SENIOR HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES:
A. Content Standards:
B. Performance Standard:
C. Learning Competencies:
* CODE:
II. CONTENT
III. LEARNING
RESOURCES
Instructional Materials:
1. References Learner's Guide:
2. Textbook :
3. Textbook Pages
. Online References:
. Youtube Videos:
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson:
C. Presenting examples/
instances of the new lesson:
School: San Guillermo National High School Grade Level: Grade- 12 HE/ICT
DRRR Instructor: JENNY A. OBIANO Learning Area: PHYSICAL SCIENCE
Inclusive Teaching Dates: Sept 19 - 22, 2022 Quarter: 1st. SEM. :1st Quarter: WEEK # 4
September 19, 20222 September 20, 20222 September21, 20222 September 22, 20222
To be able to develop critical thinking and life skills among learners in disaster readiness and basic disaster risk reduction.
The learner demonstrates understanding of: how the uses of different materials are related to their properties and
structures. 2. the relationship between the function and structure of biological macromolecules.
The learner is able to: make a creative representation of the historical development of the atom or the the chemical element in a timeline.
_
(LC # 9): cite the contributions of J.J. Thomson, The learner: ( LC # 10): describe the explain
Ernest Rutherford, how the concept of
(LC # 1): determine if a molecule is
polar or non polar given its structure; (LC # 2): describe the general types of
Henry Moseley, and Niels Bohr atomic number led to the
to the understanding of the synthesis of new elements in and relate the polarity of a intermolecular forces
structure of the atom. the laboratory. molecule to its properties.
S11/12PS-IIIb-9 S11/12PS-IIIb-11 S11/12PS-IIIc-15-16 S11/12PS-IIIc-d-1
How the idea of the How the idea of the How the properties of How the properties of
atom, along with the
idea of the elements evolved
atom, along with the
idea of the elements evolved
matter relate to their
chemical structure
matter relate to their
chemical structure
Laptop and speaker, Manila paper, Permanent Marker ( Red, Blue & Green) DLP \ LCD projector, Printed Materials, Scotch Tape,
K-12 SHS Curriculum Guide for PHYSICAL SCIENCE
PHYSICAL SCIENCE TEXTBOOK Manual for Senior High School 2008
https://www.physscieweb.net/files/26081_kp1concepphysicalscience1.pdf http://www.wikipedia.physicalscienceancientphilosophers.pdf
https://www.youtube.com/user/physicalScie YOUTUBE LINK: https://www.youtube.com/watch?v=OBZitH8VFEc
The teacher Do a Short RECAP of yesterday's
The teacher will give a short quiz ( PRE-Quiz) to gauge
Discussion & present the concept \ objective of OBSERVATION DAY . REFER TO SALIENT POINTS! Teacher will call a student to
their understanding about the previous discussion. Do the
RECAP as you Answer the Quiz.
today's Lesson. Facilitate an ICE BREAKER ATTACHED DLP ( June 26, 2019) give a short summary of the lesson yesterday.
ACTIVITY!
The teacher will state the importance of the synthesis
The Teacher will present today's Objectives that enables TIME TO PONDER: State the importance of the
of new elements in the devt. Of modern chemistry.
the student to share their own ideas and experiences in intermolecular forces in human life. Cite examples for
establishing the significance of the subject matter.
Ask the students what they've observed, & the
this.
imporatnce of these advancement ?
QUOTE TO PONDER: The teacher will flash an
QUOTE TO PONDER: The teacher will flash an Experiment Explained: Teacher will explain why
interesting quotation regarding CONNECTION AND
interesting quotation regarding ATOMIC STRUCTURE and the concept of atomic number led to the synthesis of
Framework. new elements in the laboratory.
BONDING. *Short Videoclip
presentation .

D. Discussing new concepts
practicing new skills :
E. Developing Mastery
(Leads to Formative Assessment)
F. Finding practical application
of concepts and skills in daily living
G. Making generalizations and
abstractions about the lesson
H. Evaluating Learning
J. Additional Activities for
V. REMARKS:
application or remediation
V. REFLECTION
A. No. of learners who earned 80% on the
formative assessment.
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work?
No. of Learners who have caught up
with the lesson
D.No. of Learners who continue to require
remediation.
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation localized materials
did I used/ discover which I wich to share with the
teachers?
Core Subject Description: Disaster Readiness & Risk reduction: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is designed to bridge the gap between theoretical science and
daily living.
Prepared by:
LECTURETTE: Teacher will discuss the disaster concept LECTURETTE: Powerpoint presentation: The IN-DEAPTH ANALYSIS;
from ( contributions of J.J. Thomson, Ernest Rutherford, Henry teacher discuss the lesson: Relationship of atomic LECTURETTE: Teacher will discuss the concept
Moseley, and Niels Bohr to the understanding of the structure number to the synthesis of new elements in
general types of intermolecular forces.
of the atom. the laboratory.
Sharing Time ACTIVITY: review the different contributions THINGS TO PONDER: Encourage the class to critical FLASH CARD- FAST TALK: Select students to answer
of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels thinking.Ask student to reiterate/ explain the importance of the
the Guide questions flashed on the screen. CONCEPT: All
Bohr to the understanding of the structure of the atom. And synthesis of new elements in the laboratory . Relate this
about types of intermolecular forces.
share the to the class. concept to concept of Dalton , Thompson and Rutherford.
OBINAP: Select and call students to share his\her Reflective Analysis: using the OB-IN-AP model,state Reflective Analysis: using the OB-IN-AP model, call
Observation in front of the class. Afterwards let someone the relationship between student from each group to share his/her thoughts on how
constructively critique his\her insight/ idea for further the function and structure of biological to apply the concept of intermolecular forces in human
improvement. macromolecules. industry.
The teacher will end the session by summarizing the
(Perfect 7): In making generalization,encourage the salient concept of the day -its relevance and (Perfect 7): In making generalization,encourage the
learners to summarize what they have learned in seven commend students who have excelled in this activity. learners to summarize what they have learned in seven
words. . words/ phrases relative to the concept.
.>> The teacher evaluates the learner's ability and confidence to express their thoughts ( in making a sound conclusion \ abstraction ) from the Learning Activity Cell to the discussion \ presentation part.
Everyone in the class participated well during the class discussions and group Activity ( LB Session) .
HE/ICT 12 HE/ICT 12 HE/ICT 12 HE/ICT 12
HE/ICT 12 HE/ICT 12 HE/ICT 12 HE/ICT 12
HE/ICT 12 HE/ICT 12 HE/ICT 12 HE/ICT 12
HE/ICT 12 HE/ICT 12 HE/ICT 12 HE/ICT 12
Students need an extra cooling fan for ventilation and to facilitate better learning environment.
Checked by:
JENNY A. OBIANO EVALYN C. OLIVA JOSEPHINE L. RAGUINI PhD
Phys. Scie TEACHER Grade 11 - Coordinator School Principal