Teacher Jonathan P.

Tabbun Grade Level 10

SCIENCE Teaching Dates November 6, 2019 Learning Area Science
Daily Teaching Time Quarter second
Lesson Log Session 1
I. Learning Targets/
Specific Objectives
A. Content Standards The learners demonstrate an understanding of the different regions of the electromagnetic spectrum

B. Performance Standards Demonstrate induced magnetism in a magnetic material

The learners shall:
C. Learning Competencies/ Objectives (L.C. Code) 1. Induce magnetism in a magnetic material
2. Infer the polarity of the magnetized object
Specific (Daily) Objective/s
II. Learning Content "Some Basic Principles of Magnetism ( Induced Magnetism )"
III. Learning Resources
A. References pp. 78-79 Unit 2 Module 2
1. Teacher's Guide Pages
2. Learner's Materials Pages pp. 95-96 Unit 2, Module 2
3. Textbook Pp.
4. Additional Materials from LR portal

B. Other Learning Resources

Laptop, projector, PPT presentation ,Magnet, iron nails, Science LM

IV. PROCEDURE
A. Reviewing previous
Elicit: Recap on any previous learning on electromagnetism.
lesson or presenting
Let them recall the historical development of magnetic theory
the new lesson
B. Establishing a
purpose for the
lesson Show to the class a video clip on levitating frog. Solicit reactions from the students.
Engage:
This can be used to springboard to the next topic
C. Presenting
examples/ instances
of the new lesson

/jonathan
D. Discussing new Let students explore the magnets, so they can experience the forces of magnetism on their own. Walk around the
concepts & practicing classroom, giving suggestions on experiments to try, or pointing out how the magnets are attracted to each other.
new skills #1 Explore: After a few minutes of exploration, have students get into small groups of three or four. Have students show each
other the tricks they found to do with their magnets. Encourage them to talk about why they think that happened.
E. Discussing new
concepts & practicing
new skills #2
Explain: Come back as a class and have one or two students from each group share what they learned about magnets. Write
F. Developing mastery
observations on the board. Explain principles of magnetism using what your students wrote as a springboard.
G. Finding practical
applications of Have students make predictions about magnets based on what they learned in the previous section. For example, “I
concepts and skills in think this magnet will stick to this paper clip because it is made of metal.” Have each student write down their
daily living Elaborate:
prediction (or hypothesis) at the top of a piece of notebook paper. Below that have them draw what actually
H. Making happened and their explanation of why their prediction was correct or incorrect. Should they try it again? Why
generalizations and might the result be the same or different?
abstraction
Evaluation: Use one of these worksheets to evaluate what your students understand. The first is for early elementary students
I. Evaluating Learning and reinforces knowing which objects are magnetic and which are not. The second worksheet is for slightly more
advanced students, and lets them work out which direction the magnets are pulling or pushing on each other.
J. Additional activities Extend:
for application and Find ways or experiment to strengthen the magnetic force exerted by a magnet. Be able to explain
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons 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?

/jonathan