School Grade Level

Teacher Learning Area

DAILY LESSON LOG Teaching Dates and Time AUG. 29- SEPT 2, 2016 Quarter

Day 1 Day 2 Day 3

I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed
learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards Demonstrates understanding of the Demonstrates understanding of the parts and Demonstrates understanding of the parts and
differences between Animal cell and Plant cell. functions of the compound microscope. functions of the compound microscope.

B. Performance Standards The students will distinguished the cellular Employ appropriate techniques using the Employ appropriate techniques using the
structure found from plant and animal cell and compound microscope to gather data about compound microscope to gather data about
let them associate it with their functions. very small objects. very small objects.

C. Learning Competencies/ Objectives
(Write the LC code for each)
1.Differentiate palnt and animal cells according Identify parts of the microscope and their Focus specimens using the compound
to presence or absence of certain organelles functions microscope
cODE:(S7LT -IId-4) Code: . (S7LT-IIa-1) Code: (S7LT-IIb-2)
2.To explain why
the cell is considered the basic structural and
functional unit of all organisms.(S7LT-IIe5)

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

Plant and Animal Cells The Light Microscope and its Parts How to Use Light Microscope and Making Wet
III. LEARNING RESOURCES Mount
List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher's Guide Pages PP. 1- 6 pp 85-87 pp 87-88
2. Learner's Materials pages PP1- 5
3. Textbook pages
4. Additional Materials from Learning BEAM. The Basic Unit of Life./ Exploring Life
Resourcce (LR) portal Through Science Series lesson 5.4 pp 99-104.

B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately 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 wa
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
 A. Reviewing previous lesson or
presenting the new lesson
Recall the level of Biological Organization Review: Use the table found on TG , p 82
differianting the structure of Cell A and Cell B,
then ask the students of the following
questions: 1. Which is an animal cell? Explain
your answer. 2. Which is a plant cell? Explain
your answer too.
Play ‘Simon says’ with the microscope.
Arrange students in pairs with each pair at a
microscope (if numbers allow). Ask students to
place a finger on various parts of the
microscope when the teacher says ‘Simon
says touch the ____.’ If the teacher does not
say ‘Simon says’ first, then the students
should not move their finger. If the student
touches the incorrect part of the microscope or
if they move their finger without a ‘Simon
says’, then they must sit down. The winner is
the student left standing at the end.

B. Establishing a purpose for the lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
The teacher will present picture of a city.Relate Ask the students with these questions: How Demonstrate work habits that ensure personal
each part of the society and it uses to the
different parts of the cell and its functions.
The teacher will explore the parts and
functions of the cell throught a power point
presentation or a short video presentation
about cell.
Perform Activity 1: Comparing Plant and
Animal Cells in LM pp 2-3
do you use a microscope? What are the some safety and the safety of others and
features you can see in the microscope? Whatconsideration for the environment.
are the capabilities of light microcope. Include: keeping an uncluttered workspace,
putting equipment away after its use, handling
glassware with care, wearing goggles when
required, disposing of materials in a safe and
Use an English terms related to the major responsible
Engage the manner
students with a 3-minute video
parts of a microscope (e.g., microscope, clip, detailing how to create a wet
base, arm, mirror, stage, slide, objective, mount slide of an onion cell. The video will be
eyepiece, coarse adjustment knob, fine shown at the beginning of the class and
adjustment knob,etc. ) followed with a detailed explanation for each
of the steps in this process.
Since every student in the class will have Demonstrate proper use and care of the
varied knowledge of the microscope, their microscope in preparing wet mounts beginning
development of understanding will be initiated with the least powerful lens; focusing; drawing
by having students pair-up next to a specimens; indicating magnification
microscope. While students are at the
microscope, play the video
(http://www.udel.edu/biology/ketcham/microsc
ope/testFLV8.html) that will explain
microscope basics. While the video is playing,
students are free to explore its usage.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
For a Group Activity :Construct and use a Pass out Parts of a Microscope sheet. In order
Venn Diagram to show parts that are common to clarify this concept, the entire class will go
to both and parts that are only found in either
over each part of the microscope, where
plant and animal. students will get to ask questions as to where
each part is located. By the end of this
discussion, students will be able to clearly
The teacher allows the students to present The students
identify will demonstrate
the major the proper way
parts of a microscope.
and explain their own Venn Diagram. Answer of taking a microscope out from a box and
the Guide Question LM p.6 carrying it to another place. He/she briefly
introduces the names and the functions of the
major parts of the microscope, and the
magnifications of the lenses
With these demonstrations, let the students
answer the following ; (1) What makes letter
“e” suitable for observation under the
microscope? (2)Describe the position of the
letter as seen under the microscope.
(3).Compare the image of the letter as seen
Students
under theshould examine
microscope. theTG
( see slides under low
pp.87-88)
and high power, and they should also focus up
and down through the sample.

