DLL Science 3rd Quarter

Annex 2B to DepEd Order No. 42, s.
2016
School Commissioner Luis R. Asis National High School Grade Level 9

Grade 1 to 12 DAILY LESSON LOG Teacher Rea A. Bilan Leaning Area Science
Teaching Dates and Times June 5-9, 2017 Quarter First
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

circulatory and respiratory
systems work together to
A. Content Standards Orientation Subject Overview Election of Officers Pre-assessment
transport oxygen-rich blood and
nutrients to the different parts of
the body
Conduct an information
dissemination activity of effective
ways of taking care of the
B. Performance Standards respiratory and circulatory
systems based on data gathered
from the school or local health
workers
Explain how the respiratory and

circulatory systems work together
to transport nutrients, gases, and
C. Learning Competencies/Objectives Write the LC code for each
other molecules to and from the
different parts of the body
S9LT-Ia-b-26
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.
Respiratory and Circulatory
II. CONTENT Systems Working Together with
the other Organ Systems
List of materials 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 learning promotes concept
III. LEARNING RESOURCES development.
A. Reference
1. Teacher's Guide pages TG pages 2-5
2. Learner's Material Pages LM page 2-5
3. Textbook Page
4. Additional Materials from Learning Resource (LR) Portal
B. Other Learning Resource

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 can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURE by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Assess students prior knowledge

and understanding of the topic
A. Reviewing previous lesson or presenting the new lesson Respiratory and Circulatory
Systems Working Together with
the Other Organ Systems
Start off by asking students to

breathe in and out. Let them feel
B. Establishing a purpose for the new lesson the air moving from the nose into
the throat, through the air tubes,
and into the lungs.
Our body is a fascinating creation

that can carry out incredible tasks
C. Presenting examples/instance of the new lesson and activities. What parts of our
body that are in charge of
supplying oxygen?
Perform Activity 1 Part A

D. Discussing the new concept and practicing new skill #1
LM page 4-5
E. Discussing the new concept and practicing new skill #2
Answer and discuss Guide

F. Developing Mastery (Leads to Formative Assessment 3)
Questions
What will happen if one part of the

G. Finding the Practical Application of Concepts and Skills in daily Living system fails to carry out its
function properly?
Relate the bunch of grapes model

H. Making generalizations and abstractions about the lesson
to respiratory system.
I. Evaluating Learning Paper and pen test
J. Additional activities for application 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 you so when you meet them,
VI. REFLECTIONS 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
C. Did the remedial lesson work? No. of learners who have caught up the lesson
D. No of learners who continue to require remediation
E. Which of the teaching strategies who work well? Why did these work?
F. What Dificulties did I encounter which my principal or superior can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share

with other teachers.
Annex 2B to DepEd Order No. 42, s.2016

Grade 1 to 12 DAILY LESSON LOG
Teacher Rea A. Bilan Leaning Area Science

curriculum guides.
How the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients to the
A. Content Standards Holiday (Independence Day)
different parts of the body
Conduct an information dissemination activity of effective ways of taking care of the respiratory and circulatory systems based on data
B. Performance Standards
gathered from the school or local health workers
Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different
C. Learning Competencies/Objectives Write the LC code for each parts of the body
S9LT-Ia-b-26
II. CONTENT
Respiratory and Circulatory Systems Working Together with the other Organ Systems
A. Reference
1. Teacher's Guide pages TG pages 2-5 TG pages 6-7 TG pages 7-8 TG pages 7-8
2. Learner's Material Pages LM pages 2-5 LM pages 6-7 LM pages 8-9 LM pages 8-9
3. Textbook Page

http:www.glencoe.com/sites/common_assets/h http:www.glencoe.com/sites/common_assets/
ealth_fitness/gln_health_fitness_zoned/pdf/hear health_fitness/gln_health_fitness_zoned/pdf/h
B. Other Learning Resource t_rate_monitor_activities/the_hearth_activity_2. eart_rate_monitor_activities/the_hearth_activi
pdf ty_2.pdf
Assess students prior knowledge

and understanding of the topic
Recall the parts and functions of Recall the mechanism of the and Recall the mechanism of the and
A. Reviewing previous lesson or presenting the new lesson Respiratory and Circulatory
the breathing system the diaphragm the diaphragm
Systems Working Together with
the Other Organ Systems
Start off by asking students to

breathe in and out. Let them feel
Ask the questions found on LM Ask the questions found on LM Ask the questions found on LM
B. Establishing a purpose for the new lesson the air moving from the nose into
page 6 page 8 page 8
the throat, through the air tubes,
and into the lungs.
Our body is a fascinating creation

When you breathe in, your When you inhale air, your When you inhale air, your
that can carry out incredible tasks
diaphragm muscle contracts respiratory system gets oxygen. respiratory system gets oxygen.
C. Presenting examples/instance of the new lesson and activities. What parts of our
downward and rib muscles pull When you exhale what gas is When you exhale what gas is
body that are in charge of
upward. Why is this so? released? released?
supplying oxygen?
Perform Activity 2
Perform Activity 1 Part B Perform Activity 3 Perform Activity 3
LM page 4-5 LM page 8-9 LM page 8-9
LM pages
6-7
Answer and discuss Guide Answer and discuss Guide Answer and discuss Guide Answer and discuss Guide
Questions Questions Questions Questions
How will you describe the How will you describe the
What will happen if one part of the
What might happen if we have a sequence of oxygen, carbon sequence of oxygen, carbon
G. Finding the Practical Application of Concepts and Skills in daily Living system fails to carry out its function
spot/hole in our lungs? dioxide and blood flow in you own dioxide and blood flow in you own
properly?
words? words?
Explain the mechanism of how the Explain the mechanism of how the
Relate the bunch of grapes model Relate the constructed lung model
H. Making generalizations and abstractions about the lesson respiratory and circulatory systems respiratory and circulatory
to respiratory system. to human chest cavity
work together. systems work together.
I. Evaluating Learning Oral Recitation Oral Recitation Oral Recitation Oral Recitation
Answer Enrichment Activity on LM Answer Enrichment Activity on LM

page 10 page 10
V. REMARKS



curriculum guides.
A. Content Standards How the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients to the different parts of the body
Conduct an information dissemination activity of effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school or local health
workers
Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body
S9LT-Ia-b-26
II. CONTENT
A. Reference
1. Teacher's Guide pages TG pages 8-9 TG pages 8-9 TG pages 10-11 TG pages 11-12 TG pages 11-12
2. Learner's Material Pages LM pages 11-15 LM pages 11-15 LM pages 15-16 LM pages 17-18 LM pages 17-18
3. Textbook Page
www.sumanasinc.com/webcontent/ www.sumanasinc.com/webcontent/
animations/content/humanheart.ht animations/content/humanheart.ht
http:www.hometrainingtools.com/make-a-
B. Other Learning Resource ml ml heart--pump-science-project/a/1852/
www.dnatube.com/video/2864/Blo www.dnatube.com/video/2864/Blo
od-circulation od-circulation
Recall the mechanism of the Recall the mechanism of the Recall the components of the
A. Reviewing previous lesson or presenting the new lesson respiratory and circulatory systems respiratory and circulatory systems circulatory system and the different Recall how heart works Recall how heart works
working together working together types of circulation
Watch video for the action using

