GRADES 1-12 SCHOOL: BUUG NATIONAL HIGH SCHOOL Grade Level: GRADE 9

TEACHER: HERLY A. MARTINEZ Learning Area: ENGLISH

Teaching dates & Quarter: Third
DAILYLESSON LOG Time: MARCH 6,2023 TIME: 11:00 “-12:00

I. OBJECTIVES Within the 60-minute lesson, the students are expected to;

a. Identify the relevant and truthful ideas presented in the material viewed.
b. Infer whether the idea presented are relevant or irrelevant /truthful or untruthful to the lives of the youth..
c. Explain the relevance and truthfulness of ideas presented in the material viewed..

A. Content Standards
B. Performance Standards
C. Learning Competencies/objectives
(write the LC code for each)
I. CONTENT
* The learners demonstrate and communicates competence through his understanding of British – American
Literature including Philippine Literature and other text types fo a deeper appreciation of P:hilippine Culture and other countries.
*
EN9VC- 1V a- 10
a. SUBJECT MATTER: The Truthfulness and Relevance of ideas presented in social media

II. LEARNING RESOURCES a. (Technology Integration/needs)

A. References
1.Teacher’s Guide Pages
2.Learner’s Material Guide Pages
3.Textbook Pages
4.Additional Learning Materials from
learning resources (LR) Portal
* Laptop, Smart TV,
b. Activity Sheets, Power Point, Teacher made Materials for group Activities
English Matrix Standard pages 211-2115
* 3rd Quarter GIYA Module Week 2
*Activity Sheets/Videos Extracted from the different websites:

. Video clip
B. Other learning Resources

III. PROCEDURES Preliminaries

* Prayer
* Checking of attendance
* Setting of Classroom Rules
A. Reviewing previous lesson or
presenting the new lesson Reading of objectives
(ELICIT) 
Review of Previous Lesson
(teacher will present a short video about the lesson)
B. Establishing the purpose for the  Motivation: ( Video Clip Presentation) ESP 7 l.b-1Va INTEGRATION
lesson Students will watch a video
(ENGAGE)
- After the vIideo clip, the teacher will ask the students an introductory questions such as;
 1. What can you say about the video?

2. What was the video clip about?

3.What did the student did to her classmate?

.

 ACTIVITY 1: CHOOSE ME!

Individual Activity
(The teacher will give 2 minutes to answer the activity)
Instruction:
Direction: Choose the words that relevant to Social Media
* Checking of students answers
 Let the learners read the definition of terms
 Presentation of the Lesson
_ the teacher will give an introduction of the topic.

 Presentation of the Lesson Competency (multimedia)

- Allow students to read the Competency

C. Presenting examples/instances of  TOPIC : THE RELEVANCE AND TRUTHFULNESS OF IDEAS PRESENTED IN SOCIAL MEDIA
the new lesson
(EXPLORE) -The teacher will define relevance and truthful for the student easy to understand. Lets answer activity 2

D. Discussing new concepts and

practicing New Skills #1
(EXPLAIN)
E. Discussing new concepts and
practicing new concepts # 2
(EXTEND)
 Proceeding the short discussion about the video, the teacher will then go over a power point presentation about the
relevance and truthfulness of ideas.
 Discussion of the lesson
 Defination of terms
 Irrelevant information
 Truthful information
 Satire
 Clickbait
 Fake news
 Fact
 opinion
(POWER POINT SLIDES EXPLANATION)
Araling panlipunan AP7 5.a 11.b Pakikipagkapwa at sosyalisayon Integration)
WATCH INFOGRAPHIC VIDEO /PICTURE
-The teacher will instruct the students to identify what are the relevant ideas presented in the picture.
 EXPLAINATION /SHOWING SOME EXAMPLE

Using the different social Media . Each group will choose an activity for them to perform at your convenience.
(News Casting , infographic , Interview , Tiktok, TV hosting , etc.
* After 10 mins, students will be instructed to go back to their seats to finalize . their outputs

(STUDENT PRESENTATION FOR NEWS CASTING,INTERVIEW AND TV HOSTING

Criteria EXCELLENT GOOD SATISFACTORY NEEDS

5 4 3 IMPROVEMENT
1-2
Perfect presentation Presentation with 1 Presentation with 2 Poor presentation
PRESENTATION no error point error errors

/GRAMMAR ,no error of Grammar 1-2 grammar error 3-4 grammar error 5 above grammar error

PRONOUNCIATION Student no error or 1-2 error miss 3-4 error or miss 5 above error or miss
miss pronounce word pronounce word pronounce word pronounce word

APPROPRIATENESS Student has no error 1-2 error committed 3-4 error committed in 5 above error
in constructing in constructing constructing sentences committed in
sentences sentences constructing sentences
TIMELINESS Pass the activity on 1- 2 minutes late 3-4 minutes late 5 minutes above late
time

Each group will be given 5 minutes to repot

F. Developing Mastery
(Leads to formative assessment) EXPLAIN WHAT IS IN THE PICTURE ( PICTURE 1-4)
(ELABORATE)

G. Finding practical application of * VALUING:

concepts and skills in daily living The teacher will ask the following question to the students:
Guided Questions:
1. What is the importance of having relevant and truthful information?
 2. How social media affect in our daily lives? Cite an example

H. Making generalizations and A. The teacher summarizes the lesson by answering the objectives of the lessons by distributing the EXIT slips.
abstractions about the lesson 1. What is the importance of having truthful information?
2. Why relevant ideas are important to have a truthful information

I. Evaluating Learning
(EVALUATE) Do what is ask to the following statement.

1. What can you say about the effect of social media in our lives?

2.Pick one idea from the video clip presented and try to explain its relevance and truthfulness to our topic.