G. Finding practical applications of Ask the students with these questions: (1) What is the benefit of preparing a good wet
concepts and skills in daily living How do microscope help us today? (2) Why is mount?
a microscope an important discovery?

H. Making generalizations and
abstractions about the lesson
Why is it important for us to work harmoniously We live in a beautiful world – and that beauty Have students share their observations with
with others similar to how organelles work
together?
and complexity extends far beyond what one another.
humans can see unaided. From plant and
animal anatomy to cells and proteins and even
down to the level of atoms, there are worlds
within worlds of detail to be explored on the
microscopic scale. Microscopes are the tools
that allow us to look more closely at objects,
seeing beyond what is visible to the naked
eye.

I. Evaluating learning The students wii be asked to answer post test The prettiest? What surprised them the most?
(TG-pp 89) questions 1 to 3. Did anything look very different than
expected?
 J. Additional activities for application or
remediation
Lab Virtual Tour , choose free online science
interactive, for students to learn the
procedures for operating a compound optical
light microscope as they would use in a
science lab.
For a great way to get more microscope
experience at home without having to
purchase a microscope, check
out the “virtual microscope” at
http://www.udel.edu/biology/ketcham/microsco
pe/scope.html
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 questions

A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Submitted by: Submitted to: Noted:

________________________________________________ ________________________________________________ ___________________________________________

Science Teacher Head Teacher / Coordinator School Head / Principal
 7
SCIENCE
2nd

Day 4
dures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
shall be derived from the curriculum guides.

Demonstrates understanding of Taking Care of

the Microscope.

Demonstrate the proper use and storage of

the light microscope.

1. Identify the different procedures on how to

clean the light microscope.
2. Identify the different procedures on the
proper storage of the light microscope.
Code:

an be tackled in a week or two.

Microscopy: Taking Care of the Light

ing. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Microscope

pp. 11-15; Unit 2; Module 2

p. 96-97; Unit 2; Module 2

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
e the time allotment for each step.
The teacher will review the students about the
parts of the light microscope and making a wet
mount.

The teacher will aks the students what they

usually do after eating meals at home. Relate
that the light microscope has to be cleaned
and stored properly after use.

The teacher will present the procedures on

how to take care and store the light
microscope after use.

The teacher will allow the students to handle

the microscope properly, from its storage up to
the actual manipulation of the device.
Prepared slides will be provided by the
teacher. The teacher will observe and rate the
students on how they will use the microscope.
Misuse of it must be recorded as well.
The teacher will allow the students to clean
and store the microscope properly. The
teacher may opt to use a rubric while
observing and rate the students from cleaning
up to its storage.

The teacher may discuss some pointers

he/she recorded (good points and points to
improve) so that the students will utilize, clean
and store the microscope better the next time.

The teacher will allow the students to

enumerate the benefits they can get in
cleaning and storing the light microscopes
properly.
The microscope has become an important
investigative tool in studying objects and
organisms. Knowing its parts as well as proper
maipulation and care will make your study of
science effective, interesting and more
meaningful.

The teacher may device his/her own quiz or

practical exam about this topic. He/she may
also use a rubric to assess the students on
how they use the light microscope in the next
activities.
Enumerate & describe the living things other
than plants and animals that can be found in
our surroundings. Reference: LM pp. 98-102.
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 questions.

Noted:

________________________________________________
School Head / Principal