DLL GR 11

School Bucari National High School
Teacher Rufino C. Calawigan Jr.

Teaching Dates and Time Feb. 27-28 to Mar. 1-3, 2017; 9;30 to 11:30 AM
GRADES 1 to 12 Monday Tuesday

DAILY LESSON LOG Sections: St. Michael and St. Gabr
February 27, 2017 February 28, 2017
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be follow
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the lea
the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate an understanding of how gases behave based on the mo
B. Performance Standards
Prove that gases have the following

C. Learning Competencies/Objectives properties: mass, volume,
temperature, and pressure
Write the LC Code for each S10MT-Iva-b-21

Content is what the lesson all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a w
II. CONTENT Gas Laws 1.1 Kinetic Molecular Theory; 1.2

Volume, pressure, and temperature OB- Submit Financial Reports
relationship; 1.3 Ideal gas law
List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that ther
III. LEARNING RESOURCES learning promotes concept development.
A. References
1. Teacher's Guide Pages page 263-264
2. Learner's Materials pages page 359-362
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Videos
portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demon
IV. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning proc
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or

presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and Post-Discussion Activity
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2 Group Report
F. Developing Mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and Generalize the whole concept from

abstractions about the lesson Activity A to Activity D
I. Evaluating learning
J. Additional Activities for application
or remediation Multi-Media Presentation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs to be do
VI. REFLECTION you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the formative

assessment 55/55
B. No. of learners who require additional activities
for remediation 0
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 work 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
School Grade Level Grade 10
Jr. Learning Area Science
-3, 2017; 9;30 to 11:30 AM Quarter Fourth
Wednesday Thursday Friday

Sections: St. Michael and St. Gabriel
March 1, 2017 March 2, 2017 March 3, 2017
To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
tive Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning
ding of how gases behave based on the motion and relative distances between gas particles
Investigate the relationship between

volume and pressure at constant
temperature of a gas
S10MT-Iva-b-21
er aims to teach. In the CG, the content can be tackled in a week or two.
Ecosystems 4.1 Flow of Energy and Matter

in Ecosystems; 4.2 Biodiversity and
NCAE NCAE Stability; 4.3 Population Growth and
Carrying Capacity
dren's 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
page 265-267
page 362-369
so that students will learn well. Always be guided by demonstration of learning by the students which you van infer from formative assessment activities.
w things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life experiences and
Review the properties of gases
Activity 2 Boyle's Law
Multi-Media Presentation
' 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
Teaching Dates and Time Feb. 20-24, 2017; 9;30 to 11:30 AM

A. Content Standards The learners demonstrate an understanding of how gases behave based on the mo
Prove that gases have the

Ninety Five percent of the students will following properties: mass,
C. Learning Competencies/Objectives be able to get at least 80% passsing volume, temperature, and
score pressure
Write the LC Code for each S10MT-Iva-b-21

Gas Laws 1.1 Kinetic Molecular

II. CONTENT Theory; 1.2 Volume, pressure, and
SUMMATIVE TEST temperature relationship; 1.3 Ideal
gas law
A. References
1. Teacher's Guide Pages page 253 pages 258-261
2. Learner's Materials pages pages 345-346 pages 350-356
3. Textbook pages
4. Additional Materials from Learning Resource (LR) printed test questiions
portal
A. Reviewing previous lesson or Pre-Assessment

lesson
the new lesson
D. Discussing new concepts and Acitivity 1 Getting to Know
practicing new skills #1 Gases
E. Discussing new concepts and Perform Activity A. Gases and
practicing new skills #2 Its Mass
H. Making generalizations and

abstractions about the lesson
I. Evaluating learning Answer Q1-Q3
or remediation
V. REMARKS

assessment 55/55 55/55
for remediation 0 0

remediation
did these work?

teachers
30 to 11:30 AM Quarter Fourth

February 22, 2017 February 23, 2017 February 24, 2017
ding of how gases behave based on the motion and relative distances between gas particles
Prove that gases have the following Prove that gases have the following Prove that gases have the following
properties: mass, volume, properties: mass, volume, properties: mass, volume,
temperature, and pressure temperature, and pressure temperature, and pressure
S10MT-Iva-b-21 S10MT-Iva-b-21 S10MT-Iva-b-21

Ecosystems 4.1 Flow of Energy and Ecosystems 4.1 Flow of Energy and Ecosystems 4.1 Flow of Energy and Matter
Matter in Ecosystems; 4.2 Biodiversity Matter in Ecosystems; 4.2 Biodiversity in Ecosystems; 4.2 Biodiversity and
and Stability; 4.3 Population Growth and and Stability; 4.3 Population Growth and Stability; 4.3 Population Growth and
Carrying Capacity Carrying Capacity Carrying Capacity
pages 261-262 page 262 page 263-264

pages 356-357 pages 357-359 page 359-362
Review of Activity A. Review of Activity B
Activity B Gases and Its Volum Activity c. Gases and Its Pressure Activity D Gases and Its Pressure
Discussion
Discussion Discussion
Answer Q1-Q2 Answer Q1-Q2
55/55
55/55
0 0

The learners demonstrate the understanding of 1) the influence of biodiversity on the stability of eco
A. Content Standards number of organisms
Suggest ways to minimize human Suggest ways to minimize human

C. Learning Competencies/Objectives impact on the environment impact on the environment
Write the LC Code for each S10LT-IIIj-43 S10LT-IIIj-43

Ecosystems 4.1 Flow of Energy and Matter in Ecosystems 4.1 Flow of Energy and
II. CONTENT Ecosystems; 4.2 Biodiversity and Stability; Matter in Ecosystems; 4.2 Biodiversity
4.3 Population Growth and Carrying and Stability; 4.3 Population Growth
Capacity and Carrying Capacity
A. References
1. Teacher's Guide Pages pages 246-247 pages 248-249
3. Textbook pages
4. Additional Materials from Learning Resource (LR)
portal
A. Reviewing previous lesson or Environmental Problems and

presenting the new lesson Issues
lesson
the new lesson
D. Discussing new concepts and Activity 3 Analyzing Environmental Acitivity 4 Biodiversity Status
practicing new skills #1 Issues in the Community
practicing new skills #2 Group Discussion Group Activity
G. Finding practical applications of Video presentation on the effects of
concepts and skills in daily living environmental problems

I. Evaluating learning Answer Problems 1-3
or remediation
V. REMARKS

assessment 55/55
for remediation 0

remediation
E. Which of my teaching strategies work well? Why using of multi-media draw the attention of
did these work? the students

use/discover which I wish to share with other citing environmental issues in their own
teachers community

uence of biodiversity on the stability of ecosystem; 2) an ecosystem as being capable of supporting a limited
number of organisms
Suggest ways to minimize human Suggest ways to minimize human Suggest ways to minimize human
impact on the environment impact on the environment impact on the environment
S10LT-IIIj-43 S10LT-IIIj-43 S10LT-IIIj-43

Ecosystems 4.1 Flow of Energy and Ecosystems 4.1 Flow of Energy and Ecosystems 4.1 Flow of Energy and Matter
Matter in Ecosystems; 4.2 Biodiversity Matter in Ecosystems; 4.2 Biodiversity in Ecosystems; 4.2 Biodiversity and
and Stability; 4.3 Population Growth and and Stability; 4.3 Population Growth and Stability; 4.3 Population Growth and
Carrying Capacity Carrying Capacity Carrying Capacity
pages 248-249 pages 249-252 page 252

pages 340-341 pages 341-344 page 344
Presentation of Outputs Activity 5 Product Creation Activity 5 Showcasing of Products
Post Discussion Presentation of Outputs

55/55 55/55
0 0

The learners demonstrate the understanding of 1) the influence of biodiversity on the stability of eco
A. Content Standards number of organisms
Explain how species diversity

increases the probability of
C. Learning Competencies/Objectives adaptation and survival of
organisms in changinf
environments
Write the LC Code for each S10LT-IIIh-41

Ecosystems 4.1 Flow of Energy and

II. CONTENT Matter in Ecosystems; 4.2 Biodiversity
OB-Division Accounting and Stability; 4.3 Population Growth
and Carrying Capacity
A. References
1. Teacher's Guide Pages pages 240-244
2. Learner's Materials pages pages 338-334
3. Textbook pages
portal

lesson
the new lesson
D. Discussing new concepts and Acitivity 1 Classifying the
practicing new skills #1 Value of Biodiversity
practicing new skills #2 Group Activity