J. Additional activities for applications or ASSIGNMENT:

remediations
Research about Elements of Social Media
.Explain the different elements and pass your answer through my email herly,martinez@deped .gov.ph

Below is the RUBRIC

 CRITERIA Excellent Good Satisfactory Needs improvement
5 4 3 1-2

CONTENT The multimedia element The multimedia The multimedia The multimedia element
is clear and concise, with element reflects a fairly element is vague in lacks a clear point of view
a very logical progression logical progression of conveying a point of and logical sequence of
of ideas ideas view and does not information
create a strong sense
of purpose

QUALITY Multimedia is clear. If Multimedia is Multimedia is mostly Multimedia is

sound is included, it is somewhat clear unclear. unclear.sound and video
easy to hear or Video is not cannot be seen or heard
understand.Video is clear,sound cant be
clear. heard.

FINAL Final product looks Final product looks Final product requires Final products looks
PRODUCT professional and the decent and the more revision and the unrefined and the concepts
concepts are visibly concepts are concepts are not are not demonstrated
demonstrated somewhat clearly demonstrated
demonstrated

2. REMARKS
3. REFLECTIONS
A. No. of learners who earned 83%
in the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C .Do 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
solved with?
G.What innovations or localized materials
used/discover which I wish to share with
other teachers?
 Prepared by : Noted By

HERLY A. MARTINEZ MARJORIE R. DALIGDIG

Teacher 111 Head Teacher I

JELFIN C. EDIANG

School Principal

JESSIE M. MEDINA

Master Teacher 1

GRADES 1-12 SCHOOL: BUUG NATIONAL HIGH SCHOOL Grade Level: GRADE 7- ZINNIA
TEACHER: CATHERINE CAFUGAUAN ELDIAN Learning Area: SCIENCE
Teaching dates & Quarter: FOURTH
DAILYLESSON LOG Time: MAY 27 , 2021 / 1:00-2:00
 IV. OBJECTIVES At the end of the lesson, the students should be able to;

1. Identify and describe the features of the 5 layers of the atmosphere.

2. Discuss the composition of the division of the atmosphere.
3. Relate the importance of atmosphere to human kind.

. Content Standards * The Learners shall demonstrate understanding of;

a. how energy from the Sun interacts with the layers of the atmosphere.
. Performance Standards * The learners should be able to:

a.
. Learning
ompetencies/objectives a. Discuss how energy from the Sun interacts with the layers of the atmosphere. S7ESIVd- 5
write the LC code for each)
V. CONTENT b. SUBJECT MATTER: “ LAYERS OF THE ATMOSPHERE ”

VI. LEARNING A. (Technology Integration/needs)

RESOURCES * Audiovisual set (laptop, Smart TV,)

C. References
.Teacher’s Guide Pages
.Learner’s Material Guide Pages
B. (Educational Needs)
Science Module Book, Visual Aids, Worksheets, yarn, graphing paper, glue, pictures, slate board and chalk.
 https://www.youtube.com/watch?v=T-sy6rPJBj4
 http://ds9.ssl.berkeley.edu/LWS_GEMS/3/layers.htm
 http://en.wikipedia.org/wiki/Global_warming
Science and Technology: Earth Science pp. 392-399
 Science Learner’s Module pp. 119-121

.Textbook Pages
.Additional Learning Materials
om learning resources (LR) Portal
D. Other learning Resources
*Activity Sheets/Videos Extracted from the different websites
 https://www.youtube.com/watch?v=T-sy6rPJBj4
 http://ds9.ssl.berkeley.edu/LWS_GEMS/3/layers.htm
  http://en.wikipedia.org/wiki/ Global_warming
a. PROCEDURES
G. Reviewing previous lesson  Prayer
or presenting the new  Checking of Attendance (using of seat plan to check the attendance)
lesson  Setting of Classroom Rules ( multi media)
(ELICIT)  Collecting of Assignments
 Review of Previous Lesson (through picture analysis)
“Spot the Difference”

Today we are going to play “Spot the Difference Game” Do you know how this works?
I’ll be showing you two pictures which are almost similar.

Each picture corresponds to a given question, answer the question correctly and you will be rewarded with an additional 5 points.
If you fail to answer, the rest of the class has the chance to steal or answer. Am I understood? Any clarifications? If none, let’s start the
game!

Differences:

- (Mineral) - Name at least 3 mineral deposits found in our country.

(Mushroom) - Give at least 2 mining corporations in the Philippines.