Ask students to tell where the
Show pictures of the different parts Show pictures of the different parts this link: Ask students to tell where the
B. Establishing a purpose for the new lesson sound of their heart is coming
of the circulatory system of the circulatory system http:www.smm.org/heart/lessons/m sound of their heart is coming from.
from.
ovs/heartPump.htm
Show videos showing the Show videos showing the Discuss to them that heartbeat is Discuss to them that heartbeat is
C. Presenting examples/instance of the new lesson animated flow of blood to different animated flow of blood to different the sound produced by the heart the sound produced by the heart
parts of the body parts of the body as it pumps blood. as it pumps blood.
Perform Activity 4 Perform Activity 4 Perform Activity 5 Perform Activity 6 Perform Activity 6
LM pages 11-15 LM pages 11-15 LM pages 15-16 LM page 17-18 LM page 17-18
E. Discussing the new concept and practicing new skill #2 Answer the graphic organizer Answer the graphic organizer
Answer and discuss Guide Answer and discuss Guide Answer and discuss Guide Answer and discuss Guide Answer and discuss Guide
Questions Questions Questions Questions Questions
According to statistics, the According to statistics, the

maximum heart rate should be 220 maximum heart rate should be
Evaluate how the heart can be Evaluate how the heart can be What will happen if our heart stop minus a person's age. How would 220 minus a person's age. How
G. Finding the Practical Application of Concepts and Skills in daily Living
compared to a mechanical pump compared to a mechanical pump to pump? you interpret your highest heart would you interpret your highest
rate in relation to that given heart rate in relation to that given
number? number?
Emphasize that knowledge about Emphasize that knowledge about

our heart rates can help us monitor our heart rates can help us
Explain how blood is pumped by
H. Making generalizations and abstractions about the lesson Explain how the heart works Explain how the heart works our fitness levels and it might even monitor our fitness levels and it
the heart
help us spot developing health might even help us spot
problems. developing health problems.
I. Evaluating Learning Give the prepared evaluation Give the prepared evaluation

V. REMARKS



curriculum guides.
A. Content Standards Holiday (Eid'l Fitr) The prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems
Conduct an information dissemination activity of effective ways of taking care of the respiratory and circulatory systems based on data
Infer how one's lifestyle can affect the functioning of respiratory and circulatory systems
S9LT-Ic-27
II. CONTENT
A. Reference
1. Teacher's Guide pages TG pages 12-13 TG page 13 TG page 13 TG pages 14-15
2. Learner's Material Pages LM pages 18-20 LM page 21 LM page 21 LM pages 22-23
3. Textbook Page
B. Other Learning Resource http://www.clarkisit.com/smoking-kills/

Recall on how to prevent the

Discuss student's anwers on Discuss student's anwers on
A. Reviewing previous lesson or presenting the new lesson Recall the past lesson dieases in the respiratory and
Enrichment Activity Enrichment Activity
circulatory systems
Let the students relate their

Show pictures of the smoker's Ask students if they are familiar Ask students if they are familiar
B. Establishing a purpose for the new lesson personal experiences about the
body with the game four pics-one word with the game four pics-one word
topic
Show video clips about the effects

C. Presenting examples/instance of the new lesson
of cigarette smoking
Perform Activity 7 Perform Activity 8 Perform Activity 8 Perform Activity 9

LM pages 18-20 LM page 21 LM page 21 LM pages 22-23
What might happen if a person

Now that you knew the negative How will you take good care of How will you take good care of
goes on with a negative lifestyle
G. Finding the Practical Application of Concepts and Skills in daily Living effects of cigarette smoking, what your respiratory and circulatory your respiratory and circulatory
such as what were seen in the
are you going to do? systems? systems?
activity?
Give some ways to prevent Give some ways to prevent How can lifestyle affect the
Summarize and organize their
H. Making generalizations and abstractions about the lesson diseases in the respiratory and diseases in the respiratory and functioning of the respiratory and
answers on their activity
circulaotory systems? circulaotory systems? circulatory systems?
I. Evaluating Learning Give the prepared evaluation Story-making and Role Playing Story-making and Role Playing
J. Additional activities for application or remediation Enrichment Activity page 20 Enrichment Activity page 23
V. REMARKS


Teaching Dates and Times July 2-6, 2018 Quarter First

curriculum guides.
The prevention, detection, and treatment of diseases affecting the

A. Content Standards How genetic information is organized in genes on chromosomes
circulatory and respiratory systems
Conduct an information dissemination activity of effective ways of

B. Performance Standards taking care of the respiratory and circulatory systems based on data
Infer how one's lifestyle can affect the functioning of respiratory and
Describe the location of genes in chromosomes
C. Learning Competencies/Objectives Write the LC code for each circulatory systems
S9LT-Id-28
S9LT-Ic-27
II. CONTENT Respiratory and Circulatory Systems Working Together with the other Heridity: Inheritance and Variation
Organ Systems 2.1 Location of genes on chromosomes
A. Reference
1. Teacher's Guide pages TG pages 16-17 TG page 19 TG page 21
2. Learner's Material Pages LM pages 24-25 LM page 27 LM page 29
3. Textbook Page

A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the new lesson
Performance Task: Information

C. Presenting examples/instance of the new lesson Video Presentation
Dissemination Activity
Poster Making: Information

Dissemination on How to Take
Care of the Respiratory and
Circulatory Systems
I. Evaluating Learning Poster Making Summative Assessment Pre-assessment

V. REMARKS Cooperative Learning



curriculum guides.
A. Content Standards The different patterns of ineritance
Explain the different patterns of inheritance

S9LT-Id-29
Heredity: Inheritance and Variation

II. CONTENT
A. Reference
3. Textbook Page
B. Other Learning Resource http://www.wikidoc.org/index.php/Autosomal_recessive

Recall about phenotype and

A. Reviewing previous lesson or presenting the new lesson Recall incomplete dominance Recall codominance Recall multiple alleles
genotype
Showing a red and white shirt hung

Show the enlarged version of
up on the board.If the shirts Recording of different blood tyes of
Show Punnett Square similar to Figures 3 and 4. Ask volunteers to
B. Establishing a purpose for the new lesson represent traits for red and white, the group members and preparing
Figure 1 explain what the figures are all
can you mix them to make pink? a tally using the given table
about.
Why can't you make pink?
How is sex determined and

C. Presenting examples/instance of the new lesson Present the lesson Showing a picture of a cow Asking questions
inherited?