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

uence of biodiversity on the stability of ecosystem; 2) an ecosystem as being capable of supporting a limited
number of organisms
Explain how species diversity Explain the relationship between

increases the probability of populationm growth and carrying
adaptation and survival of capacity
organisms in changinf environments
S10LT-IIIh-41 S10LT-IIIi-42
Ecosystems 4.1 Flow of Energy and Ecosystems 4.1 Flow of Energy and
Matter in Ecosystems; 4.2 Biodiversity Matter in Ecosystems; 4.2 Biodiversity
and Stability; 4.3 Population Growth and and Stability; 4.3 Population Growth and OB-Submit Reports to LBP
Carrying Capacity Carrying Capacity
pages 240-244 pages 245-246

pages 338-334 pages 335-336
Post Activity Discussion
Reporting
Activity 2 Dependent or
Independent?
Group Discussion
Discussing the concepts
Answer Q1-Q4 Complete table 1 and 2
55/55
55/55
0 0
Teaching Dates and Time January 30-31; Feb. 1-3, 2017; 9;30 to 11:30 AM

January 30, 2017 January 31, 2017
A. Content Standards The learners demonstrate the understanding of how evolution through na
B. Performance Standards The learners write an essay or make a multimedia presentation on the importance of a
Explain how fossil records,

Explain how fossil records, comparative comparative anatomy, and
C. Learning Competencies/Objectives anatomy, and genetic information genetic information provide
provide evidence for evolution. evidence for evolution.
Write the LC Code for each S10LT-IIIf-39 S10LT-IIIf-39

II. CONTENT
Biodiversity and Evolution Biodiversity and Evolution
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Evidence from Embryonic Post Activity Discussion

presenting the new lesson Development
lesson
the new lesson
D. Discussing new concepts and Activity 4 Let's Compare Group Reporting
E. Discussing new concepts and Complete the 4 table on page 314-
practicing new skills #2 315
H. Making generalizations and Generalize the concept of the

abstractions about the lesson activity
or remediation
V. REMARKS

assessment 55/55
for remediation 0

remediation
did these work?

teachers
1-3, 2017; 9;30 to 11:30 AM Quarter Fourth

nderstanding of how evolution through natural selection can result to biodiversity
media presentation on the importance of adaptation as a mechanism for survival of a species.
Ninety Five percent of the students

Explain the occurrence of Evolution Explain the occurrence of Evolution will be able to get at least 80%
passsing score
S10LT-IIIg-40 S10LT-IIIg-40
Biodiversity and Evolution Biodiversity and Evolution SUMMATIVE TEST
pages 232-233 pages 233-235

pages 316-319 pages 319-321 page 323-325
printed test questions

Theories of Evolution
Darwinian Theory
Activity 5 Follow the Track Activity 6 Survivor
Group Discussion
Reporting
Creating a story base on the

diagram presented
55/55
55/55 55/55
0 0 0
Teaching Dates and Time January 23-27, 2017; 9;30 to 11:30 AM

A. Content Standards The learners demonstrate the understanding of how evolution through na
B. Performance Standards The learners write an essay or make a multimedia presentation on the importance of a
Explain how fossil records, comparative

C. Learning Competencies/Objectives anatomy, and genetic information
provide evidence for evolution.
Write the LC Code for each S10LT-IIIf-39

II. CONTENT
Biodiversity and Evolution OB - Submit Reports to LBP
A. References
3. Textbook pages
portal
B. Other Learning Resources online materials
A. Reviewing previous lesson or Pre-Assessment/ Sources of

presenting the new lesson Evidence for Evolution
lesson
the new lesson
D. Discussing new concepts and Activity 1A Where Do I Belong
practicing new skills #2 Acitivity 1B What's My Age

I. Evaluating learning Answer Q1 - Q7
or remediation Additional Information from the portal of The
Virtual Petrified Wood Museum
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
; 9;30 to 11:30 AM Quarter Fourth

January 25, 2017 January 26, 2017 January 27, 2017
nderstanding of how evolution through natural selection can result to biodiversity
media presentation on the importance of adaptation as a mechanism for survival of a species.
Explain how fossil records, Explain how fossil records, Explain how fossil records,
comparative anatomy, and genetic comparative anatomy, and genetic comparative anatomy, and genetic
information provide evidence for information provide evidence for information provide evidence for
evolution. evolution. evolution.
S10LT-IIIf-39 S10LT-IIIf-39 S10LT-IIIf-39

Biodiversity and Evolution Biodiversity and Evolution Biodiversity and Evolution
pages 221-226 pages 227-229 pages 229-230

Hint of Evolution from Comparative Evidence from Embryonic

Anatomy Development
Reporting of Previous Activity

Activity 2 AHA! Analogous! Activity 3 So, Who is My Relative
Homologous!
Discussing the Answers to the

Activity
Discuss and generalize after
reporting Reporting
55/55
55/55 55/55
0 0 0

The learners demonstrate understanding of 1) the information stored in DNA as being used to make
A. Content Standards its product; 3) mutations that occur in sex cells as
Ninety Five percent of the

C. Learning Competencies/Objectives OB- Submit Reports students will be able to get at
least 80% passsing score
Write the LC Code for each

II. CONTENT 3rd Periodic Assessment

(1st Day)
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
portal
B. Other Learning Resources printed test questions

lesson
the new lesson
D. Discussing new concepts and

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
; 9;30 to 11:30 AM Quarter Third

ation stored in DNA as being used to make proteins; 2) how changes in DNA molecule may cause changes in
uct; 3) mutations that occur in sex cells as being inherited
Ninety Five percent of the students

will be able to get at least 80%
passsing score
District Evaluation of 3rd Periodic Assessment (2nd Checking of

Secondary Schools day) Papers/Feedbacking
printed test questions


Explain how protein is made using Explain how protein is made

C. Learning Competencies/Objectives information from DNA using information from DNA
Write the LC Code for each S10LT-IIId-37 S10LT-IIId-37

II. CONTENT 2. Heredity: Inheritance and 2. Heredity: Inheritance

Variation and Variation
A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Encarta Encyclopedia Encarta Encyclopedia
portal
B. Other Learning Resources downloaded videos downloaded videos
A. Reviewing previous lesson or Activity 4 - Relay the Message Activity 5 - Trace the Code
lesson
the new lesson DNA Translation

abstractions about the lesson Complete the table
I. Evaluating learning Answer Q13-Q19 Answer Q20 - Q21
J. Additional Activities for application additional information through multi- reinforce lesson through video
or remediation media presentation
V. REMARKS

assessment
for remediation


remediation
E. Which of my teaching strategies work well? Why Using multi-media captured the
did these work? attention of the students

teachers
9;30 to 11:30 AM Quarter Third

Explain how mutations may cause Explain how mutations may cause Ninety Five percent of the students
changes in the structure and changes in the structure and will be able to get at least 80%
function of a protein function of a protein passsing score
S10LT-IIIe-38 S10LT-IIId-37
2. Heredity: Inheritance and 2. Heredity: Inheritance and SUMMATIVE TEST

Variation Variation
pages 210-212 pages 210-212 page 215

Encarta Encyclopedia Encarta Encyclopedia
downloaded videos downloaded videos printed test questions

Activity 6 - Chromie Change Post Activity Discussion

Group Report
Answer Q24-Q27

Explain how protein is made

C. Learning Competencies/Objectives HOLIDAY using information from DNA
Write the LC Code for each S10LT-IIId-37

II. CONTENT 2. Heredity: Inheritance

and Variation
A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Encarta Encyclopedia
portal
B. Other Learning Resources downloaded videos
A. Reviewing previous lesson or Pre-Assessment

lesson
C. Presenting examples/ instances of Activity 1 - Getting to Know
the new lesson DNA and RNA Structure

J. Additional Activities for application reinforce lesson through video
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
;30 to 11:30 AM Quarter Third

Explain how protein is made using OB - Submit Reports to Devision, Explain how protein is made using
information from DNA DBM and Region information from DNA
S10LT-IIId-37 S10LT-IIId-37
2. Heredity: Inheritance and 2. Heredity: Inheritance and

Variation Variation
pages 195-198 pages 199-202

pages 269-272 pages 273-275
Encarta Encyclopedia Encarta Encyclopedia
downloaded videos downloaded videos

Activity 2 - DNA Makes DNA Activity 3 - What's the Message
DNA Replication DNA Transcription

Let the students watch reinforce lesson through video
downloaded videos
Teaching Dates and Time December 12-16, 2016; 9;30 to 11:30 AM