(Phil.Eagle) - Name some renewable and non-renewable resources.

GROUPINGS (Procedure) : The teacher will distribute an envelope filled with pictures.
All of the students must pick 1 picture.
After which, they are going to pass it to the person next to you.
After they have the pictures at hand , they will look for their group mates who has the same picture as they do.

Groupings:

a. Satellites Group b. Meteors Group

H. Establishing the purpose  Presentation of the Lesson
for the lesson - The teacher will give a brief introduction of the topic.
(ENGAGE)
  Presentation of the Lesson Objectives ( multi media)
- Allow one student to read the Lesson Objectives.

I. Presenting  Lesson Proper

examples/instances of the
new lesson MOTIVATION
(EXPLORE)
Students will be playing “4 pics 1 word”.

Instructions:
Teacher will be flashing 4 pictures and below these pictures are scrambled letters which the students will arrange in order to form 1 word that
represents the pictures.
The students will be given a slate board to write their answers.
The first group to raise the correct answer earns 5 points.
The group with the most number of points wins the game.
Any unnecessary noise is a demerit to their points.

J. Discussing new concepts Presentation

and practicing New Skills
#1 How do we look like if we don’t have skin?
(EXPLAIN) Have you ever imagined yourself skinless?
What do you think is the role of your skin?
Now try to imagine the earth without an atmosphere.
What do you think will happen to the planet earth?

Today we are going to explore our atmosphere; we’ll get to know the 5 layers of the atmosphere and its characteristics.
Are you ready to explore and travel? So fasten your seatbelt, open your mind, eyes and ears to capture and focus, to learn and to enjoy
the trip.

Setting of Standard

Anyway, what should a good student do during the activity and discussion? Can I expect that from you?

Video Presentation ( The Earths Atmosphere)

Developmental Activities

a. Activity 1
 With the same group, you will be given an activity.
Each group will do different task:

Satellite Group – Lively Jingle

Meteor Group – Newscasting/Reporting

Students will be given 10 minutes to create and another 5 minutes for the presentation, after which, they will present the group’s
output.

Here’s the rubric on how the teacher will grade the presentation .

Presentation Learning Activity Rubric

Content- offers current information on the topic chosen 40 pts

thoroughly covers each aspect of the question.
Presentation – The student makes a genuine effort to present, 35 pts
not just read the material.
Teamwork – Each member of the group is actively and 25 pts.
effectively participating towards a specific goal
TOTAL 100 pts

(The teacher facilitates the group activity.)

K. Discussing new concepts Group 1 – METEOR GROUP.
and practicing new Instruction: By using the pie graph, answer the guide questions by creating a lively jingle.
concepts # 2 Discuss the gas composition of the earth’s atmosphere by creating a lively JINGLE.
(EXTEND) Guide Questions:
1. How much of the gases are present in our atmosphere?
2. Why do you think these gases are important to us?
3. What are the 2 most abundant gases in the atmosphere?
Gas Composition of the
Atmosphere

Gases Amount (%)

Nitrogen 78
Oxygen 21
Water Vapor 4
Argon 0.9
Trace Gases 0.3
Carbon Dioxide 0.03
Read the Selection
Gas Composition of the Atmosphere
A. Nitrogen - 78% - Dilutes oxygen and prevents rapid burning at the earth's surface. Living things need it to make proteins. Nitrogen
cannot be used directly from the air. The Nitrogen Cycle is nature's way of supplying the needed nitrogen for living things.
B. Oxygen - 21% - Used by all living things. Essential for respiration. It is necessary for combustion or burning.
C. Argon - 0.9% - Used in light bulbs.
D. Carbon Dioxide - 0.03% - Plants use it to make oxygen. Acts as a blanket and prevents the escape of heat into outer space.
Scientists are afraid that the burning of fossil fuels such as coal and oil are adding more carbon dioxide to the atmosphere.
E. Water Vapor - 0.0 to 4.0% - Essential for life processes. Also prevents heat loss from the earth.
F. Trace gases - gases found only in very small amounts. They include neon, helium, krypton, and xenon.

Group 2 – SATELLITE GROUP.

Instruction: Label the 5 layers of the atmosphere and identify the things commonly found in each layer. Distinguish its distance (km
from the earth’s surface. Present it to the class through Reporting.
Guide Questions:
1. What are the 5 layers of the atmosphere and how do they differ from each other?
2. How far are the layers of the layers of the atmosphere from the surface ?

LAYERS PICTURES

640 KM

(OZONE LAYER)

80 KM

50 KM
 16 KM IONOSPHERE

Read the selection.