LM pages 31-32 LM pages 33-34 LM pages 34-35 LM pages 36-37
How would you apply what you

To be able to have a good variety
have learned to improve the
of flowers, plants etc. what are you Is it important to know your blood What are the other factors that may
breeds of livestock in your area?
G. Finding the Practical Application of Concepts and Skills in daily Living going to cross breed? What are the type? And your parents blood influence the expression of human
What possible suggestions can you
things you should consider and type? Why and why not? sexuality?
give to animal breeders in your
why?
area?
Point out that solving problems

involving Non-Mendellian
inheritance makes you realize that
Discuss the probabilities of the
there are no absolutes in real life. Re-discuss the Table 2 Human
genotypes and phenotypes
H. Making generalizations and abstractions about the lesson Remember, codominance is all ABO blood types and their Re-discuss figures 3 and 4
obtained from the cross in their
about sharing space and being phenotypes
assigned problem
independent. Ask students of other
examples of codominant traits in
plants.
I. Evaluating Learning Problem Solving Anwering the punnett square



curriculum guides.

S9LT-Id-29

II. CONTENT
A. Reference
3. Textbook Page

Recall sex chromosomes and sex Recall sex-limited traits and sex-
A. Reviewing previous lesson or presenting the new lesson Recall multiple alleles Recall sex-linked genes
determination influenced traits
Show the enlarged version of

Figures 3 and 4. Ask volunteers to
B. Establishing a purpose for the new lesson Show pictures of sex-linked traits Show pictures of a bald man Show pictures of a bald man
explain what the figures are all
about.
How is sex determined and

C. Presenting examples/instance of the new lesson Show Figure 5. Sex-linked genes Asking questions Asking questions
inherited?

Predict the genotypic and

Illustrate using a punnett square
What are the other factors that may phenotypic ratios in the offspring if Let the students prepare a family
the probability of having children
G. Finding the Practical Application of Concepts and Skills in daily Living influence the expression of human the mother is bald and the father is tree and trace the inheritance of
who will have normal vision and
sexuality? not bald. Perform a cross using a baldness in their family
children who will be color-blind
punnett square
In what way are sex-limited and

sex-influence characters are Emphasize the difference between
H. Making generalizations and abstractions about the lesson Re-discuss figures 3 and 4 Re-discuss the punnett square similar? What is the main sex-limited and sex-influenced
difference between sex-limited and traits
sex-influenced traits?
I. Evaluating Learning Anwering the punnett square Solving problems
V. REMARKS Intramural Meet



curriculum guides.

S9LT-Id-29

II. CONTENT
A. Reference
1. Teacher's Guide pages TG page 30 TG page 30 TG page 34 TG pages 34-35
2. Learner's Material Pages LM pages 42-45 LM pages 42-45 LM page 47 LM page 48
3. Textbook Page
B. Other Learning Resource http://ircamera.as.arizona.edu/NatSci102/text/nucleicacid1.htm

http://ircamera.as.arizona.edu/NatSci102/text/nucleicacid1.htm
Review the hereditary traits that Review the hereditary traits that
were passed from the parents to were passed from the parents to
A. Reviewing previous lesson or presenting the new lesson their offspring. Ask: "What do you their offspring. Ask: "What do you
think is responsible for the think is responsible for the
formation of such traits?" formation of such traits?"
Show a diagram of the DNA Show a diagram of the DNA

structure structure
C. Presenting examples/instance of the new lesson Asking questions Asking questions
Perform Activity 6 Perform Activity 6

LM pages 42-45 LM pages 42-45
Answer and discuss Guide Answer and discuss Guide

Questions Questions
Let the students create their own Let the students create their own
model of the DNA model of the DNA
Re-discuss the structure of the Re-discuss the structure of the

DNA DNA
I. Evaluating Learning
Summative Assessment (for end of Summative Assessment (for end of

the module assessment) the unit)


Teaching Dates and Times July 31-August 4, 2017 Quarter First

curriculum guides.
A. Content Standards How changes in the environment may affect species extinction
B. Performance Standards Make a multimedia presentation of timeline of extinction of representative microorganisms, plants, and animals
Relate species extinction to failure of populations of organisms to adapt to abrupt changes in the environment
S9LT-Ie-f-30
Biodiversity and Evolution

II. CONTENT
A. Reference
3. Textbook Page

In a balanced ecosystem,
organisms need a balanced
environment. A change in
A. Reviewing previous lesson or presenting the new lesson Recall biodiversity and population population sizes may be due to
factors affecting the environment.
Why is it that populations do not
increase without end?
Refer to Teaching Tips in the TG Refer to Teaching Tips in the TG

B. Establishing a purpose for the new lesson Species Charade Game
pages 38-39 page 40
Life depends on life. Animals

cannot exist without green plants.
Living things create niches for
Refer to Teaching Tips in the TG Refer to Teaching Tips in the TG
C. Presenting examples/instance of the new lesson other living things. But what
pages 38-39 page 40
happens if the living conditions of
these organisms are not ideal for
their survival?
Perform Activity 1 Perform Activity 2 Perform Activity 3

LM pages 53-54 LM pages 55-57 LM pages 58-59
Answer and discuss Guide Answer and discuss Guide Answer and discuss Guide
Questions Questions Questions
If humans were concerned about

biological diversity, would it be best Predict what will happen if the List down the endangered species,
G. Finding the Practical Application of Concepts and Skills in daily Living to have a low or high I.D. for a human population in our country threatened species and extinct
particular environment? Explain continues to increase. species in your area.
you answer.
H. Making generalizations and abstractions about the lesson Discuss the key concepts Discuss the key concepts Discuss the key concepts
V. REMARKS Pre-assessment Cooperative Learning

Teaching Dates and Times August 7-11, 2017 Quarter First

curriculum guides.
A. Content Standards How changes in the environment may affect species extinction
B. Performance Standards Make a multimedia presentation of timeline of extinction of representative microorganisms, plants, and animals
Relate species extinction to failure of populations of organisms to adapt to abrupt changes in the environment
S9LT-Ie-f-30
Biodiversity and Evolution

II. CONTENT
A. Reference
1. Teacher's Guide pages TG pages 43-49 TG pages 50-52
2. Learner's Material Pages LM pages 60-68 LM page 68
3. Textbook Page

A. Reviewing previous lesson or presenting the new lesson Recall Extinction
Show pictures and video about

B. Establishing a purpose for the new lesson local and global environmental
issues affecting biodiversity
C. Presenting examples/instance of the new lesson Present the lesson
Perform Activity 4
D. Discussing the new concept and practicing new skill #1 Performance Task
LM page 60