December 12, 2016 December 13, 2016
The learners demonstrate understanding of: 1) the organisms as having feedback mechanisms, whi
A. Content Standards systems; 2.) how these feedback mechanisms help the organism maintain
The learners create a campaign advertising video about the common and effective contraceptive m
B. Performance Standards Health Law
Explain the role of hormones involved OB- Submit Financial Reports to

C. Learning Competencies/Objectives in the female and male reproductive Division Accounting
systems
Write the LC Code for each S10LT-IIIa-34

II. CONTENT 1. Coordinated Functions of the

Reproductive, Endocrine, and
Nervous Systems
A. References
1. Teacher's Guide Pages page 179
3. Textbook pages
portal
A. Reviewing previous lesson or Activity 5 - What Went Wrong

B. Establishing a purpose for the Present the objective of the

lesson activity
the new lesson

abstractions about the lesson Reporting of Output
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
16; 9;30 to 11:30 AM Quarter Third

December 14, 2016 December 15, 2016 December 16, 2016
nisms as having feedback mechanisms, which are coordinated by the nervous, endocrine, and reproductive
k mechanisms help the organism maintain homeostasis to reproduce and sruvive.
the common and effective contraceptive measures used in family planning, in line with the Reproductive
Health Law
Describe the feedback mechanisms Describe how the nervous system Ninety Five percent of the class will
involved in regulating processes in coordinates and regulates these be able to get at least 75% passing
the female reproductive system feedback mechanisms to maintain score
(e.g., menstrual cycle) homeostasis
S10LT-IIIa-35 S10LT-IIIa-36
1. Coordinated Functions of the 1. Coordinated Functions of the

Reproductive, Endocrine, and Reproductive, Endocrine, and SUMMATIVE TEST
Nervous Systems Nervous Systems
pages 180-182 pages 183-184 page 187

pages 247-254 page 255 pages 259
printed test materials

Nervous System Working Together

The Reproductive System with Endocrine System to Maintain
Homeostasis
Hormones in the male and female

reproductive systems
The Menstrual Cycle / Activity 6

- Mark my Calendar
Explain with the students the
answer in guide questions
Answer Q30-Q34 Answer Q35-39
Additional information through Submission of Performance Task -

video Video Making
Teaching Dates and Time December 5-9, 2016; 9;30 to 11:30 AM

December 5, 2016 December 6, 2016
The learners demonstrate understanding of: 1) the organisms as having feedback mechanisms, whi
A. Content Standards systems; 2.) how these feedback mechanisms help the organism maintain
The learners create a campaign advertising video about the common and effective contraceptive m
B. Performance Standards Health Law
Describe the parts of the reproductive OB-Division Accounting and DBM

C. Learning Competencies/Objectives system and their functions
Write the LC Code for each S10LT-IIIa-33

II. CONTENT 1. Coordinated Functions of the

Reproductive, Endocrine, and
Nervous Systems
A. References
3. Textbook pages
portal
B. Other Learning Resources downloaded videos
A. Reviewing previous lesson or Pre-Assessment / The Nervous

presenting the new lesson System
lesson
the new lesson Activity 1 - Break it Down!


abstractions about the lesson Reporting of Output
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
; 9;30 to 11:30 AM Quarter Third

December 7, 2016 December 8, 2016 December 9, 2016
nisms as having feedback mechanisms, which are coordinated by the nervous, endocrine, and reproductive
k mechanisms help the organism maintain homeostasis to reproduce and sruvive.
the common and effective contraceptive measures used in family planning, in line with the Reproductive
Health Law
Describe the parts of the Describe the parts of the Describe the parts of the
reproductive system and their reproductive system and their reproductive system and their
functions functions functions
S10LT-IIIa-33 S10LT-IIIa-33 S10LT-IIIa-33

1. Coordinated Functions of the 1. Coordinated Functions of the 1. Coordinated Functions of the

Reproductive, Endocrine, and Reproductive, Endocrine, and Reproductive, Endocrine, and
Nervous Systems Nervous Systems Nervous Systems

Activity 2 - How Fast Is Your

Reaction Activity 3 - A Nervous Trip Activity 4 - Who's in Control
Discuss the function of each

gland and their hormones in the
endocrine system
Explain with the students the
answer in guide questions
Answer Q3-Q7 Answer Q8 - Q14 Answer Q15-Q24
reinforce lessons through multi-
Provide enrichment activities media
Teaching Dates and Time November 28-30; Dec. 1-2, 2016; 9;30 to 11:30 AM

November 28, 2016 November 29, 2016
A. Content Standards The learners demonstrate an understanding of the images formed by the
B. Performance Standards The learners should be able to make informed choices on selecting the right ty
Apply ray diagramming

Apply ray diagramming techniques in techniques in describing the
C. Learning Competencies/Objectives describing the characteristics and characteristics and positions of
positions of images formed by lenses images formed by lenses
Write the LC Code for each S10FE-IIg-51 S10FE-IIg-51

II. CONTENT
2.1 Refraction of Light in Lenses 2.1 Refraction of Light in
Lenses
A. References
3. Textbook pages
portal
B. Other Learning Resources problem sets
A. Reviewing previous lesson or Post Activity Discussion The Lens Equation

lesson
the new lesson
D. Discussing new concepts and Reporting Discuss on how to use lens
practicing new skills #1 equation
E. Discussing new concepts and Discuss with the students the
practicing new skills #2 answer to table 9 Provide sample exercises

I. Evaluating learning Answer Problems 1 and 2
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
ec. 1-2, 2016; 9;30 to 11:30 AM Quarter Third

November 30, 2016 December 1, 2016 December 2, 2016
understanding of the images formed by the different types of mirrors and lenses
e informed choices on selecting the right type of mirrors or lenses for specific purposes
Identify ways in which the

properties of mirrors and lenses Ninety percent of the students get at
HOLIDAY - Bonifacio Day determine their use in optical least 75% passing score
instruments (e.g., cameras and
binoculars)
S10FE-IIg-52
2.1 Refraction of Light in SUMMATIVE ASSESSMENT

Lenses
pages 158-160 page 160

pages 209-211 pages 215-218
materials for the activity printed test questions

Activity 9 - Making Improvised

Optical Device
Applications of mirros and lenses

Teaching Dates and Time November 21-25, 2016; 9;30 to 11:30 AM

Predict the qualitative characteristics Predict the qualitative characteristics

(orientation, type, and magnification) (orientation, type, and magnification)
C. Learning Competencies/Objectives of images formed by plane and curved of images formed by plane and
mirrors and lenses curved mirrors and lenses

II. CONTENT
2.1 Reflection of Light in Mirrors 2.1 Refraction of Light in
Lenses
A. References
3. Textbook pages
portal
B. Other Learning Resources materials for the activity
A. Reviewing previous lesson or The Mirror Equation Activity 7 - You can be

presenting the new lesson Magnified!
lesson
C. Presenting examples/ instances of Explain the process involve in
the new lesson mirror equation
practicing new skills #1 Provide sample problem
G. Finding practical applications of Cite application of the concept in

concepts and skills in daily living daily lives
Solve Problems 3 an4 Answer Q17 - Q20
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

November 23, 2016 November 24, 2016 November 25, 2016
Apply ray diagramming techniques

in describing the characteristics and TOWN FIESTA TOWN FIESTA
positions of images formed by
lenses
S10FE-IIg-51
2.1 Refraction of Light in

Lenses
pages 153-156
pages 198-203
Activity 8 - Are you L-O-S-T after

Refraction?
Discuss 3 useful rays in lenses
Cite application of the concept in

daily lives
Complete the Ray Diagram and
table 9

Predict the qualitative

Predict the qualitative characteristics characteristics (orientation, type,
(orientation, type, and magnification)
C. Learning Competencies/Objectives of images formed by plane and curved
and magnification) of images
formed by plane and curved
mirrors and lenses mirrors and lenses

II. CONTENT
2.1 Reflection of Light in Mirrors 2.1 Reflection of Light in
Mirrors
A. References
3. Textbook pages
portal
B. Other Learning Resources materials for the activity materials for the activity
A. Reviewing previous lesson or Activity 4 - Wo Wants to be a Activity 5 - Image Formed by

presenting the new lesson Millionaire Curved Mirrors
lesson
the new lesson
D. Discussing new concepts and Discuss Multiple Images and Types Discuss convex and concave
practicing new skills #1 of Reflection mirrors
G. Finding practical applications of Cite application of the concept in daily Cite application of the concept in
concepts and skills in daily living lives daily lives
H. Making generalizations and Students explain the result of the
abstractions about the lesson activity through reporting
J. Additional Activities for application Reinforce the lesson through
or remediation video
V. REMARKS

assessment 100% of the learners perform and
understand the concept presented
for remediation


remediation
did these work?