ATMOSPHERIC LAYERS
1. The troposphere (0-16 km) is the first layer above the surface and contains half of the Earth's atmosphere. Weather occurs in th
layer. Air in the troposphere is constantly moving as a result aircrafts flying may have a bumpy ride (turbulence). Lowest in the north
and south poles at 5 km and highest near the equator at 16 km above the earth’s surface.
2. Many jet aircrafts fly in the stratosphere because it is very stable. Also, the ozone layer absorbs harmful rays from the Sun. 16 to
50 kilometers above the earth's surface.
3. Meteors or rock fragments burn up in the mesosphere. Extends 50 to 80 kilometers above the earth's surface.
4. The thermosphere is a layer with auroras. It is also where the space shuttle orbits. Different regions of the ionosphere (extension
of thermosphere) make long distance radio communication possible by reflecting the radio waves back to Earth. Starts at about 80
km high and continues to 640 km.
5. The exosphere is the outermost layer of the Earth's atmosphere. The exosphere goes from about 640 km high to about 1,280
km. Satellites are stationed here.

Group 3 – EARTH GROUP.

Instruction: Enumerate and discuss the negative effects of human activities on our
atmosphere. Present it to the class through a TALK SHOW.
Guide Questions:
1. Why do you think atmosphere is important?
2. What are the ill effects of human activities on our atmosphere?

HUMAN
 L. Developing Mastery
(Leads to formative
assessment)
(ELABORATE)
. Finding practical application of
oncepts and skills in daily living
. Making generalizations and
bstractions about the lesson
II. Evaluating Learning
(EVALUATE)
b. Discussion
Time’s up! Please tuck your works on the board.
 PRESENTATION OF LEARNERS OUTPUTS
A. METEOR GROUP
B. SATELLITE GROUP
C. EARTH GROUP
* VALUING:
The teacher will ask the following question to the students:
Now, imagine our planet without the atmosphere,
1. What do you think will happen?
2. How can we be able to survive?
Now that we’ve learn the importance of our atmosphere as students,
3.How can you help protect our atmosphere?
The teacher summarizes the lesson by answering the objectives of the lessons by distributing the EXIT slips.
3. What are the different layers of the atmosphere?
4. What are the characteristics of each layer?
B .The students will write what they learned from the discussion by writing in in the SUMMARY SLIPS to be submitted through the
teachers email add.(cathycafugauan@gmail.com)
Directions: Multiple choice.
The students will write what they learned from the discussion by writing in in the SUMMARY SLIPS.
1. What layer of the atmosphere where humans live and weather activity also occurs in this layer? – 3 pts.
a. Stratosphere b. Thermosphere c. Troposphere
2. The layer of the atmosphere where meteors and rock fragments melt? – 3 pts.
a. Mesosphere b. Thermosphere c. Exosphere
3. What layer of the atmosphere where temperature is increasing with height? – 3 pts.
a. Troposphere & Mesosphere
b. Thermosphere & Stratosphere
c. Mesosphere & Exosphere
3. Which of the following is seen in the Thermosphere? – 3 pts.
a. Airplane b. Aurora c. Ozone Layer
5. Is the term used to describe a gradual increase in the average temperature of the Earth's
atmosphere and its oceans, a change that is believed to be permanently changing the Earth’s climate? – 5 pts.
 Global Warming

Additional activities for ASSIGNMENT

pplications or remediations
Please take note of your assignment.

Write a letter to your 20 year old self.

Describe our planet today and the effects of global warming in your daily life.
Write your desire to make a difference.
Seal your letters in a short envelope.

( To be submitted through the teachers email add.(cathycafugauan@gmail.com)

4. REMARKS
5. REFLECTIONS
B. No. of learners who earned
83% in the evaluation
. No. of learners who require
dditional activities for remediation
ho scored below 80%
.Do the remedial lessons work?
o. of learners who have caught
p with the lesson
. No. of learners who continue to
equire remediation
. Which of my teaching strategies
orked well?
Why did these work?
. What difficulties did I encounter
hich my principal or supervisor
an help me solved with?
.What innovations or localized
materials used/discover which I
ish to share with other teachers?
 Prepared by : Noted By:

CATHERINE C. ELDIAN NELLY M. CURIBA

Subject Teacher Head Teacher I

GRADES 1-12 SCHOOL: VILLACASTOR NATIONAL HIGH SCHOOL Grade Level: GRADE 9
DAILY LESSON TEACHER: CATHERINE C. ELDIAN Learning Area: Mapeh (
LOG Teaching dates & Time: AUGUST 30,2018 /9:45-10:45 Quarter: Second

OBJECTIVES  To learn about various illegal drugs.

 To identify risk factors and protective factors associated with substance abuse (drugs and alcohol).
 To discuss what addiction is and the consequences of it.
 To adapt /appreciate behaviours that increase well-being and allow students to achieve life goals.
 ent Standards * The Learners shall ;
a. Demonstrate understanding of the dangers of substance use and abuse on the individual.
ormance Standards * The learners shall:
a. Share responsibility with the community members through participation in community efforts to prevent & control substance use & a
ning Competencies/objectives
the LC code for each)
CONTENT
Topic: SHORT TERM & LONG TERM EFFECTS OF DRUGS