Questions
List the major causes of

deforestation. As a student, how
G. Finding the Practical Application of Concepts and Skills in daily Living can you help lessen the effect of
the environmental problems in our
country?
Sybthesize the lesson by pointing

H. Making generalizations and abstractions about the lesson out key concepts and mention the
Ecological Principles
Multimedia presentation of a
timeline of extinction of
representative microorgaisms,
plants and animals

V. REMARKS Review for the examination First Quarter Examination


Teaching Dates and Times August 14-18, 2017 Quarter Second

curriculum guides.
A. Content Standards How atoms combine with other atoms by transfering or by sharing electrons
Explain the formation of ionic and covalent bond

S9MT-IIa-13
II. CONTENT
Chemical Bonding
A. Reference
1. Teacher's Guide pages TG pages 82-83 TG pages 83-85 TG pages 85-87
2. Learner's Material Pages LM pages 98-99 LM pages 100-103 LM pages 104-108
3. Textbook Page

Conduct a pre-lab discussion on Start by asking the definition of

A. Reviewing previous lesson or presenting the new lesson the earlier concepts of the atomic probability and giving example of
structure similar circumstances
Discuss the safety and disposal TG Demonstrate how the activity will
page 83 done
Discuss the precautionary

C. Presenting examples/instance of the new lesson measures befor performing the
activity


Questions Questions
In your home when you cook what

is the color of the flame that comes
Compare the activity you
G. Finding the Practical Application of Concepts and Skills in daily Living out you gas stove? What do you
performed in a dart game
think are the element that prodeuc
the color?
Explain how their observation in

H. Making generalizations and abstractions about the lesson Activity 1 relates to Bohr's model of Discuss Table 2-3
the atom by using an illustration

V. REMARKS Checking and recording Pre-assessment Cooperative Learning


Teaching Dates and Times August 21-25, 2017 Quarter Second

curriculum guides.

S9MT-IIa-13
II. CONTENT
Chemical Bonding
A. Reference
3. Textbook Page

Start by asking the definition of Start by asking the definition of Start by asking the definition of
A. Reviewing previous lesson or presenting the new lesson probability and giving example of probability and giving example of probability and giving example of
similar circumstances similar circumstances similar circumstances
Demonstrate how the activity will Demonstrate how the activity will Demonstrate how the activity will
done done done

Compare the activity you Compare the activity you Compare the activity you
performed in a dart game performed in a dart game performed in a dart game
H. Making generalizations and abstractions about the lesson Discuss Table 2-3 Discuss Table 2-3 Discuss Table 2-3

V. REMARKS Holiday Intramural Meet


Teaching Dates and Times August 28- September 1, 2017 Quarter Second

curriculum guides.

S9MT-IIa-13
II. CONTENT
Chemical Bonding
A. Reference
2. Learner's Material Pages LM pages 104-108
3. Textbook Page

Start by asking the definition of

A. Reviewing previous lesson or presenting the new lesson probability and giving example of
similar circumstances
Demonstrate how the activity will

done
Perform Activity 2
LM pages 104-108

Questions
Compare the activity you

performed in a dart game
H. Making generalizations and abstractions about the lesson Discuss Table 2-3

V. REMARKS Holiday NCAE Orientation NCAE NCAE Holiday


Teaching Dates and Times September 4-8, 2017 Quarter Second

curriculum guides.

S9MT-IIa-13
II. CONTENT
Chemical Bonding
A. Reference
2. Learner's Material Pages LM pages 108-109 LM pages 108-109
3. Textbook Page

Review about the principal energy Review about the principal energy
levels and sublevels of electrons levels and sublevels of electrons
Show the periodic table then ask Show the periodic table then ask
questions questions
C. Presenting examples/instance of the new lesson Present the lesson Present the lesson


Questions Questions
What do you think are some rules What do you think are some rules
that apply in filling up the orbitals that apply in filling up the orbitals
for the elements from atomic for the elements from atomic
number 1-18? number 1-18?
Compare the electron Compare the electron

H. Making generalizations and abstractions about the lesson configurations of the second period configurations of the second period
and the third period elements and the third period elements

V. REMARKS Summative Assessment Pre-assessment Cooperative Learning



curriculum guides.

S9MT-IIa-13
II. CONTENT
Chemical Bonding
A. Reference
1. Teacher's Guide pages TG pages 90-91 TG pages 90-91 TG page 92 TG page 93
2. Learner's Material Pages LM pages 113-114 LM pages 113-114 LM pages115-117 LM pages118-119
3. Textbook Page

Review the valence electron,

Review about electronegativity and
A. Reviewing previous lesson or presenting the new lesson Discuss the overview Discuss the overview electronegativity and ionization
ionization energy
energy
Asking the students to prepare a Asking the students to prepare a Let the students locate the metals
B. Establishing a purpose for the new lesson representation of the bonds representation of the bonds and non metals in the periodic Asking questions
existing between or among atoms existing between or among atoms table
C. Presenting examples/instance of the new lesson Present the lesson Present the lesson Present the lesson Present the lesson

Will all combinations of metals and

Why is it necessary to know the
G. Finding the Practical Application of Concepts and Skills in daily Living Why atoms form compounds? Why atoms form compounds? non-metals form ionic bonding?
different symbols of elements?
Why? Or Why not?
Show the relationship among the

Compare the electronegativity and Compare the electronegativity and Re-discuss the process on
number of valence electrons,
H. Making generalizations and abstractions about the lesson ionization energy values of metals ionization energy values of metals computing the electonegativity
electronegativity, and ionization
and non-metals and non-metals difference between two elements
energy

Cooperative
V. REMARKS
Learning/Triangular Meet



curriculum guides.

S9MT-IIa-13
II. CONTENT
Chemical Bonding
A. Reference
3. Textbook Page

Ask students to recall Activity 2 Ask students to recall Activity 2

Recall that ionic bond is formed Recall that ionic bond is formed
The Lewis symbols or electron dot The Lewis symbols or electron dot
when metal bonds with a non- when metal bonds with a non-
A. Reviewing previous lesson or presenting the new lesson formulas. Tell them that it only formulas. Tell them that it only
metal while covalent bond exists metal while covalent bond exists
shows the valence electrons as shows the valence electrons as
between or among non-metals. between or among non-metals.
dots. dots.
Is it possible that metals form Is it possible that metals form

B. Establishing a purpose for the new lesson Asking questions Asking questions bonds with one another? Can you bonds with one another? Can you
visualize how it will be? visualize how it will be?
Introduce the concept of bonding Introduce the concept of bonding

C. Presenting examples/instance of the new lesson Present the lesson Present the lesson
by sharing of electrons by sharing of electrons

Prepare a model that will represent Prepare a model that will represent
What kind of element usually forms What kind of element usually forms
a metallic bond. You may draw it. a metallic bond. You may draw it.
covalent bond? Is it possible for covalent bond? Is it possible for
List down the metallic properties List down the metallic properties
G. Finding the Practical Application of Concepts and Skills in daily Living metals and non metals to form non metals and non metals to form non
that you know and try to explain that you know and try to explain
polar covalent bond? Give some polar covalent bond? Give some
why metals possess those why metals possess those
examples examples
properties properties
Explain how covalent bonding Explain how covalent bonding

Explain how metallic bonding takes Explain how metallic bonding takes
H. Making generalizations and abstractions about the lesson takes place. Illustrate the sharing takes place. Illustrate the sharing
place. place.
of electrons of electrons

Lesson not taken, Pres. Duterte
V. REMARKS declared this day a National Day of Unit Meet
Protest



curriculum guides.