teachers

Predict the qualitative Predict the qualitative

characteristics (orientation, type, characteristics (orientation, type,
and magnification) of images and magnification) of images OB- LEPSTA II Meeting
formed by plane and curved mirrors formed by plane and curved mirrors
and lenses and lenses
S10FE-IIg-50 S10FE-IIg-50
2.1 Reflection of Light in 2.1 Reflection of Light in

Mirrors Mirrors
pages 144-147 pages 144-147

pages 185-189 pages 185-189
Activity 6 - Are you L-O-S-T after

Reflection Post Activity Discussion
Discuss 4 principal rays in ray Discuss the answer through

diagram filling up the table
Answer Q14 - Q16

Predict the qualitative characteristics

C. Learning Competencies/Objectives (orientation, type, and magnification) CDSA II MEET AT THE
of images formed by plane and curved MUNICIPALITY OF LEON
mirrors and lenses
Write the LC Code for each S10FE-IIg-50

II. CONTENT
2.1 Reflection of Light in Mirrors
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Activity 3 - Mirror Left-Right

presenting the new lesson Reversal
lesson
the new lesson
G. Finding practical applications of Cite application of the concept

H. Making generalizations and Students explain the result of the
abstractions about the lesson activity through reporting
or remediation
V. REMARKS

assessment 100% of the learners perform and
understand the concept presented
for remediation


remediation
did these work?

teachers

CDSA II MEET AT THE CDSA II MEET AT THE CDSA II MEET AT THE

MUNICIPALITY OF LEON MUNICIPALITY OF LEON MUNICIPALITY OF LEON
Teaching Dates and Time October 31; Nov. 1-4, 2016; 9;30 to 11:30 AM

October 31, 2016 November 1, 2016
C. Learning Competencies/Objectives HOLIDAY HOLIDAY - All Saints Day

II. CONTENT
A. References
3. Textbook pages
portal

lesson
the new lesson

or remediation
V. REMARKS

assessment

for remediation


remediation
did these work?

teachers
4, 2016; 9;30 to 11:30 AM Quarter Third

Predict the qualitative Predict the qualitative Predict the qualitative characteristics
characteristics (orientation, type, characteristics (orientation, type, (orientation, type, and magnification)
and magnification) of images and magnification) of images
of images formed by plane and
formed by plane and curved mirrors formed by plane and curved mirrors curved mirrors and lenses
and lenses and lenses
S10FE-IIg-50 S10FE-IIg-50 S10FE-IIg-50

2.1 Reflection of Light in 2.1 Reflection of Light in 2.1 Reflection of Light in

Mirrors Mirrors Mirrors

materials for the activity materials for the activity

Activity 1 - Mirror, mirror, on the Activity 2 Angle of Incidence vs.

wall Angle of Reflection
Present the objectives of the

activity
Complete table 1 and 2 Reporting
Discuss the result of the activity

Answer Q3 - Q4
Reinforce through multi-media

presentation
100% of the learners can

describe the image formed in
plane mirrors
Teaching Dates and Time October 24-28, 2016; 9;30 to 11:30 AM

October 24, 2016 October 25, 2016
A. Content Standards
C. Learning Competencies/Objectives INSET INSET

II. CONTENT
A. References
3. Textbook pages
portal

lesson
the new lesson

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

October 26, 2016 October 27, 2016 October 28, 2016
INSET INSET INSET

A. Content Standards The learners shall demonstrate an understanding of the different regio
B. Performance Standards The learners shall cite practical applications of the different regions of the electromagnetic sp
Explain the effects of EM radiation on Ninety percent of the class will be

C. Learning Competencies/Objectives living things and the environment
able to get at least 75% passing
score
Write the LC Code for each S10FE-Iia-b-49

II. CONTENT
1. Electromagnetic Spectrum SUMMATIVE TEST
A. References
3. Textbook pages
portal
B. Other Learning Resources printed test materials
A. Reviewing previous lesson or Activity 6 - Screen the UV out

lesson Present the objectives
the new lesson
G. Finding practical applications of Discuss uses/ applications of UV
concepts and skills in daily living raditaion, x-rays and gamma rays

J. Additional Activities for application Reinforce the lesson through
or remediation downloaded video
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
6; 9;30 to 11:30 AM Quarter Second

ate an understanding of the different regions of the electromagnetic spectrum
different regions of the electromagnetic spectrum and its effects to living things and the environment
One Hundred percent of the One Hundred percent of the

students get at least 75% students get at least 75% SCHOOL DO-DAY
passing grade. passing grade.
2nd GRADING EXAMINATION 2nd GRADING EXAMINATION
printed test materials printed test materials


Cite examples of practical

Cite examples of practical applications applications of the different
of the different regions of EM waves, regions
C. Learning Competencies/Objectives such as the use of radio waves in
of EM waves, such as the
use of radio waves in
telecommunications telecommunications
Write the LC Code for each S10FE-Iia-b-48 S10FE-Iia-b-48
II. CONTENT 1. Electromagnetic

1. Electromagnetic Spectrum Spectrum
A. References
3. Textbook pages
portal
B. Other Learning Resources materials for the activity
A. Reviewing previous lesson or Activity 4 - Then there was a Post Activity Discussion
presenting the new lesson sound….
lesson
the new lesson
D. Discussing new concepts and Group Report
G. Finding practical applications of Discuss the concepts as applied
concepts and skills in daily living to terrestrial communications

I. Evaluating learning Answer Q8
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

OB - Submit Financial Reports to Cite examples of practical Cite examples of practical

applications of the different regions applications of the different regions
LBP and HDMF-Pag-ibig of EM waves, such as the use of of EM waves, such as the use of radio
Conference radio waves in telecommunications waves in telecommunications
S10FE-Iia-b-48 S10FE-Iia-b-48
1. Electromagnetic Spectrum 1. Electromagnetic Spectrum
pages 126-127 pages 126-127

pages 157-159 pages 157-159
Activity 5 - It's getting hotter Post-Activity Discussion
Guide students in doing the

acfivity
Complete table in the activity

Group Report
Answer Q9 - Q13

Compare the relative wavelengths OB - Submit Financial Reports

C. Learning Competencies/Objectives of different forms of to DepEd-Regional Accounting
electromagnetic waves Office
Write the LC Code for each S10FE-Iia-b-47

II. CONTENT
1. Electromagnetic Spectrum
A. References
3. Textbook pages
portal
B. Other Learning Resources Activity Sheets
A. Reviewing previous lesson or Pre-Assessment/ Activity 1-The

presenting the new lesson Electromagnetic Wave Theory
lesson Present the objectives of Activity 1
the new lesson

abstractions about the lesson Group Report
Answer Q1
J. Additional Activities for application Reinforce the lesson through multi-
or remediation media presentation
V. REMARKS

assessment

for remediation


remediation
did these work?

teachers
9;30 to 11:30 AM Quarter Second

Cite examples of practical Cite examples of practical Cite examples of practical

applications of the different regions applications of the different regions applications of the different regions
of EM waves, such as the use of of EM waves, such as the use of of EM waves, such as the use of radio
radio waves in telecommunications radio waves in telecommunications waves in telecommunications
S10FE-Iia-b-48 S10FE-Iia-b-48 S10FE-Iia-b-48

1. Electromagnetic Spectrum 1. Electromagnetic Spectrum 1. Electromagnetic Spectrum
pages 121-122 pages 121-122 page 123

Materials for the activity Materials for the activity

Activity 2 - Now you go! Now you

won't Post Activity Discussion Activity 3 - Sound Check!
Guide students in doing the activity Group Report
Discuss answers to the table and

guide questions
Integrate the result of the activity to
the practical applications of radio
waves
Group Report
Complete the Table/Answer Guide
Questions Answer Q5 - Q7
90% of the learners understand

Teaching Dates and Time September 26-30, 2016; 9;30 to 11:30 AM

September 26, 2016 September 27, 2026
A. Content Standards The learners demonstrate an understanding of the relationship between electricity
B. Performance Standards The learners shall be able to assemble a simple model of the relationshi
C. Learning Competencies/Objectives
Explain the operation of simple Municipal Sports Meeting in
electric motor and generator Preparation to CDSA 2 Meet
Write the LC Code for each S10FE-Iii-54

II. CONTENT
3.1 Electromagnetic Effects
A. References
3. Textbook pages
portal
B. Other Learning Resources Materials for the activity
A. Reviewing previous lesson or Activity 11 - Principles of

presenting the new lesson Electromagnetic Induction
B. Establishing a purpose for the Present the objectives of the
lesson lesson
the new lesson
D. Discussing new concepts and Guide students in performing the
practicing new skills #1 activity

