School
Teacher
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resourcce (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Teaching Dates and Time
Day 1
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary proce
the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objec
The learners demonstrate an understanding of
the species as being further classified into a
hierarchical taxonomic system.
The learners should be able to report (e.g.,
through a travelogue) on the activities that
community engage in to protect and conserve
endangered and economically important
species.
The learners should be able to explain the
concept of a species.
Code: (SBLT-Ivg-19)
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
Activity # 1 What'S In A Name?
pp. 170-172
pp. 225-226
These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always b
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indica
Web diagram
B. Establishing a purpose for the Classifying the different organisms
lesson

C. Presenting examples/ instances of Giving the instructions and the procedures of

the new lesson the avtivity

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and Recognize the name of the different

practicing new skills #2 organisms

F. Developing mastery (Leads to Completion of the activity

Formative Assessment 3)

G. Finding practical applications of They can identify different organisms in their

concepts and skills in daily living community
H. Making generalizations and Different organisms have different name base
abstractions about the lesson on where they live.

I. Evaluating learning Post laboratory discussion

 J. Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? Wha

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:

________________________________
Teacher
 Grade Level
Learning Area
JANUARY 30-31 FEBRUARY 1-3, 2017 Quarter

Day 2 Day 3
ulum 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 usi
ignificance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of The learners demonstrate an understanding

the species as being further classified into a of:
hierarchical taxonomic system. 1. the concept of a species
2. the species as being further classified
into a hierarchical taxonomic system
The learners should be able to report (e.g., The learners should be able to report (e.g.,
through a travelogue) on the activities that through a travelogue) on the activities that
community engage in to protect and conserve community engage in to protect and conserve
endangered and economically important endangered and economically important
species. species.
The learners should be able to classify The learners should be able to:
organisms using the Hierarchical Taxonomic 1. Explain the concept of a species
System 2. Classify organisms using the
Code: (S8LT-IVh-20) hierarchical taxonomic system
Code: (S8LT-Ivh-19) (S8LT-IVh-20)
ter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

Archaebacteria and Eubacteria Activity # 2 How Do Bacteria In Yogart Look

Like?

p. 172 p. 173
pp. 228-232 pp. 232-234

ies 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 ways t
n to their life experiences and previous knowledge. Indicate the time allotment for each step.

Recall the system of classification and naming Recall the organism classified on the group of
organisms.(a.) old and new classification Kingdom Archaebacteria & Kingdom
system (b.) binomial system Eubacteria.
Show pictures of extreme environmental
conditions like too hot, too cold or too dry.
(Pictures Analysis)
Ask students what kind of organisms can
thrive or survive in different extreme
environmental conditions. (based on the
pictures shown to them thru a powerpoint
presentation.)
Discuss the Archae and Bacteria Domain.
(Concept Mapping )
Ask students to give at least 5 examples
(each) 0f prokaryotes belonging to Archae and
Bacteria domain.
Cite importance of classifying organisms like
Arcahebacteria and Eubacteria.
Ask the students to generalize the domains of
prokaryotes, namely: Archae and Bacteria
Quiz - Matching Type (1-10 )
To identify the species that are found on
fermented product.
Distribute the activity and distribute the activity
paper and discuss the procedure of the
activity.
Identify bacteria present on fermented food or
drink and explain the used of bacteria in food
or drink making.
Analysis of sample product under the
microscope.
Discuss the answer to guide questions.
Being aware and familiar with the species
included on the food that may usually eat.
The student will summarize the result the
activity.
 Answer this: How can bacteria be harmful to
humans?

out 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.

Submitted to: Noted:

____________________________________ _________________________________
Head/Coordinator Principal
 8
SCIENCE
4TH

Day 4
ctivities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support

The learners demonstrate an understanding

that species are further classified into
hierarchical taxonomic system ( domain,
kingdom, phylum, class, order, family, genus,
species)
The learners should be able to report (e.g.,
through a travelogue) on the activities that
community engage in to protect and conserve
endangered and economically important
species.
The learners should be able to classify
organisms using the Hierarchical Taxonomic
System
Code: (S8LT-IVh-20)

Protist And Fungi

pp. 176-177
pp. 234-241

Science Link 8 pp. 149-153

tive assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning

Recall the distint characteristics of

archaebacteria and eubacteria. Compare it
with organisms classified under Kingdom
Protista and Kingdom Fungi.
Identifying the different groups of organism
from the Kingdom Protista and Kingdom
Fungi. Describing the distint characteristic of
each organism. Citing each species' economic
and ecological importance.
Using Powerpoint Slide Presentation,
introduce to the class the three groups of
protist (phototrophs, heterotrophs and
sporozoan) and the different fungi based on
the structure of their fruiting bodies. Give
examples for each group and cite their
economic and ecological importance.

Classifying organism into groups based on the

organism's distinct caharteristics using a
compare and contrast chart.
Teach learners how to gather pertinent
information from primary and secondary
sources (i.e. books, websites, journals,
periodicals, educational videos) in preparation
for their final project ( a travologue) depicting
Philippine biodiversity.

Have the learners work as a team on a

research topic about the different organisms
from the kingdom Protista and Kingdom Fungi.
Provide them with guide questions to help
them with their research work. Let them
present their work output in front of the class.

Cite examples of industrial application and

importance of protists and fungi.
Concept Mapping

Make a compare and contrast chart for the

three groups of organism found in the
Kingdom Protista and Kingdom Fungi.
 Research about the "nori ", which is an algae
and is considered a Japanese delicacy and
used for wrapping sushi or the "truffles" which
is a type of Ascomycete and known for its
exquisite taste.

al supervisors can provide for you so when you meet them, you can ask them relevant questions.

_____________________________________________
Principal