products/s
topic in a new context , or is/are formed?
V. REMARKS
February 18-19 (Monday & Tuesday) 20-21 (Wednesday & Thursday) 22 (Friday)
A. No. of learners who earned There are 70% of the learners who There are 73% of the earners who passed the formative assessment on Kinetic Molecular There are 68 % who passed the Summative
80% in the evaluation passed the formative assessment on Theory assessment Module 1 on the Behavior of
Ideal Gas Law Gases
80%
E. Which of my teaching Experiential learning where Experiential learning where students were able to investigate the Kinetic Molecular Independent learning
strategies worked well? Why did students were able to investigate Theory on how do gases behave given the different conditions.
this work? the relationship between pressure,
volume, temperature and amount
of gas
F. What difficulties did I Student’s participation in the Not all students follow step by step procedure in solving problems. No Materials such as calculators.
encounter which my principal or activity and class discussion.
G. What innovation or localized worksheets worksheets Copy of the summative test
teachers?
196
School Head
197
Strategies
1. Direct instruction (compare & contrast, demonstrations, didactic questions, drill & practice, guides for reading, listening & viewing, lecture, etc.)
2. Indirect Instruction (case study, cloze procedure, concept formation, inquiry, problem solving, reflective discussion, etc)
3. Interactive Instruction (brainstorming, debate, cooperative learning, interviewing, small group discussion, etc.)
4. Experiential Instruction (games, experiments, field trips, model building, field observations, role play, simulations, etc.)
5. Independent Study (assigned questions, correspondence lessons, computer-assisted instruction, essays, homework, learning contracts, reports, research
projects, etc.)
6. Others
List of Instructional Materials:
1. Traditional Resources (textbooks, worksheets, modules, supplemental reading materials, workbooks, laboratory manuals)
2, Non-projected Display Materials (objects, apparatus, specimens, reagents, tools, machines)
3. Graphic Organizers/2D (charts, pictures, maps, diagrams, graphs, tables)
4. 3D (castings, models, experimental models)
5. Audio-Visual (motion pictures, video clips, power point, tape records, radio and TV broadcast)
7. Contextualized Materials
8. Others
198

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School Sto.

Tomas National High School Grade Level Grade 10

You tube video: https://www.youtube.com/watch?v=F7wpQx3bYX4

Prep. By: ARACELI K. TAMIRAY Checked By: ROSANNA D. DIZON

ENGAGE (The 2. How about the highest mountain in the

F. What difficulties did None None None

Prep. By: ARACELI K. TAMIRAY Checked By:

School Sto. Tomas National High School Grade Level Grade 10

Prep. By: ARACELI K. TAMIRAY Checked By:

Prep. By: ARACELI K. TAMIRAY Checked By:

School Sto. Tomas National High School Grade Level Grade 10

Specific Objectives 1. Describe the distribution of 1. Define seismic waves

School Sto. Tomas National High School Grade Level Grade 10

D. No. of learners None None None None

Prep. By: ARACELI K. TAMIRAY Checked By:

School Sto. Tomas National High School Grade Level Grade 10

D. No. of learners None None None None

Prep. By: ARACELI K. TAMIRAY Checked By:

1. Teacher’s Guide pages pp. 38-40 pp. 40-41 pp. 41

3. Which of the following increases with distance from

D. No. of learners None None None

Prep. By: ARACELI K. TAMIRAY Checked By:

1. Teacher’s Guide pages pp. 42-43 pp. pp.

__________4. The downward movement of the convection

EXTEND ( This sections

D. No. of learners who None None None

Prep. By: ARACELI K. TAMIRAY Checked By:

1. Teacher’s Guide pages pp. pp. pp. 66-73

ELICIT (The activities

E. Discussing the new

EXPLORE (In this

EXTEND ( This sections

D. No. of learners who None None None None none

Prep. By: ARACELI K. TAMIRAY Checked By:

School Sto. Tomas National High School Grade Level Grade 10

August 20 (Monday) August 21 (Tuesday) August 22-24 (Wednesday - Friday)

1. Teacher’s Guide pages pp. pp. pp. 66-73

E. Discussing the new

EXPLORE (In this

EXTEND ( This sections

D. No. of learners who None none None None none

Prep. By: ARACELI K. TAMIRAY Checked By:

1. Teacher’s Guide pages pp. pp. 66-73 pp. 66-73

ELICIT (The activities

Current can be changed by increasing or decreasing

Components in a circuit may reduce the size of the

Resistance is a measure of how hard it is for

EXTEND ( This sections

Prep. By: ARACELI K. TAMIRAY Checked By:

1. Teacher’s Guide pages pp. 66-73 pp. pp.

J. Additional activities for

EXTEND ( This sections give

Prep. By: ARACELI K. TAMIRAY Checked By:

1. Teacher’s Guide pages pp. 66-73 pp. pp.

J. Additional activities for

EXTEND ( This sections give

Prep. By: ARACELI K. TAMIRAY Checked By:

1. Teacher’s Guide pages pp. 118-119 pp. 119-120 pp. 120-122

Prep. By: ARACELI K. TAMIRAY ```Checked By: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 10

1. Teacher’s Guide pages pp. 136-137 pp. 138-140 pp. 140-141

Prep. By: ARACELI K. TAMIRAY Checked By:

School Sto. Tomas National High School Grade Level Grade 10