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

September 28, 2016 September 29, 2016 September 30, 2016
ng of the relationship between electricity and magnetism in electric motors and generators
assemble a simple model of the relationship between electricity and magnetism
Explain the operation of Ninety-five percent of the class

OB - Submit Reports to LBP simple electric motor and will be able to get at least 75%
generator passing score.
S10FE-Iii-54
3.1 Electromagnetic Effects SUMMATIVE ASSESSMENT
pages 105-108 pages 109-112

pages 121-128 pages 134-138
Post Activity Discussion of

Activity 11
Group Report
Answer Q47-Q54
Reinforce the lesson through

the video

Demonstrate the generation of Demonstrate the generation

C. Learning Competencies/Objectives electricity by movement of a of electricity by movement of
magnet through a coil a magnet through a coil
Write the LC Code for each S10FE-Iii-53 S10FE-Iii-53

II. CONTENT
3.1 Electromagnetic Effects 3.1 Electromagnetic Effects
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Activity 8 - Magnetic Field Around

presenting the new lesson Current-carrying Conductors

lesson lesson
the new lesson
D. Discussing new concepts and Guide students in performing the Group Report


abstractions about the lesson Discuss with the students the
answer to guide questions
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

Explain the operation of Explain the operation of

OB - Submit Reports to LBP simple electric motor and simple electric motor and
generator generator
pages 99-101 pages 101-104

pages 115-117 pages 117-120
Materials for the activity Materials for the activity

Activity 9 - Homopolar Motors Activity 10 - Let's Jump In!
Present the objectives of the Present the objectives of the

lesson lesson
Show example of improvised

motors in the class
Supervise students in doing the

To finish the motors, students activity
can bring their activity at home
Videos on DC Motor

Demonstrate the generation

C. Learning Competencies/Objectives Holiday - Eid'l Adha of electricity by movement of
a magnet through a coil

II. CONTENT
A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Offline Phet Simulations
portal
A. Reviewing previous lesson or Activity 6 - Electric Field

presenting the new lesson Simulation
lesson
the new lesson
E. Discussing new concepts and Discuss the concept through
practicing new skills #2 Phet Simulations

I. Evaluating learning Answer Table 8
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

Demonstrate the generation of

electricity by movement of a Municipal Meet Municipal Meet
magnet through a coil
S10FE-Iii-53
pages 93-94
pages 107-109
Offline Phet Simulations
Activity 7 - Magnetic Field

Simulation
Discuss the concept through

Phet Simulations
Answer Table 9



II. CONTENT
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Activity 5 - Oh Magnets, Continuation of Activity 5

presenting the new lesson Electromagnets…
lesson lesson
the new lesson
D. Discussing new concepts and Guide students in performing the

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

Demonstrate the generation of

electricity by movement of a OB - Submit Reports to LBP District Family Day
magnet through a coil
S10FE-Iii-53
pages 84-92
pages 100-104
Materials for the activity


Discuss with the students their
answers to guide questions
Teaching Dates and Time August 29-31; Sept 1-2, 2016; 9;30 to 11:30 AM

August 29, 2016 August 30, 2016
Demonstrate the generation

C. Learning Competencies/Objectives Holiday of electricity by movement of
a magnet through a coil

II. CONTENT
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Activity 4 - Detecting and

presenting the new lesson Creating Magnetism
lesson lesson
the new lesson
D. Discussing new concepts and Guide students in performing
practicing new skills #1 the activity

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
1-2, 2016; 9;30 to 11:30 AM Quarter Second

August 31, 2016 September 1, 2016 September 2, 2016
Demonstrate the generation of Municipal Holiday -

electricity by movement of a Municipal Holiday
magnet through a coil Handuraw Celebration
S10FE-Iii-53
pages 80-84
pages 96-99


Discuss with the students their
answers to guide questions
Teaching Dates and Time August 22-26, 2016; 9;30 to 11:30 AM

August 22, 2016 August 23, 2016


II. CONTENT
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Post-Activity Discussion

presenting the new lesson Activity 2 - Test Mag…1,2!
lesson
the new lesson

practicing new skills #1 Inform students of safety precautions
in performing the activity
E. Discussing new concepts and Guide the students to perform
practicing new skills #2 correctly the procedure

Answer Q7 - Q11
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
9;30 to 11:30 AM Quarter Second

August 24, 2016 August 25, 2016 August 26, 2016
Demonstrate the generation of Filipino - Culmination

electricity by movement of a School Intramural
magnet through a coil Program
S10FE-Iii-53
pages 78-79
pages 95-96

Activity 3 - Induced Magnetism
Present the objectives of the

lesson
Answer Q12-Q13, Sum it Up
Challenge

August 15, 2016 August 16, 2016


II. CONTENT
A. References
3. Textbook pages
portal Encarta Encyclopedia
B. Other Learning Resources The New Book of Popular Science Videos from YouTube
A. Reviewing previous lesson or Activity 1 - For the Record

presenting the new lesson Pre-Assessment
lesson
C. Presenting examples/ instances of Give overview of the entire
the new lesson topic
D. Discussing new concepts and Guide students in answering
practicing new skills #1 the activity

J. Additional Activities for application download and show videos from
or remediation Present the Performance Task to be Youtube
presented at the end of the module
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
9;30 to 11:30 AM Quarter First

August 17, 2016 August 18, 2016 August 19, 2016
Demonstrate the generation of Ninety-five percent of the class Ninetyfive percent of the class
electricity by movement of a will be able to get 75% passing will be able to get 75% passing
magnet through a coil score. score.
S10FE-Iii-53
3.1 Electromagnetic Effects 1st GRADING EXAMINATION 1st GRADING EXAMINATION
pages 65-73
pages 87-92
Videos from YouTube printed test materials printed test materials


Discuss the answer of guide
questions
reinforce learning through

videos
Teacher Venus T. Caalem

August 05,2019 August 06,2019
A. Content Standards The learners demonstrate an understanding of the relationship among the locations of vo
The learners shall be able to 1.) demonstrate ways to ensure disaster preparedness during earthqu
B. Performance Standards he/she can contribute to government efforts in reducing damage due to eart
Design a scheme to inform the

Enumerate the lines of evidence local folks in their hometown
C. Learning Competencies/Objectives about the posibilities of
that support plate movement earthquakes, tsunami, and other
geologic activities
Write the LC Code for each S10ES-Ia-j-36.6

II. CONTENT
1.6 Evidence of plate movement Performance Task
A. References
2. Learner's Materials pages pages 53-72 page 73
3. Textbook pages
portal Encarta Encyclopedia
B. Other Learning Resources The New Book of Popular Science

presenting the new lesson Review the causes of plate movement
B. Establishing a purpose for the Present the purpose of the
lesson activity
the new lesson

H. Making generalizations and Students can make informative

abstractions about the lesson Students should enumerate and explain the materials about ways to mitigate
evidences that support each of the plate the effects of tectonic activities-
movement related disasters
or remediation
V. REMARKS

assessment
for remediation


remediation

did these work?

teachers
Learning Area Science
7;30 to 8:30 AM Quarter First

August 07,2019 August 08,2019 August 09 ,2019
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
sure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; 2) suggest ways by which
ent efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
Ninety percent of the class will Familiarize the tectonic

be able to get 80% passing OB-Submit ACIC to LBP
score. activities-related disasters
SUMMATIVE ASSESSMENT Earthquake
pages 46-49
pages 74-76
Guide Questions for a movie

Students will present geologic
events in the movie and discuss the
possible ways to mitigate the effects
Students are very attentive in

watching the movie
Teaching Dates and Time July 29-August 02; 7:30-8:30am

DAILY LESSON LOG Sections: Diamond
July 29,2019 July 30,2019
I. OBJECTIVES
The learners demonstrate an understand

A. Content Standards 1. the three main categories of rock
B. Performance Standards Conduct a survey to assess the possible geologic hazards that you
The learners:
1. identify common rock-forming minerals using The learners: The learners:
their physical and chemical properties 2. 1. identify common rock-forming 1. identify common rock-forming
classify rocks into igneous, sedimentary, and minerals using their physical and minerals using their physical and
C. Learning Competencies/Objectives metamorphic chemical properties 2. classify chemical properties 2. classify
rocks into igneous, sedimentary, rocks into igneous, sedimentary,
and metamorphic and metamorphic
Write the LC Code for each S11/12ES -Ia-9 S11/12ES -Ia-9

