Grade 1 to 12 School TELABASTAGAN INTEGRATED SCHOOL Grade Level EIGHT

DAILY LESSON LOG Teacher MR. ALVIN MARC M. DANCEL Learning Area SCIENCE
Teaching Dates and Time WEEK 08 (March 09-13,2020) Quarter FOURTH
8-PYTHAGORAS,8-EUCLID and 8- ARCHIMEDES

Monday Tuesday Wednesday Thursday Friday

MARCH 09,2020 MARCH 10, 2020 MARCH 11,2020 MARCH 12,2020 MARCH 13,2020

I. OBJECTIVES Objectives must be met over the week and connected to 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 during 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 learners demonstrate an understanding of:

 The species as being further classified into a hierarchical taxonomic system

B. Performance Standards The learners should be able:

 Report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered
and economically important species.

C. Learning Competencies/Objectives
Write the LC code for each  Explain the concept of a species; (S8LT-IVg-19)
 Classify organisms using the hierarchical taxonomic system; (S8LT-IVh-20)

OBJECTIVES

 Familiarize with the different organisms from freshwater and marine water.
 Recognize the need to have a system of classifying and naming organisms.
 Appreciate the importance of different organisms or biodiversity.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Biodiversity Biodiversity Biodiversity Biodiversity Biodiversity

III. LEARNING RESOURCES

A.References
1. Teacher’s Guide pages
191-100 191-100 191-100 191-100 191-100
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2. Learner’s Material pages

266-272 266-272 266-272 266-272 266-272

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES
A.Reviewing previous lesson or What is biodiversity? What is biodiversity? What is biodiversity? What is biodiversity?
presenting the new lesson how we could classify how we could classify how we could classify how we could classify
different organisms? different organisms? different organisms? different organisms?

B. Establishing a purpose for the lesson What do you think is

BIODIVERSITY?
Then mentioned the
different levels of
Biodiversity
Presenting examples/instances of the how we could classify Let the students prepare Let the students Let the students prepare Let the students prepare for
new lesson different organisms? for their report prepare for their report for their report their report

C. Discussing new concepts and

practicing new skills #1 Discuss briefly about the
different classifications
and how to name
organisms
D. Discussing new concepts and Then let the students
practicing new skills #2 prepare for their reporting.
Reporting Proper Reporting Proper Reporting Proper Reporting Proper
Content-100 points Content-100 points Content-100 points Content-100 points
Visual Aids- 100 Visual Aids- 100 Visual Aids- 100 points Visual Aids- 100 points
points points Total:200 points Total:200 points
Total:200 points Total:200 points
. . . .
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MARCH 09,2020
E. Developing mastery Call some students to
answer questions from the
teacher through a Socratic
method.
F. Finding practical applications of How are the concepts of
concepts and skills in daily living Biodiversity important or
being applied in your daily
living? Cite concrete
example/s.
G.Making generalizations and For organisms to be
abstractions about the lesson studied and information to
be shared with, scientists
grouped them into
meaningful classifications.
The different groups are
ranked from the largest to
the smallest groups.
These classifications or
categories consist of the
domain, kingdom,
phylum, class, order,
family, genus, and
species.
Then explain the
different concepts about
Kingdom Protista
Kingdom Plantae
Kingdom Animalia
H.Evaluating learning ACTIVITY- EMBEDDED
ASSESSMENT and
FORMATIVE
ASSESSMENT
I. Additional activities for application
or remediation
Tuesday Wednesday Thursday Friday
MARCH 10, 2020 MARCH 11,2020 MARCH 12,2020 MARCH 13,2020
Call some students to Call some students to Call some students to Call some students to
answer questions from answer questions from answer questions from the answer questions from the
the teacher through a the teacher through a teacher through a Socratic teacher through a Socratic
Socratic method. Socratic method. method. method.
How are the concepts of How are the concepts How are the concepts of How are the concepts of
Biodiversity important or of Biodiversity Biodiversity important or Biodiversity important or
being applied in your important or being being applied in your daily being applied in your daily
daily living? Cite applied in your daily living? Cite concrete living? Cite concrete
concrete example/s. living? Cite concrete example/s. example/s.
example/s.
For organisms to be For organisms to be For organisms to be For organisms to be
studied and information studied and studied and information to studied and information to
to be shared with, information to be be shared with, scientists be shared with, scientists
Scientists grouped them shared with, scientists grouped them into grouped them into
into meaningful grouped them into meaningful classifications. meaningful classifications.
classifications. The meaningful The different groups are The different groups are
different groups are classifications. The ranked from the largest to ranked from the largest to
ranked from the largest different groups are the smallest groups. These the smallest groups. These
to the smallest groups. ranked from the classifications or categories classifications or categories
These classifications or largest to the smallest consist of the domain, consist of the domain,
categories consist of the groups. These kingdom, phylum, class, kingdom, phylum, class,
domain, kingdom, classifications or order, family, genus, and order, family, genus, and
phylum, class, order, categories consist of species. species.
family, genus, and the domain, kingdom,
species. phylum, class, order, Then explain the different Then explain the different
family, genus, and concepts about Kingdom concepts about Kingdom
Then explain the species. Protista Protista
different concepts Kingdom Plantae Kingdom Plantae
about Kingdom Then explain the Kingdom Animalia Kingdom Animalia
Protista different concepts
Kingdom Plantae about Kingdom
Kingdom Animalia Protista
Kingdom Plantae
Kingdom Animalia
ACTIVITY- EMBEDDED ACTIVITY- ACTIVITY- EMBEDDED ACTIVITY- EMBEDDED
ASSESSMENT and EMBEDDED ASSESSMENT and ASSESSMENT and
FORMATIVE ASSESSMENT and FORMATIVE FORMATIVE
ASSESSMENT FORMATIVE ASSESSMENT ASSESSMENT
ASSESSMENT
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V. REMARKS

J. Additional activities for application

or remediation

VI. REMARKS

VII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No. of learners who earned 80% in
the evaluation

B. No. of learners who require

additional activities for remediation
who scored below 80%

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I used/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

Mr. Alvin Marc M. Dancel Perlita B. Bautista Nancy N. Gamboa
Teacher II Head Teacher III Principal I