LEARNING RESOURCES
References
er’s Guide Pages Teachers Guide Mapeh 9 pp;31-36
er’s Material Guide Pages Learners Guide Mapeh 9 pp;
ook Pages
tional Learning Materials from
g resources (LR) Portal Cartoon Image (adapted from: Alberta health Services http://www.albertahealthservices.ca/2677.asp)

other learning  Chalk board to summarize responses on

Resources  Chart paper and markers for groups to use
 Computer/projector to display slides
 Masking tape
PROCEDURES
Reviewing previous  Prayer
lesson or presenting  Checking of attendance
the new lesson  Setting of House Rules
 Presentation of the Lesson
a. Ice Breaker : Video Presentation (Short film -Bawal na gamot)
B.Processing Question:
1.What is shown in the short film?
2. What is the movie all about?
3.what age do you think are the characters in the short film?
4. Are teen agers in danger to drug use and abuse based on the film?
5. do drugs changes the way the brain thinks and processes information?
Establishing the
purpose for the
 lesson
 Reading of the Lessons Objectives ( Let students read the objectives of the lesson)
enting * Image Description
es/instances of the
son

Slide 1. A man sitting on the couch eating snacks and watching TV. His gut is showing under a dirty shirt.the air is filled with smoke.
The hashtag#Got Munchies is featured below the slide.
Slide 2. Two friends are sitting across from each other. One frind passess marijuana saying “try it once”to the other friend who appears hesitant.
The hashtag# Friend fail is featured below the slide.
Slide 3.A security camera in a store with a sign behind it that reads “Shoplifters will be prosecuted”.
The hashtag# Criminal record is featured below the slide.
Slide 4.A teen ager has two thought bubbles.One contains drug paraphernalia in it and reads,”Drugs?’, while the other has a broken piggy bank which money in it an
reads “Savings?’
The hashtag#Tough call
Slide 5. RCMP Officer : An officer is standing in the middle of the slides saying Ïllegal drugs can lead to bad choices”.

ussing new concepts  Teachers discussion:

acticing New Skills #1 A. Unlocking of difficult terms
1. DRUGS - Any substances or chemicals which when taken into the body either through nasal, oral, transdermal or intrave
may have psychological,emotional,7 behavioral effects on a person.
2. DRUGS OF ABUSE -are drugs commonly abused by the users.
3. DRUG ABUSE - is the use of substance for non medicinal purposes.
4. SHORT TERM EFFECTS –last a couple of days, hours or even shorter period.
5. LONG TERM EFFECTS –can be felt for weeks, months or even a lifetime.
 B. Review of the Profile of a Drug User listed by the Dangerous Drugs Board on page 295 of Grade 9-Health Module.
a. Are you familiar with some of the signs & Symptoms?
b. How are you going to help someone who had this signs & Symptoms?

ussing new concepts and

ng new concepts #2
A. The Six Classifications of drugs & their effects .
a.Gateway Drugs
b.Depressant Drugs
c.Stimulants
d.Narcotics
e.Hallucinogens

B. Effects of drugs on the ff;Domain

a. Family
b. School
c. Community

oping Mastery(Leads to Activities with Guided Rubrics

ve assessment)
(Let students do a role play on the effects of Drugs in the ff; domains;

a.Family b.School c.Community


ng practical application of
s and skills in daily living
ng generalizations and
tions about the lesson
ating Learning
Rubric:
Criteria: Rating:
Speech was clear with appropriate volume and inflection. 54321
Role was played in a convincing, consistent manner. 54321
Arguments and viewpoints expressed fit role played. 54321
Costumes and props were effectively used. 54321
Role-play was well prepared and organized .54321
Role-play captured and maintained audience interest. 54321
Ask the students about the ff;
1.If youre to become an educator about the harmful effects of drugs to youth, how are you going to advocate a drug fr
life?
2.If you become a mayor or a barangay captain,how are you to show your support to the kontra droga campaign here
the Philippines?
Drugs of abuse are classified according to their effects on the body.
Drugs are classified as; Gateway, Depressants, Stimulants, Hallucinogens, Narcotics & Inhalants.
Various risks of drugs use have been discovered by medical science. These risks are called effects.
Effects are either short term & long term.
QUIZ TIME !!!
A. Supply the missing words.
Commonly abused drugs in the Philippines are ____(1),_____(2),_____(3).
____(4). Are any substance or chemicals which when taken into the body have psychological, emotional,& Behavioral Effects on a per
Cigarettes and alcohols are classified under ____ (5) because smokers & drinkers have tendency to use drugs of Abuse.
B. True/False: Write true if the statement is true & false if it is .
__6.Stimulants, Depressants, hallucinogens, Narcotics & inhalants are drugs of abuse.
__7. Teen agers who engage in drug use 7 abuse are prone to drop-out and fail their academic performance.
__8. There are many healthy & enjoyable things to do other than taking drugs.
__9. Taking small amounts of drugs of abuse will not make a person an addict.
 __10.Marijuana is an example of gateway drugs.