II. CONTENT EARTH MATERIALS AND EARTH MATERIALS AND

PROCESSES PROCESSES
A. References
3. Textbook pages
portal

lesson
the new lesson

or remediation
V. REMARKS

assessment
for remediation 0
0
remediation
did these work?

teachers
:30-8:30am Quarter First

Sections: Diamond
July 31,2019 August 1, 2019 August 02,2019
The learners demonstrate an understanding of:

1. the three main categories of rocks
sess the possible geologic hazards that your community may experience.
The learners: The learners: The learners:

1. identify common rock-forming 1. identify common rock-forming 1. identify common rock-forming
minerals using their physical and minerals using their physical and minerals using their physical and
chemical properties 2. classify chemical properties 2. classify chemical properties 2. classify
rocks into igneous, sedimentary, rocks into igneous, sedimentary, rocks into igneous, sedimentary,
and metamorphic and metamorphic and metamorphic
S11/12ES -Ia-9 S11/12ES -Ia-9 S11/12ES -Ia-9

EARTH MATERIALS AND EARTH MATERIALS AND EARTH MATERIALS AND

PROCESSES PROCESSES PROCESSES
ARBOR DAY/TREE GROWING

ACTIVITY with YES-O
Teaching Dates and Time July 22-26, 2019; 7;30 to 8:30 AM/ 3:00-4:00 PM

July 22,2019 July 23,2019
A. Content Standards The learners demonstrate an understanding of the relationship among the locations of vo
The learners shall be able to 1.) demonstrate ways to ensure disaster preparedness during earthqu
B. Performance Standards he/she can contribute to government efforts in reducing damage due to eart
Describe the possible causes of Describe the possible causes

C. Learning Competencies/Objectives plate movement of plate movement
Write the LC Code for each S10ES-Ia-j-36.5 S10ES-Ia-j-36.5

II. CONTENT 1.5 Mechanism ( possible 1.5 Mechanism ( possible

causes of movement) causes of movement)
A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Encarta Encyclopedia Encarta Encyclopedia
portal
The New Book of Popular Science,
The New Book of Popular Science, videos
B. Other Learning Resources videos
A. Reviewing previous lesson or Post-Activity Discussion

presenting the new lesson Activity 6 - How fast does it go!
lesson
the new lesson
H. Making generalizations and Group Report

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
30 to 8:30 AM/ 3:00-4:00 PM Quarter First

July 24,2019 July 25,2019 July 26,2019
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
sure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; 2) suggest ways by which
ent efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
Describe the possible causes of OB-Submit reports to Auditor Describe the possible causes of
plate movement and Division-Accounting plate movement
S10ES-Ia-j-36.5 S10ES-Ia-j-36.5
1.5 Mechanism ( possible 1.5 Mechanism ( possible

causes of movement) causes of movement)
pages 42-43 pages 42-43

pages 70-71 pages 70-71
Encarta Encyclopedia
The New Book of Popular Science,

videos
Activity 7 - Push me up and aside!

Post Activity Discussion of Activity 7
Students Summarize the topic
through group reporting
Answer Q31-Q33
Reinforce learning through
videos
School Bucari National High School Grade Level Grade 11
Teacher Venus T. Caalem Learning Area Science
Teaching Dates and Time July 15-19, 2019; 7;30 to 8:30 AM/ 3:00-4:00 PM Quarter First
GRADES 1 to 12 Monday Tuesday Wednesday Thursday Friday

DAILY LESSON LOG Sections: Diamond & Technovator
July 15,2019 July 16,2019 July 17,2019 July 18,2019 July 19,2019
I. OBJECTIVES
Geologic processes that occur on the surface of the Earth such as weathering, erosion, mass wasting, and sedimentation (include the role of ocean basins in the
A. Content Standards formation of sedimentary rocks
Conduct a survey to assess the possible geologic hazards that your community may experience. (Note: Select this performance standard if your school is in an area
B. Performance Standards near faultlines, volcanoes, and steep slopes.)
explain how the products of

describe how rocks undergo describe how rocks undergo
C. Learning Competencies/Objectives No Class Due To Typhoon weathering are carried away by
weathering weathering erosion and deposited elsewhere
Write the LC Code for each S11ES-Ib-11 S11ES-Ib-11 S11ES-Ib-11

Content is what the lesson 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.
II. CONTENT
Earth and Earth Systems Earth and Earth Systems Earth and Earth Systems Earth and Earth Systems
List of materials to be used in different days. Varied sources of materials sustain children's 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
A. References
3. Textbook pages Earth and Life Sciences Txtbook pp
portal
These steps should be done 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 van infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life experiences and
presenting the new lesson Describe how rock undergo weathering
lesson How do the rain make the rock weather?
the new lesson Panel discussion,
processing of data
D. Discussing new concepts and Learners will look for evidences of collected
practicing new skills #1 weathering and erosion through
exploration Discuss Kinds of Weathering
E. Discussing new concepts and Slide Share on Physcial and
practicing new skills #2 Chemical Weathering
Learners will identify the possible
F. Developing Mastery (Leads to causesof weathering in rocks
they have collected
Formative Assessment 3) SUMMATIVE TEST
Presentation of output
H. Making generalizations and Recitation
or remediation
V. REMARKS
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

assessment 68
for remediation 0 0

remediation 0
did these work?
G. What innovation or localized materials did I Presentation of output

use/discover which I wish to share with other from Environmental
teachers Environment Exploration Panel Discussion Exploration
JANEROSE C. MONTAÑO CENON C. CALAOR
SHS Coordinator Principal II/OIC
Teaching Dates and Time July 08-12, 2019; 7;30 to 8:30 AM/ 3:00-4:00 PM Quarter First

DAILY LESSON LOG Sections: Diamond /Technovators
I. OBJECTIVES

A. Content Standards 3. the Earth’s internal structure
The learners shall be able to:

B. Performance Standards 1. Conduct a survey to assess the possible geologic hazards/ hydrometeorological hazards that your community may experience
identify common rock-

identify common rock-forming identify common rock-forming identify common rock-forming identify common rock-forming
forming minerals using their
minerals using their physical and minerals using their physical and minerals using their physical and minerals using their physical and
physical and chemical
C. Learning Competencies/Objectives chemical properties 2. classify chemical properties 2. classify chemical properties 2. classify chemical properties 2. classify
properties 2. classify rocks
rocks into igneous, sedimentary, rocks into igneous, sedimentary, rocks into igneous, sedimentary, rocks into igneous, sedimentary,
into igneous, sedimentary,
and metamorphic and metamorphic and metamorphic and metamorphic
and metamorphic
Write the LC Code for each S10ES-Ia-j-36.4 S10ES-Ia-j-36.4
II. CONTENT the three main categories of the three main categories the three main categories of the three main categories of
rocks of rocks rocks rocks
A. References
3. Textbook pages Earth and Life Sciences Txtbook pp Earth and Life Sciences Txtbook pp Earth and Life Sciences Txtbook pp Earth and Life Sciences Txtbook pp Earth and Life Sciences Txtbook pp
portal
B. Other Learning Resources The New Book of Popular Science
Identify the layers of the Earth

(crust, mantle, inner core, outer
core).
2. Differentiate the layers of the
Earth.
A. Reviewing previous lesson or Identify the layers of the Earth
(crust, mantle, inner core, outer
presenting the new lesson core). How do rocks handle stress?
2. Differentiate the layers of the
B. Establishing a purpose for the Earth.
lesson
the new lesson describe rock cycle
D. Discussing new concepts and Compare differet Kinds of Rocks
Learners will look for rock
practicing new skills #1 samples from sorrounding Learners will discuss how
and classify yhem in class igneous rock from Learners will be divided into groups
E. Discussing new concepts and different basis of
classifying igneous rocks
practicing new skills #2 Video Clips on Magmatism after watching a video clip Create a summary table on
Formative Assessment 3) Describe how magma is formed Teacher will show metamorphism
samples of metamorphic
G. Finding practical applications of rocks, learners will
concepts and skills in daily living characterized samples
Get pictures of endogenic process based on type of
foliation, texture and
H. Making generalizations and Compare differet Kinds of Rocks grain size
Learners will describe how
roscks behave under different
I. Evaluating learning Write different kinds of rocks Practical Test types of stress such as
compression, pulling apart, and
J. Additional Activities for application Collect your own rock shearing.
or remediation and give examples samples
V. REMARKS

assessment 65
for remediation 0 0

remediation
did these work?