S9MT-IIa-13
II. CONTENT
Chemical Bonding
A. Reference
1. Teacher's Guide pages TG pages 96-97 TG pages 98-102 TG pages 98-102 TG page 102 TG page 104
2. Learner's Material Pages LM pages 121-122 LM pages 123-124 LM pages 123-124 LM page 126 LM pages 128-130
3. Textbook Page

Recall that ionic bond is formed

when metal bonds with a non- Recall the different types of Recall the different types of
metal while covalent bond exists chemical bonding chemical bonding
between or among non-metals.
Is it possible that metals form

B. Establishing a purpose for the new lesson bonds with one another? Can you Asking questions Asking questions
visualize how it will be?
Discuss do's anf don’ts in Discuss do's anf don’ts in

performing the activity performing the activity

Prepare a model that will represent

a metallic bond. You may draw it.
Ask the learners to test the Ask the learners to test the
List down the metallic properties
G. Finding the Practical Application of Concepts and Skills in daily Living electrical conductivity of the electrical conductivity of the
that you know and try to explain
different samples of beverages different samples of beverages
why metals possess those
properties
Explain how metallic bonding takes Re-discuss Table 6 Properties of Re-discuss Table 6 Properties of
place. Some Compounds Some Compounds
I. Evaluating Learning Paper-pen test

V. REMARKS Summative Test Pre-assessment


Teaching Dates and Times October 2-6, 2017 Quarter Second

curriculum guides.
A. Content Standards The type of bonds that carbon forms that result in the diversity of carbon compounds
Recognize the general classes and uses of organic compounds

S9MT-IIh-18
II. CONTENT
The Variety of Carbon Compounds
A. Reference
2. Learner's Material Pages LM pages 131-132
3. Textbook Page

Recall students previous

A. Reviewing previous lesson or presenting the new lesson knowledge about some
compounds
Showing pictures of the products

B. Establishing a purpose for the new lesson that are all composed of organic
compounds
Perform Activity 1
LM pages 131-132

Questions
List some organic compounds

found in your home and give their
G. Finding the Practical Application of Concepts and Skills in daily Living uses. Why do you think these kinds
of organic compounds are very
important?
Re-discuss Table 1 Organic

Compound and their Uses

School Teachers' Day District Teachers' Day Cooperative Learning Division
V. REMARKS Grade 7 NAT
Celebration Celebration Meet



curriculum guides.
Recognize the general classes and uses of organic compounds

S9MT-IIh-18
II. CONTENT
A. Reference
3. Textbook Page

Recall students previous

Recall organic compound and their Recall organic compound and their
A. Reviewing previous lesson or presenting the new lesson knowledge about some
importance importance
compounds
Showing pictures of the products

B. Establishing a purpose for the new lesson that are all composed of organic Asking questions Asking questions
compounds
Discuss the safety precautions that Discuss the safety precautions that
the students should take on the the students should take on the
C. Presenting examples/instance of the new lesson Present the lesson conduct of the experiments and conduct of the experiments and
make sure that each group has make sure that each group has
complete materials. complete materials.

List some organic compounds

found in your home and give their Why is it important to know the Why is it important to know the
G. Finding the Practical Application of Concepts and Skills in daily Living uses. Why do you think these kinds properties of these kinds of organic properties of these kinds of organic
of organic compounds are very compounds? compounds?
important?
Discuss the answers to the Discuss the answers to the

Re-discuss Table 1 Organic questions so that valid questions so that valid
Compound and their Uses generalizations will be made clear generalizations will be made clear
to the students to the students

Lesson not finished (good for 2
V. REMARKS Grade 11 NAT Cooperative Learning
meetings)



curriculum guides.
Explain how the structure of the carbon atoms affects the type of bonds forms
S9MT-IIg-17
II. CONTENT
A. Reference
2. Learner's Material Pages LM pages 135-136 LM pages 135-136
3. Textbook Page

Recall the type of bonds formed in Recall the type of bonds formed in
covalent bonding covalent bonding
B. Establishing a purpose for the new lesson Asking questions Asking questions
Clearly discuss the meaning of Clearly discuss the meaning of

C. Presenting examples/instance of the new lesson structural formula, condensed structural formula, condensed
formula and boiling point formula and boiling point


Questions Questions
What hydrocarbons are gases and What hydrocarbons are gases and
liquids? What are the uses of liquids? What are the uses of
gaseous hydrocarbons and liquid gaseous hydrocarbons and liquid
hydrocarbon compounds? hydrocarbon compounds?
H. Making generalizations and abstractions about the lesson Discuss no. 6 in the TG page 109 Discuss no. 6 in the TG page 109
I. Evaluating Learning Paper-pen test Paper-pen test

Lesson not finished (good for 2 Summative Assessment/ Review
V. REMARKS Second Quarter Examination Second Quarter Examination
meetings) for the 2nd Departmental Test


Teaching Dates and Times November 6-10, 2017 Quarter Third

curriculum guides.
A. Content Standards Volcanoes found in the Philippines
Describe the different types of volcanoes

S9ES-IIIa-25
II. CONTENT
Volcanoes
A. Reference
2. Learner's Material Pages LM pages 163-164 LM page 165 LM pages 166-167 LM pages 166-167
3. Textbook Page

Check student's prior knowledge

A. Reviewing previous lesson or presenting the new lesson Recall about the concept map Recall about the concept map
about volcano
Showing pictures or video clips of Showing pictures or video clips of

B. Establishing a purpose for the new lesson Present a picture of volcano
volcanic activities volcanic activities
C. Presenting examples/instance of the new lesson Asking questions Present the lesson Present the lesson

LM page 165 LM pages 166-167 LM pages 166-167
List down the volcanoes found in List down the active and inactive List down the active and inactive
our region volcanoes found in our region volcanoes found in our region
Ask students to differentiate active Ask students to differentiate active

H. Making generalizations and abstractions about the lesson Re-discuss the concept map
from inactive volcano from inactive volcano
I. Evaluating Learning Paper-pen test Paper-pen test Paper-pen test

V. REMARKS Pre-assessment Cooperative Learning/ Card Day



curriculum guides.