onal activities for applications or (Homework)

ations
1.As part of their homework from the presentation, make an acrostic poem to say no to drugs. Let them print it & display around the classroom.
REMARKS
REFLECTIONS
No. of learners who earned 83% From the 10 item multiple choice test given after the lesson, among 32 students, 28 got the passing score!
in the evaluation
28/32=0.875x100= 87.5%

f learners who require additional From 32 learners , there are 5 learners who failed to get the passing in the evaluation who scored below 80%.
s for remediation who scored
0%
Do the remedial lessons work?
earners who have caught up with
on
No. of learners who continue to * Class remediation done based on the result of the demonstration.
require remediation * Out of 5, 4 of them passed the evaluation given during the remediation.
Which of my teaching strategies Based on the classroom observation tool, the best teaching strategies that worked well with the learners ;
worked well?
d these work? a. selection ,development & organization of teaching & learning resources, including ICT, to address learning goals.
at difficulties did I encounter During the class demonstration, some of the rubrics prepared was not presented.
my principal or supervisor can The allotted time extended for the role play was not properly managed.
e solved with?
t innovations or localized Based from the result of the evaluation given to the learners, the best practice or innovations done during the class demonstration are the
ls used/discover which I wish to a. Use of technology (powerpoint presentation for video clips) in the presentation of the lesson.
ith other teachers? b. Providing learners with teacher made worksheets for their differentiated group activities.

Prepared by : Noted By:

 CATHERINE C. ELDIAN JOENEL B. FERRER

Subject Teacher Principal 1

GRADES 1-12 SCHOOL: VILLACASTOR NATIONAL HIGH SCHOOL Grade Level: GRADE 8-Ruby
DAILY TEACHER: CATHERINE C. ELDIAN Learning Area: SCIENCE
LESSON Teaching dates & Time: November 28 ,2018 /7;30-8:30 Quarter: Third
LOG

OBJECTIVES 1. explain that atoms are the smallest particles of matter and are made up of protons, neutrons, and electrons.
2. differentiate between protons, neutrons, and electrons in terms of their electrical charges, and locations within the atom.

ent Standards * The Learners shall demonstrate an understanding of ;

rmance Standards
ing Competencies/objectives
he LC code for each)
a. the identity of a substance according to its atomic structure .
* The learners shall:
a.
*The Learner should be able to;
a. determine the number of protons, neutrons, and electrons in a particular atom.

CONTENT “ Atomic Structure”

2.1 Protons
2.2. Neutrons
2.3. Electrons

LEARNING RESOURCES
References
er’s Guide Pages Teachers Guide Grade 8 pp.
er’s Material Guide Pages Learners material Grade 8 pp.

ook Pages
onal Learning Materials from
g resources (LR) Portal
other learning Resources KWL chart, paper strips

PROCEDURES
Reviewing previous lesson or  Prayer
presenting the new lesson  Checking of attendance
 Setting of House Rules
 Presentation of the Lesson

Establishing the purpose for the * Reading of the Lessons Objectives.

lesson (Allow students read the objectives posted on the board/screen)

nting examples/instances of the Engage:

son
( object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?)

Activity 1 :

Materials:  KWL chart, paper strips (2 different colors if possible), pencils

o Explain your understanding of the particles in an atom.

o What do you what to know about the particles in an atom?

Procedure:
1. The teacher will give each group two paper strips , two different colors if possible.
2. The students will take about 4 minutes to write down what they know and want to know about atoms.
3. The teacher will call the students up by group to have them place their sticky note on the "K" and "W" portion of the KWL chart.
4. The teacher will share student responses with the class.

ssing new concepts And

ng New Skills #1
Explore:
(What will the students do to explore the concepts and skills being developed through the lesson?)

Activity No.2. Construction of an Atom Model

Materials: 3 different colors of clay, paper plates, markers or color pencils,  Atom Model Rubric,  Atom diagram

ssing new concepts and
ng new concepts #2
Developing Mastery
(Leads to formative assessment)
Procedure:
1. The student will be shown a diagram of a carbon atom.
2. Each student will be given a paper plate and 6 small balls of clay of 3 different colors (to be chosen by the teacher).
3. Student will be asked to take the 3 different colors of clay and construct a carbon atom on the paper plate based on what they see in the in
diagram.
4. Students will then need to determine which color to use for the positive, negative, and neutral charge. (They should also determine which
is a proton, neutron and electron.)
5. The students will then write a summary about their model, justifying their structure and the location of the charges.
Experience:
* Allow the students to present their outputs to the class.
*Once everyone is finished, the students should share their original model of the carbon atom.
Explain to them that this model will be used again in the Elaborate Phase.
Explain:
(What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or generalization, and
communicate what they know to others?)
Materials : Science notebook, pen, computer to play video, LCD projector
The Structure of an Atom:
o (Derek Owens: Physical Science 6.1a - The Structure of an Atom (6:15)
Give One Get One Activity
1. The teacher should have the students draw a line down the middle of the designated page in their notebooks.
2. The students should write "Give One" over the left column and "Get One" over the right column.
3. Once the video starts, ask the students to write 7-10 facts in the "Give One" column.
4. The teacher will then have the students share their facts with other students.