teachers natural sample from sorroundings Rock samples collection Output presentation
Noted:
Teaching Dates and Time July 01-05, 2019; 7:30-8:30AM/ 3:00-4:00 PM Quarter First

DAILY LESSON LOG Sections: Diamond and Technovator
I. OBJECTIVES

A. Content Standards 3. the Earth’s internal structure
The learners shall be able to:

B. Performance Standards 1. Conduct a survey to assess the possible geologic hazards/ hydrometeorological hazards that your community may experience
Identify the layers of the Earth Identify the layers of the Identify the layers of the Earth Differentiate the layers of the Differentiate the layers of the
C. Learning Competencies/Objectives (crust, mantle, core). Earth (crust, mantle, core). (crust, mantle, core). Earth. Earth.
Write the LC Code for each S11/12ES -Ia-e-7 S11/12ES -Ia-e-7 S11/12ES -Ia-e-7 S11/12ES -Ia-e-8 S11/12ES -Ia-e-8
II. CONTENT
Earth & Earth System Earth & Earth System Earth & Earth System Earth & Earth System Earth & Earth System
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Based on ancient studies about our
presenting the new lesson earth, what do they claim about?
B. Establishing a purpose for the Identify the layers of the Earth
lesson (crust, mantle, inner core, outer
core).
C. Presenting examples/ instances of 2. Differentiate the layers of the
Earth.
the new lesson
Show a short clips downloaded
D. Discussing new concepts and from the internet on the different (5 min) With the concepts
practicing new skills #1 layers of the earth learned in the previous
activities, the teacher asks the
E. Discussing new concepts and . The learners will write on a following questions: Finish Reporting per group
practicing new skills #2 metacard the unique features they 1. Most of your parents are
farmers, now, what if the
discovered and paste it on the
board in a form of table provided layers of earth are
F. Developing Mastery (Leads to by the teacher. interchanged? Will it affect our
Each group will present
Formative Assessment 3) their findings in front of daily situation?
their classmates in a form 2. What measures will you do
in order to maintain the
G. Finding practical applications of of reporting. The teacher
properties of the earth's crust?
corrects misconceptions
concepts and skills in daily living and explains vague
concepts. Connect the (5 min) From the previous
H. Making generalizations and concepts to other discussions, What are the
disciplines or fields of SUMMATIVE TEST:
abstractions about the lesson science. (how layers of the
layers of the earth and how
unique is one layer to
earth relate to earthquake, another. Identify the layers of the earth
etc) and write 2 unique features of
I. Evaluating learning each layer
J. Additional Activities for application Research on people or group of people who have tried to descend to the
or remediation depths of the earth.
V. REMARKS

assessment 65
for remediation 0 0

remediation
did these work?
principal or supervisor can help me solve? None
teachers
Noted:
Teaching Dates and Time June 24-28, 2017; 7:30-8:30AM/ 3:00-4:00 PM Quarter First

DAILY LESSON LOG Sections: Diamond and Technovator
June 24,2019 June 25,2019 June 26,2019 June 27,2019 June 28,2019
I. OBJECTIVES
The learners demonstrate an understanding of the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the
A. Content Standards Earth
The learners shall be able to make a concept map and use it to explain how the geosphere, hydrosphere,
B. Performance Standards atmosphere, and biosphere are interconnected
Explain the current Explain the current Explain the current Explain the current
C. Learning Competencies/Objectives HOLIDAY advancements/information advancements/information on advancements/information on advancements/information on
on the solar system the solar system the solar system the solar system
Write the LC Code for each S11/12ES -Ia-e-5 S11/12ES -Ia-e-5 S11/12ES -Ia-e-5 S11/12ES -Ia-e-5 S11/12ES -Ia-e-5
II. CONTENT
Earth & Earth System Earth & Earth System Earth & Earth System Earth & Earth System
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Review the previous lessons
on the Solar System.
presenting the new lesson HOLIDAY
B. Establishing a purpose for the Energy
lesson MOTIVATION (5 MINS) 1 Word puzzle
C. Presenting examples/ instances of humanity’s failure to protect

the environment and life here
the new lesson on Earth
D. Discussing new concepts and Inability to recognize the full

practicing new skills #1 consequence of his/her
actions • Lack of appreciation
of how truly unique the Earth
E. Discussing new concepts and is . Temperature Nutrients
Used to build
practicing new skills #2 and maintain an
organism’s body
F. Developing Mastery (Leads to influences how
Comparison of the quickly atoms
Formative Assessment 3) features of Venus, Earth,
and Mars and molecules
G. Finding practical applications of move. ENRICHMENT Terraforming
concepts and skills in daily living Mars Have the learners write
a 200 word report/essay on
H. Making generalizations and Factors that make a Atmosphere the following topic: ‘Can man
planet habitable alter Mars environment to Evaluation: pp9-10 L4 TG
abstractions about the lesson make it more suitable for
human habitation? How?’
or remediation
V. REMARKS

assessment 70
for remediation 0

remediation 0
did these work?

teachers
Noted:
Teaching Dates and Time June 17-21 2019; 7:30-8:30AM / 3:00-4:00 PM Quarter First

DAILY LESSON LOG Sections: Diamond / Technovators
June 17, 2019 June 18,2019 June 19,2019 June 20,2019 June 21,2019
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the
Earth
The learners shall be able to make a concept map and use it to explain how the geosphere, hydrosphere,
B. Performance Standards atmosphere, and biosphere are interconnected
The learners explain that the Earth

consists of four subsystems, across
C. Learning Competencies/Objectives whose boundaries matter and energy
flow
Write the LC Code for each S11/12ES -Ia-e-4

II. CONTENT
Earth & Earth System Earth & Earth System Earth & Earth System Earth & Earth System Earth & Earth System
A. References
3. Textbook pages Earth and Life Sciences Txtbook pp Earth and Life Sciences Txtbook pp Earth and Life Sciences Txtbook pp Earth and Life Sciences Txtbook pp Earth and Life Sciences Txtbook pp

portal
A. Reviewing previous lesson or Post Discussion
presenting the new lesson Review Hypsographic curve
lesson Use the pre-lecture drawing
exercise for schools with open
spaces (option 1); else, use the
C. Presenting examples/ instances of hydrologic cycle diagram
the new lesson
The atmosphere is the thin
D. Discussing new concepts and identify how energy and mass is
gaseous layer that
Introduce the term
exchanged among subsystems hydrosphere. • About
practicing new skills #1 envelopes the lithosphere 70% of the Earth is
covered with liquid
E. Discussing new concepts and water (hydrosphere)
The lithosphere includes and much of it is in the
practicing new skills #2 the rocks of the crust and form of ocean water . Formative Assessment:
Exercises:Exchange of energy mantle, the metallic liquid dentify how energy and mass is
F. Developing Mastery (Leads to and mass among subsystem outer core, exchanged among the
Formative Assessment 3) and the solid metallic subsystems.
inner core.
concepts and skills in daily living The biosphere is the
set of all life forms on
H. Making generalizations and Earth.
Identify and explain how mass and
I. Evaluating learning energy is exchanged among the
components of a system
Summative Assessment p 9 TG
J. Additional Activities for application The impact of man to the environment has become so massive that scientists
are proposing the addition of man or the ‘anthroposphere’ to the Earth
or remediation system
V. REMARKS

assessment 70
for remediation 0

remediation 0
did these work?
principal or supervisor can help me solve? purchase of lab materials
teachers Use of local materials, laboratory materials used are cups, bottles and plastic containers.
Noted:
Teaching Dates and Time June 10-14, 2019; 7:30-8:30AM / 3:00-4:00 PM Quarter First