S9ES-IIIa-25
II. CONTENT
Volcanoes
A. Reference
1. Teacher's Guide pages TG page 137 TG page 138 TG page 138 TG pages 139-140
2. Learner's Material Pages LM pages 168-169 LM page 170-172 LM page 170-172 LM pages 174-177
3. Textbook Page

Recall the effect of temperature to Recall the effect of temperature to Recall the factors that affect the
A. Reviewing previous lesson or presenting the new lesson Recall the classification of volcano
the formation of gas the formation of gas viscosity of magma
Showing pictures of volcanoes with Showing pictures of volcanoes with

different shapes and video clips different shapes and video clips Showing picture of Pinatubo
B. Establishing a purpose for the new lesson Showing pictures or video clips
showing the different types of showing the different types of Volcano
volcanic eruptions volcanic eruptions
C. Presenting examples/instance of the new lesson Present the lesson Present the lesson Present the lesson Present the lesson

Why do som types of lava travel Why do som types of lava travel
What other liquids can we faster than others? What type of faster than others? What type of In what way does the formation of
G. Finding the Practical Application of Concepts and Skills in daily Living substitute in our activity to have the magma do you think the Mayon magma do you think the Mayon a volcanic cone model differ from a
same observation? Volcano ejects? Why do you say Volcano ejects? Why do you say real volcano?
so? so?
Describe the effect of high Why do some types of lava travel Why do some types of lava travel Ask students to classify volcanoes
temperature to the formation of gas faster than others? faster than others? by their cones
I. Evaluating Learning Paper-pen test Paper-pen test




curriculum guides.

S9ES-IIIa-25
II. CONTENT
Volcanoes
A. Reference
1. Teacher's Guide pages TG page 141 TG pages 141-142 TG pages 141-142 TG page 143 TG pages 144-145
2. Learner's Material Pages LM pages 176-177 LM pages 178-180 LM pages 178-180 LM page 181 LM pages 182-183
3. Textbook Page

Recall the classification of volcano

by their cones
B. Establishing a purpose for the new lesson Showing pictures or video clips
Discuss the energy from the

D. Discussing the new concept and practicing new skill #1 volcano and how do volcanic
eruptions affect society?

Question
List down the positive and negative

effects of volcanic eruption
H. Making generalizations and abstractions about the lesson Dicuss the flowchart

Pre-assessment/Cooperative
V. REMARKS Performance Task Performance Task Summative Assessment
Learning


Teaching Dates and Times November 27-December 1, 2017 Quarter Third

curriculum guides.
A. Content Standards Factors that affect climate and the effects of changing climate and how to adapt accordingly
B. Performance Standards Participate in activities that reduce risks and lessen effects of climate change
Explain how different factors affect the climate of an area

S9ES - IIIe - 30
II. CONTENT
C L I M A T E
A. Reference
1. Teacher's Guide pages TG pages 145-146 TG pages 146-147 TG pages 147-148 TG pages 148-149 TG pages 149-150
2. Learner's Material Pages LM page 185 LM pages 186-187 LM pages 188-191 LM pages 191-192 LM page 193
3. Textbook Page
B. Other Learning Resource http://www.youtube.com/watch?v=E7DLLxrrBV8 http://www.proprofs.com/flashcards/cardshow.php?title=chapter-3-climate-vegetation&quesnum=1

http://www.youtube.com/watch?v=E7DLLxrrBV8
Recall the difference between

Recall students' knowledge about Recall the relationship between Recall the relationship between Recall how distance from the windward and leeward sides of a
latitude and longitude climate and latitude altitude and temperature of a place ocean affects climate high land. And how topography
affects climate
Post a big world map on the

Pose the following questions: a.
Let the students identify latitude Post the questions on the board: Showing picture of mountain or an board. Let the students locate
Where do people go during
B. Establishing a purpose for the new lesson and longitude using a globe or a "Which heats faster: water or soil? illustration of the windward and some major cities in the world
summer vacations? b. Why do they
map Which cool faster: water or soil?" leeward sides of a mountain (e.g. Tokyo, Beijing, Moscow and
go there? c. Why is it cold there?
Warsaw)
Present Activity 2. Tell the students

Let them locate the Tropical, Do's and Dont's regarding the This activity serves as follow-up
C. Presenting examples/instance of the new lesson that this activity would help answer Present the lesson
Temperate and Polar Regions activity for the previous lesson
the third question.
Perform Activity 1 Perform Activity 2 Perform Activity 3 Perform Activity 4 Perform Activity 5
LM page 185 LM pages 186-187 LM pages 188-191 LM pages 191-192 LM page 193
Answer and discuss Guide Answer and discuss Guide Answer and discuss Guide Answer and discuss Guide Answer and discuss Guide
Questions Questions Questions Questions Questions
Let the students explain why the

Which would you prefer to live near Relate the result of the activity the
Why does Earth have different peak of Mt. Kilimanjaro is covered Which would you choose to live
G. Finding the Practical Application of Concepts and Skills in daily Living the bodies of water or far from the effects of latitude, altitude and
climate zone? with snow although it is located winward or leeward? Why?
bodies of water? distance from the bodies of water
near the equator
Explain how topography affects

Empahsize the effect of the
Explain how latitude affects climate Emphasize the relationship of climate. Use this video link:
H. Making generalizations and abstractions about the lesson distance of bodies of water (Fig.
using diagram (Fig. 1) altitude and climate http://www.youtube.com/watch?
3.1)
v=Tmv/_8j_UnTs
Making and interpreting the lne

I. Evaluating Learning Paper and pen test Oral recitation graph based on the data presented Give the prepared evaluation Paper and pen test
(Table 3.1 and 3.2)

V. REMARKS HOLIDAY (Bonifacio Day) Refer to DLL Dated Nov. 30

School Grade Level

Grade 1 to 12 DAILY LESSON LOG Teacher Leaning Area
Teaching Dates and Times Quarter

curriculum guides.
A. Content Standards
II. CONTENT
A. Reference
1. Teacher's Guide pages
2. Learner's Material Pages
3. Textbook Page


V. REMARKS

School Grade Level

Grade 1 to 12
DAILY LESSON LOG Teacher Leaning Area
Teaching Dates and Times Quarter
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
C. Learning Competencies/Objectives Write the