ng practical application of
s and skills in daily living
ng generalizations and
tions about the lesson
5. Give counting signals to students when it's time to exchange papers.
6. The student should write down five new notes from other classmates under the "Get One" column.
7. When students are finished, they should return to their seats.
8. The teacher should have them quietly read over the notes on their paper and write a 1-2 paragraph summary.
9. The students should then be put in groups of 2-3 to discuss what they have learned and justify their responses to their partner.
10. The teacher should bring students back for a whole group discussion and ask students to share what they or their partners learned about atoms.
Elaborate:
( What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision, perform a task, or make sense of new
knowledge?
Material: Science Notebook, Venn diagram chart, notes, (from Explain phase) or textbook, pencil, colored pencils, carbon model, rubric
Venn diagram
1. Students will need to create Venn diagram that describes the particles of an atom, including their electrical charges and location in the atom. Students w
their Venn diagram to compare the information they have collected.
2. They will then reconstruct their model of the atom (from the explore phase).
3. The students will write a 2-3 paragraph summary about what their constructed model looked like prior to the explain phase to the one they have now.
1. They need to include the name of the subatomic particles, their electrical charges and location in the atom.
2. They should also answer the following questions?
 Was their original construction correctly made?
 If so, what was there reasoning for the original construction?
 If not, what was incorrect and what changes did they make and why?
4. Pair-Share: Put the students into pairs and have them discuss their model/Venn diagram comparison.
5. Each student should justify why they kept or changed their existing model. (They can use the questions for #4 to assist with this process)
Wrap Up: KWL
Materials: KWL chart, sticky notes (different color from the K and W if possible), pencil
 Ask students, "What have you learned about the particles of an atom?"
1. The teacher will give each student a sticky note.
2. The students will take about 3 minutes to write down what they have learned about atoms.
3. The teacher will call the students up by table to have them place their sticky not on the "L" portion of the KWL chart.
5. The teacher will bring the class back to whole group and share the responses with the class.
ating Learning Multiple Choice Quiz:
1. The smallest particle of matter is called;
a. element b. atom c. cell
2. The positively charge particle ;
a. neutron b. proton c. electron
3. The negatively charge particle;
a. electron b. proton c. electron
4. The neutron and proton can be found at;
a. nucleus b. cytoplasm c. ribosome
5.
onal activities for applications or Assignment:
ations

REMARKS
REFLECTIONS
No. of learners who earned 83%
in the evaluation From the 5 item multiple choice test given after the lesson, among 48 students, 31 got the passing score!

31/48=0.645833x100= 64..58%

f learners who require additional

s for remediation who scored
0%
e remedial lessons work?
earners who have caught up with
on
From 48 learners , there are 6 learners who failed to get the passing in the evaluation who scored below 80%.
Class remediation done based on the result of the demonstration.
Out of 6, 4 of them passed the evaluation given during the remediation.
 f learners who continue to
remediation
h of my teaching strategies
well?
d these work?
difficulties did I encounter which
cipal or supervisor can help me
with?
innovations or localized
ls used/discover which I wish to
ith other teachers?
4 learners out of 6 still needs remediation
Based on the classroom observation tool, the best teaching strategies that worked well with the learners ;
a.selection ,development & organization of teaching & learning resources, including ICT,to address learning goals.
During the class demonstration, some of the videos from the powerpoint presentation failed to work. (technical problems.)
Based from the result of the evaluation given to the learners, the best practice or innovations done during the class demonstration are the ff;
a. Use of technology (powerpoint presentation for video clips) in the presentation of the lesson.
b. Providing learners with teacher made worksheets for their differentiated group activities.

Prepared by : Noted By:

CATHERINE C. ELDIAN JOENEL B. FERRER

Subject Teacher
 GRADES 1- SCHOOL: VILLACASTOR NATIONAL HIGH SCHOOL Grade Level: GRADE 8-Ruby
12 TEACHER: CATHERINE C. ELDIAN Learning Area: SCIENCE
DAILY Teaching dates & Time: March 4,2019 Quarter: Fourth
LESSON
LOG

OBJECTIVES At the end of this balancing chemical equations lesson plan, students will be able to;

1. recognize whether a chemical equation containing coefficients is balanced or not, and

2. how that relates to the law of conservation of mass.  

ent Standards * The Learners shall demonstrate an understanding of ;

rmance Standards
ing Competencies/objectives
he LC code for each)
CONTENT
a. the chemical reactions associated with biological and industrial processes affecting life and the environment .
* The learners shall be able to:
a. using any form of media,present chemical reactions involved in biological and industrial processes affecting life and the environment.
*The Learner should be able to;
a.Apply the principles of conservation of mass to chemical reactions. S10MT-IVe-g-23
“ BALANCING CHEMICAL EQUATIONS”

LEARNING RESOURCES
References
er’s Guide Pages
er’s Material Guide Pages
ook Pages
onal Learning Materials from
g resources (LR) Portal
other learning Resources
PROCEDURES
Reviewing previous lesson or
presenting the new lesson
Establishing the purpose for the
lesson
nting examples/instances of the
son
Teachers Guide Grade 10 pp.
Learners material Grade 10 pp.
1. APEX Chemistry unit 2. Chapter 3 lessons 5,6,8
2.EASE Science module 9
3.Science & Technology III. Chemistry textbook pp 68-81
 Prayer
 Checking of attendance
 Setting of House Rules
 Presentation of the Lesson
* Reading of the Lessons Objectives.
(Allow students read the objectives posted on the board/screen)
Engage:
CLASS ACTIVITY 1.
1. Have the students pick a different colored piece of candy to represent a particular element.
2. Tell the students to look at the equation on #1 and use the candies to model what the equation is showing.
3. Have students determine if both sides of the arrow have the same number of candies of each color.
4. Have students repeat for #2.
5. 5The teacher will help to clear any misconceptions about balancing chemical equations. A major misconception is students may think you
change the subscript to get the equation to balance.
 ssing new concepts And Explore:
ng New Skills #1
(What will the students do to explore the concepts and skills being developed through the lesson?)