DAILY LESSON LOG Sections:Diamond / Technovators
June 10,2019 June 11,2019 June 12,2019 June 13,2019 June 14,2019
I. OBJECTIVES Observe the properties of the solar system, Understand howthe solar system was formed , Understand how the palnets were formed, Learn how astronomers learn
how astronomers learn about other planetary systems.
A. Content Standards The learners demonstrate an understanding of: The formation of the universe and the solar system
B. Performance Standards The learners shall be able to conduct a survey to assess the possible geologic hazards that your community may experience.
State the different hypotheses explaining State the different hypotheses State the different hypotheses explaining State the different hypotheses explaining
C. Learning Competencies/Objectives the origin of the universe. explaining the origin of the universe. HOLIDAY the origin of the universe. the origin of the universe.
Write the LC Code for each S11/12ES-Ia-e-1-5 S11/12ES-Ia-e-1-5 S11/12ES-Ia-e-1-5 S11/12ES-Ia-e-1-5 S11/12ES-Ia-e-1-5
II. CONTENT
Earth and Earth Systems Earth and Earth Systems Earth and Earth Systems Earth and Earth Systems Earth and Earth Systems
A. References
3. Textbook pages Earth and Life Sciences Txtbook pp1-4 Earth and Life Sciences Txtbook pp1-4 Earth and Life Sciences Txtbook pp1-4 Earth and Life Sciences Txtbook pp1-4 Earth and Life Sciences Txtbook pp1-4

portal HOLIDAY/INDEPENDENCE DAY

Name the different components of the solar
presenting the new lesson system. Enrichment Activity Factors that make a Planet Habitable
MOTIVATION (5 MINS) Four pictures one
word Ask the students to guess the four
letter word. “L I F E”
B. Establishing a purpose for the MOTIVATION (5 MINS) Four pictures one
word Ask the students to guess the four *Perform either one of the
lesson letter word. “L I F E” following pre-class activities (30
minutes). • Option 1 (This option
Man's failure to protect the environment and is recommended for schools in a
C. Presenting examples/ instances of therefore LIFE here on Earth is due to: 1.
non-urban setting.
Inability to recognize the full consequence of
the new lesson his/her actions; 2. Lack of appreciation of how
truly unique the Earth is.
D. Discussing new concepts and (45 min) Activity 1: Compare and Define the term system as a set
practicing new skills #1 Contrast. What are the similarities of interconnected components
and differences among these three that are interacting to form a
terrestrial planets? unified whole.
E. Discussing new concepts and Terraforming Mars Have the
learners write a 200 word
practicing new skills #2 Activity 2. Interstellar Crash Landing report/essay on the following
topic: ‘Can man alter Mars
F. Developing Mastery (Leads to Factors that make a Planet environment to make it more
Formative Assessment 3) Habitable suitable for human habitation?
How?’
A system that will be able to constantly Present this diagram that
supply nutrients to organisms is important enumerates the subsystems of the
G. Finding practical applications of to sustain life. Earth. The hypsographic curve is a
graphical representation of the
concepts and skills in daily living proportion of land at various
elevations (meters above or
Planets should have sufficient size to hold a significant atmosphere. The below sea level)
H. Making generalizations and composition of the atmosphere, specifically the amount of green house
abstractions about the lesson gases, influences the planet surface temperature. •
Explain the impact of planet size to gravity, internal heat, and

I. Evaluating learning atmosphere of the planet
Describe each subsystem of the
Earth.

or remediation
V. REMARKS * Differentiated Instruction

assessment 69
for remediation 0

remediation 0
did these work?
principal or supervisor can help me solve? None
teachers
Noted:
Teaching Dates and Time June 03-07, 2019; 7:30-8:30 AM/3:00-4:00 PM Quarter First

DAILY LESSON LOG Sections: Diamond / Technovators
June 03, 2019 June 04,2019 June 05,2019 June 06,2019 June 07,2019
I. OBJECTIVES Observe the properties of the solar system, Understand howthe solar system was formed , Understand how the palnets were formed, Learn how astronomers learn
how astronomers learn about other planetary systems.
A. Content Standards The learners demonstrate an understanding of: The formation of the universe and the solar system
B. Performance Standards The learners shall be able to conduct a survey to assess the possible geologic hazards that your community may experience.
State the different hypotheses

State the different hypotheses explaining State the different hypotheses State the different hypotheses explaining State the different hypotheses explaining
C. Learning Competencies/Objectives the origin of the universe. explaining the origin of the universe. explaining the origin of the the origin of the universe. the origin of the universe.
universe.
Write the LC Code for each S11/12ES-Ia-e-1-5 S11/12ES-Ia-e-1-5 S11/12ES-Ia-e-1-5 S11/12ES-Ia-e-1-5 S11/12ES-Ia-e-1-5
Universe and the Solar System Universe and the Solar System Universe and the Solar System Universe and the Solar System
II. CONTENT
Universe and the Solar System
A. References
3. Textbook pages Earth and Life Sciences Txtbook pp1-4 Earth and Life Sciences Txtbook pp1-4 Earth and Life Sciences Txtbook pp1-4
portal
A. Reviewing previous lesson or Gather and discuss

presenting the new lesson Introduction Pre Assessment assignment
B. Establishing a purpose for the Help learners recall what they have
learned about the solar system by
lesson Overview of the lesson drawing a model
C. Presenting examples/ instances of What are the observed properties of

the solar sysytem?
Ask the learners for the correct
sequence (from the inner planets
the new lesson to the outer planet).

the highlights
The ancient universe the Milky Way galaxy and discuss
practicing new skills #1 Show to the class the photos of
Origin of the Solar System
E. Discussing new concepts and The uniform circular motion, Large & small Scale Features of
practicing new skills #2 geocentric universe
the Solar System
Nebular Hypothesis
F. Developing Mastery (Leads to The great chain of origin

Formative Assessment 3) Abundance of elements Encounter Hypotheses
G. Finding practical applications of Study
Universeofitsthe universe,
composition, makes
structure,
Learners may also provide Accretion and bombardment
concepts and skills in daily living accelerating
you expansion,
appreciate yourcosmic microwave
origin
background radiation among others.
explanations/implications for their
observations.
generate heat (kinetic energy
is transformed to heat) which
H. Making generalizations and We study the solar system because it
was partly retained by the
abstractions about the lesson Earth as internal heat
is our home in the universe
Discuss the different hypotheses

I. Evaluating learning Describe the structure and regarding the origin of the solar
composition of the universe system
J. Additional Activities for application Use videos to enhance Assign:What is the fate of the Assign: Enumerate the most recent
universe? Will the universe advancements in the understanding of
or remediation learning continue to expand or will it the Solar System
eventually contract because of
V. REMARKS gravity?

assessment 70
for remediation 0

remediation 0
did these work?

teachers
Noted:


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School Bucari National High School

Teacher Rufino C. Calawigan Jr.

GRADES 1 to 12 Monday Tuesday

Prove that gases have the following

Write the LC Code for each S10MT-Iva-b-21

II. CONTENT Gas Laws 1.1 Kinetic Molecular Theory; 1.2

A. Reviewing previous lesson or

H. Making generalizations and Generalize the whole concept from

A. No. of learners who earned 80% on the formative

D. No. of learners who continue to require

G. What innovation or localized materials did I

Wednesday Thursday Friday

Investigate the relationship between

Ecosystems 4.1 Flow of Energy and Matter

Review the properties of gases

Activity 2 Boyle's Law

GRADES 1 to 12 Monday Tuesday

Prove that gases have the

Write the LC Code for each S10MT-Iva-b-21

Gas Laws 1.1 Kinetic Molecular

A. Reviewing previous lesson or Pre-Assessment

H. Making generalizations and

A. No. of learners who earned 80% on the formative

D. No. of learners who continue to require

G. What innovation or localized materials did I

Wednesday Thursday Friday

S10MT-Iva-b-21 S10MT-Iva-b-21 S10MT-Iva-b-21

pages 261-262 page 262 page 263-264

Review of Activity A. Review of Activity B

GRADES 1 to 12 Monday Tuesday

Suggest ways to minimize human Suggest ways to minimize human

Write the LC Code for each S10LT-IIIj-43 S10LT-IIIj-43

A. Reviewing previous lesson or Environmental Problems and

H. Making generalizations and

A. No. of learners who earned 80% on the formative

D. No. of learners who continue to require

G. What innovation or localized materials did I

Wednesday Thursday Friday

S10LT-IIIj-43 S10LT-IIIj-43 S10LT-IIIj-43

pages 248-249 pages 249-252 page 252

Presentation of Outputs Activity 5 Product Creation Activity 5 Showcasing of Products

Post Discussion Presentation of Outputs

GRADES 1 to 12 Monday Tuesday

Explain how species diversity

Write the LC Code for each S10LT-IIIh-41

Ecosystems 4.1 Flow of Energy and

A. Reviewing previous lesson or

H. Making generalizations and

A. No. of learners who earned 80% on the formative

C. Did the remedial lessons work? No. of learners

D. No. of learners who continue to require

G. What innovation or localized materials did I

Wednesday Thursday Friday

Explain how species diversity Explain the relationship between

pages 240-244 pages 245-246

Post Activity Discussion

GRADES 1 to 12 Monday Tuesday

Explain how fossil records,

Write the LC Code for each S10LT-IIIf-39 S10LT-IIIf-39

A. Reviewing previous lesson or Evidence from Embryonic Post Activity Discussion

H. Making generalizations and Generalize the concept of the

A. No. of learners who earned 80% on the formative

D. No. of learners who continue to require