LC code for each
II. CONTENT
III. LEARNING RESOURCES

A. Reference
1. Teacher's Guide pages
2. Learner's Material Pages
3. Textbook Page
4. Additional Materials from Learning Resource
(LR) Portal
IV. PROCEDURE
A. Reviewing previous lesson or presenting the
new lesson
C. Presenting examples/instance of the new
lesson
D. Discussing the new concept and practicing
new skill #1
E. Discussing the new concept and practicing new
skill #2
F. Developing Mastery ( Leads to Formative Assessment 3)
G. Finding the Practical Application of Concepts

and Skills in daily Living
H. Making generalizations and abstractions about
the lesson
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTIONS
A. No. of Learners who earned 80% in the
evaluation
B. No. of Learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of learners
who have caught up the lesson
D. No of learners who continue to require
remediation
E. Which of the teaching strategies who work
well? Why did these work?
F. What Dificulties did I encounter which my
principal or superior can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers.
Teaching Dates and Times December 18-22, 2017 Quarter Third
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of 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 The relationship between the visible constellation in the sky and Earth's position along its orbit
B. Performance Standards Discuss whether or not popular beliefs and practices with regard to constelations and astrology have scientific basis
Infer the characteristics of stars based on the characteristics of the Sun

S9ES-IIIg-32
II. CONTENT
C O N S T E L L A T I O N S
List of materials 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 learning promotes
III. LEARNING RESOURCES concept development.
A. Reference
1. Teacher's Guide pages TG page 159 TG page 160 TG pages
2. Learner's Material Pages LM pages 211-214 LM pages 214-215 LM page 215-216
3. Textbook Page
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 can infer from formative assessment activities. Sustain learning
IV. PROCEDURE systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Recall students' previous Recall the characteristics of the

knowledge about stars stars
Pose the questions found in

Pose the following questions:
a. What does the color of a
star mean? b. Why do stars
differ in brightness?
LM page 213
Do's and Dont's regarding the
C. Presenting examples/instance of the new lesson Present the new lesson Present Figure 2
activity
Read the Reading Resources Perform Activity 1 Part A Perform Activity 1 Part B
D. Discussing the new concept and practicing new skill #1 and Instructional Activities LM pages 214- LM pages 215-
LM pages 213-214 215 216

F. Developing Mastery (Leads to Formative Assessment 3) Discuss Figures 1 and 2
Questions Questions
Try to observe the stars at night What does the color of the star Try to observe the stars at
G. Finding the Practical Application of Concepts and Skills in daily Living and compare it to the indicates? Research some night. Are all stars the same in
characteristics of our sun stars and its color. brightness? Why?
Discuss Table 1 Color and

Tempearature of selected Explain the factors that may
H. Making generalizations and abstractions about the lesson Re-discuss Figures 1 and 2
stars. Relate color with affect the brightness of a star
temperature of a star.
I. Evaluating Learning Paper and pen test Oral recitation
V. REMARKS English Showcase Christmas Party Team Building Activity

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
VI. REFLECTIONS meet them, you can ask them relevant questions.
C. Did the remedial lesson work? No. of learners who have caught up
the lesson
F. What Dificulties did I encounter which my principal or superior can

help me solve?
G. What innovation or localized materials did I use/discover which I wish

to share with other teachers.
Teaching Dates and Times January 1 - 5, 2018 Quarter Third

Show which constellations may be observed at different times of the
C. Learning Competencies/Objectives Write the LC code for each year using models
S9ES-IIIj-35
II. CONTENT
C O N S T E L L A T I O N S
A. Reference
1. Teacher's Guide pages TG page 161 TG page 161
2. Learner's Material Pages LM pages 220-224 LM page 224-227
3. Textbook Page
Recall the apparent motion of Recall why some constellations are

stars at night not seen at certain months
Present a multimedia presentation

Ask students to give or name some
B. Establishing a purpose for the new lesson or pictures showing constellations
constellations
for a given month
Before the calendars, people had no

way of determining when to sow or
harvest except by looking patterns in
the sky.
Perform Activity 4 Discuss How Early People Used the
LM pages 220-224 Constellations and other uses
F. Developing Mastery (Leads to Formative Assessment 3) Discuss Table 2
Questions
Why are some stars visible in

March but not visible in Setember?
Explain why some constellations

are not seen at a certain months
V. REMARKS Holiday Special Non-working Holiday Declared Holiday
the lesson

help me solve?

Teaching Dates and Times January 8-12, 2018 Quarter Third
Show which constellations may be observed at different times of

the year using models
S9ES-IIIj-35
II. CONTENT
A. Reference
1. Teacher's Guide pages TG page 161 TG page 161
2. Learner's Material Pages LM pages 220-224 LM page 224-227

3. Textbook Page
Recall the apparent motion of Recall why some constellations

stars at night are not seen at certain months
Present a multimedia
Ask students to give or name
B. Establishing a purpose for the new lesson presentation or pictures showing
some constellations
constellations for a given month
Before the calendars, people

had no way of determining
when to sow or harvest except
by looking patterns in the sky.
Discuss How Early People

Perform Activity 4
D. Discussing the new concept and practicing new skill #1 Used the Constellations and
LM pages 220-224
other uses

F. Developing Mastery (Leads to Formative Assessment 3) Discuss Table 2
Questions
Why are some stars visible in

G. Finding the Practical Application of Concepts and Skills in daily Living March but not visible in
Setember?
Explain why some constellations

are not seen at a certain months

Summative Assessment /
V. REMARKS Third Quarter Examination Third Quarter Examination
Review
the lesson

help me solve?


Teaching Dates and Times January 15-19, 2018 Quarter Fourth

Demonstrate understanding of uniformly accelerated motion, motion in two-dimensions using projectile motion as example, impulse and momentum, and conservation of
linear momentum
B. Performance Standards Propose ways to enhance sports related to projectile motion
Describe the horizontal and vertical motion of a projectile

S9FE-IVa-34
II. CONTENT
Motion in Two Dimensions
A. Reference
1. Teacher's Guide pages TG pages 163-164 TG pages 164-166 TG page 165-166 TG pages 166-167 TG pages 167-168
2. Learner's Material Pages LM pages 231-232 LM pages 233-237 LM pages 234-237 LM page 237-239 LM pages 239- 242
3. Textbook Page
Recall students' prior

Recall students' knowledge about
knowledge about speed,
free-fall. Ask the following
velocity and acceleration. A
Recall the equations of questions: What is gravity? What
drill may may be conducted by
A. Reviewing previous lesson or presenting the new lesson displacement, velocities and is the acceleration due to gravity Recall the formula of velocity
completing the table showing
acceleration. on earth? Is the rate of gravity
velocity, and displacement to
(acceleration) the same on all
elicit their prior knowledge in
objects on earth?
velocity
Let the students imagine the

motion of an airplane starting
to takeoff. Ask the following
questions: What do you think Ask the students the concept of
B. Establishing a purpose for the new lesson should be the motion of an the second law of motion, which is
airplane preparing for takeoff? the Law of Acceleration.
How will you describe the
speed of the plane from rest
until it takesoff?
Using a schematic diagram, let