This student-centered station lab is set up so students can begin to explore balancing chemical equations.
Four of the stations are considered input stations where students are learning new information about balancing chemical equations, and four
stations are output stations where students will be demonstrating their mastery of the input stations.  
Each of the stations is differentiated to challenge students using a different learning style.

*Station 1 .ExPlore it!

*Students will be working in pairs to balance a chemical equation. Students will have to follow the directions on the task cards and u
manipulatives, match the reactants to what is on the product side of the card. The final card will have students look at a couple more equation
determine whether or not they are balanced.

Station 2. Watch it!

* At this station, students will be watching a  nine-minute video explaining how to correctly balance equations. Students will then an
questions related to the video and record their answers on their lab station sheet. For example, filling in the blanks with information from the v
What are the terms that represent the compounds before the arrows and after the arrows? How do you know when an equation is balanced?
Station 3. Rresearch it!
* The research station will allow students to interact with chemical equation.
 Students will try to balance equations on both sides of the equation.
 The student will have to balance equations for Ammonia, water, and methane.

Station 4. Read it!

This station will provide students with a one page reading about the law of conservation of mass. In the reading, students will disco
how no matter what form matter can change into, the mass of the matter stays the same. Antoine Lavoisier and his wife conducted experimen
proved such law. 

There are 4 follow-up questions that the students will answer to show reading comprehension of the subject.

Station 5. Assess it!

The assess it station is where students will go to prove mastery over the concepts they learned in the lab.  

Station 6. Write it!

* Students who can answer open-ended questions about the lab truly understand the concepts that are being taught.
At this station, the students will be answering three task cards to explain the explain the law of conservation of mass. How are
reactants different from products? What does the arrow mean in a chemical equation?

Station 7.

Your visual students will love this station. Students will draw shapes to represent a chemical equation.
Finally, students will have to determine if their drawing represents an equation that is balanced or not.

Station 8. Organize it!

* The organize it station allows your students to place cards in the correct column by whether the equations on the cards are balanced or n
ssing new concepts and
ng new concepts #2
Developing Mastery
(Leads to formative assessment)
ng practical application of
s and skills in daily living
Explain:
The explanation activities will become much more engaging for the class once they have completed the exploration station lab.
 During the explanation piece, the teacher will be clearing up any misconceptions about balancing chemical equations with an interactive PowerPoin
anchor charts, and interactive notebook activities.
The balancing chemical equations lesson includes a PowerPoint with activities scattered throughout to keep the students engaged.
Elaborate:
( What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision, perform a task, or make sense of new
 knowledge?
The elaboration section of the 5E method of instruction is intended to give students choice on how they can prove mastery of the concept.  When stu
are given choice the ‘buy-in’ is much greater than when the teacher tells them the project they will have to create.  The elaboration project will allow
students to create a presentation to teach about balancing chemical equations..

ng generalizations and
tions about the lesson
ating Learning Balancing Equation Quiz:
1.Teacher writes problems on the board and students solve it individually on their notebooks.
onal activities for applications or Assignment:
ations

REMARKS
REFLECTIONS
No. of learners who earned 83%
in the evaluation From the 5 item multiple choice test given after the lesson, among 32 students, 27 got the passing score!

27/32=0.84375x100= 84.37%

f learners who require additional

s for remediation who scored From 32 learners , there are 6 learners who failed to get the passing in the evaluation who scored below 80%.
0%
e remedial lessons work? Class remediation done based on the result of the demonstration.
earners who have caught up with Out of 6, 4 of them passed the evaluation given during the remediation.
on
f learners who continue to 4 learners out of 6 still needs remediation
remediation
h of my teaching strategies Based on the classroom observation tool, the best teaching strategies that worked well with the learners ;
well?
d these work? a.selection ,development & organization of teaching & learning resources, including ICT,to address learning goals.
difficulties did I encounter which
cipal or supervisor can help me
with?
innovations or localized Based from the result of the evaluation given to the learners, the best practice or innovations done during the class demonstration are the ff;
ls used/discover which I wish to c. Use of technology (powerpoint presentation for video clips) in the presentation of the lesson.
ith other teachers? d. Providing learners with teacher made worksheets for their differentiated group activities.
Prepared by : Noted By:

CATHERINE C. ELDIAN RUEL P. TARIO

Subject Teacher HT1-SCHOOL HEAD