Present the equations of
the students plot on the board
C. Presenting examples/instance of the new lesson velocity, average velocity, and Present Figure 2 pages 237 Present Figure 3 pages 238
the possible position of the
acceleration on the board
Perform
airplane
Activity
for every
1 second.
Derivation of other equations

based on the three formulae
LM
E. Discussing the new concept and practicing new skill #2 LM pages 238-239 pages 239-240
LM pages 233-234
Answer and discuss Guide Discuss the answers in the Answer and discuss Guide
F. Developing Mastery (Leads to Formative Assessment 3) Answer and discuss Guide Questions
Questions exercise given Questions
Relate the quantities of
distance and time in the
G. Finding the Practical Application of Concepts and Skills in daily Living derivation of formula to solve
problems relating to uniformly
accelerated motion
Re-discuss the picture which

was shown in the beginning of
H. Making generalizations and abstractions about the lesson Do the exercise in LM page 236 Do the exercise in LM page 240
the lesson using acceleration
concept
I. Evaluating Learning Paper pen test Answer LM page 237 (problem) Answer Table 2 on LM page 238 Answer LM page 241 (problem)
Give additional word problems if Give additional word problems if Give additional word problems if
needed needed needed
V. REMARKS Pre-assessment YES-O Camp
the lesson


help me solve?


Teacher Erniel G. Beronibla Leaning Area Science
Teaching Dates and Times January 22-26, 2018 Quarter Fourth

Demonstrate understanding of uniformly accelerated motion, motion in two-dimensions using projectile motion as example, impulse and momentum, and conservation of
linear momentum
B. Performance Standards Propose ways to enhance sports related to projectile motion
Investigate the relationship between the angle of release and the height and range of the projectile
S9FE-IVa-35
II. CONTENT
II. CONTENT
Motion in Two Dimensions
A. Reference
2. Learner's Material Pages LM pages 239- 242 LM pages 242-245 LM pages 242-245 LM pages 242-245
3. Textbook Page
Recall the Uniformly Recall the Uniformly

Recall the Uniformly Accelerated
A. Reviewing previous lesson or presenting the new lesson Recall the formula of velocity Accelerated Motion in two Accelerated Motion in two
Motion in two dimensions
dimensions dimensions
Show the 4-minute video clip Show the 4-minute video clip Show the 4-minute video clip
entitled "Palarong Pambansa entitled "Palarong Pambansa entitled "Palarong Pambansa
B. Establishing a purpose for the new lesson 2013 - The Faces of Our 2013 - The Faces of Our Future 2013 - The Faces of Our Future
Future Sports Heroes" or some Sports Heroes" or some video Sports Heroes" or some video on
video on youth sports events. on youth sports events. youth sports events.
Let the students observe the Let the students observe the Let the students observe the
different kinds of motion different kinds of motion different kinds of motion
demonstrated and give them a demonstrated and give them a demonstrated and give them a
minute or two to write on the minute or two to write on the minute or two to write on the
C. Presenting examples/instance of the new lesson Present Figure 3 pages 238
/Notice!/Wonder!/ record sheet /Notice!/Wonder!/ record sheet /Notice!/Wonder!/ record sheet
what they noticed and what what they noticed and what they what they noticed and what they
they wondered about two- wondered about two- wondered about two-dimensional
dimensional motions dimensional motions motions
Perform Activity 4 Day One
Perform Activity 4 Day Two Perform Activity 4 Day Two
Perform Activity 3 Activity
Activity Activity
LM
LM pages 239-240 LM pages
LM pages 246-248 pages 246-248
E. Discussing the new concept and practicing new skill #2 242-245
Relate projectile motion on a Relate projectile motion on a Relate projectile motion on a video
video game "Angry Birds" video game "Angry Birds" game "Angry Birds"
H. Making generalizations and abstractions about the lesson Do the exercise in LM page 240 Discuss sample data table 6a Discuss sample data table 6a Discuss sample data table 6a
I. Evaluating Learning Answer LM page 241 (problem) Paper pen test
Give additional word problems if

needed

the lesson

help me solve?


DLL Science 3rd Quarter

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Annex 2B to DepEd Order No. 42, s.

School Commissioner Luis R. Asis National High School Grade Level 9

Teaching Dates and Times June 5-9, 2017 Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

How the different structures of the

Explain how the respiratory and

1. Teacher's Guide pages TG pages 2-5

2. Learner's Material Pages LM page 2-5

4. Additional Materials from Learning Resource (LR) Portal

B. Other Learning Resource

Assess students prior knowledge

Start off by asking students to

Our body is a fascinating creation

Perform Activity 1 Part A

E. Discussing the new concept and practicing new skill #2

Answer and discuss Guide

What will happen if one part of the

Relate the bunch of grapes model

I. Evaluating Learning Paper and pen test

J. Additional activities for application or remediation

A. No. of Learners who earned 80% in the evaluation

B. No. of Learners who require additional activities for remediation

D. No of learners who continue to require remediation

G. What innovation or localized materials did I use/discover which I wish to share

School Commissioner Luis R. Asis National High School Grade Level 9

Teaching Dates and Times June 12-16, 2017 Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

4. Additional Materials from Learning Resource (LR) Portal

Assess students prior knowledge

Start off by asking students to

Our body is a fascinating creation

E. Discussing the new concept and practicing new skill #2

Answer Enrichment Activity on LM Answer Enrichment Activity on LM

A. No. of Learners who earned 80% in the evaluation

B. No. of Learners who require additional activities for remediation

D. No of learners who continue to require remediation

G. What innovation or localized materials did I use/discover which I wish to share

School Commissioner Luis R. Asis National High School Grade Level 9

Teaching Dates and Times June 19-23, 2017 Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

4. Additional Materials from Learning Resource (LR) Portal

Watch video for the action using

According to statistics, the According to statistics, the

Emphasize that knowledge about Emphasize that knowledge about

J. Additional activities for application or remediation

A. No. of Learners who earned 80% in the evaluation

B. No. of Learners who require additional activities for remediation

D. No of learners who continue to require remediation

G. What innovation or localized materials did I use/discover which I wish to share

School Commissioner Luis R. Asis National High School Grade Level 9

Teaching Dates and Times June 26-30, 2017 Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher's Guide pages TG pages 12-13 TG page 13 TG page 13 TG pages 14-15

2. Learner's Material Pages LM pages 18-20 LM page 21 LM page 21 LM pages 22-23

4. Additional Materials from Learning Resource (LR) Portal

B. Other Learning Resource http://www.clarkisit.com/smoking-kills/

Recall on how to prevent the

Let the students relate their

Show video clips about the effects

Perform Activity 7 Perform Activity 8 Perform Activity 8 Perform Activity 9

E. Discussing the new concept and practicing new skill #2

What might happen if a person

A. No. of Learners who earned 80% in the evaluation

B. No. of Learners who require additional activities for remediation