Daily School SURIGAOCITY NATIONAL HIGH Grade Level 9

SCHOOL
Les son Log Teacher KATHELYN M. RUIZ Learning Area SCIENCE
Teaching Dates March 7,2023 Quarter THIRD
and Time Nitrogen-8:00-9:00
SPS-9:40-10:40
Gold-10:40-11:40

Date: March 11,2022

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/Objectives
Write the LC code for each
The learner demonstrates understanding of the volcanoes found in
Philippines.
The learner participates in activities and reduces risks as well as less
the effects of natural phenomenon such as volcanic eruption
llustrate how energy from volcanoes may be tapped for human used
S9E-IIIc-d14

1.. state signs of an impending volcanic eruption

2. Describe the good and bad effects of a volcanic eruption; and
3. Discuss how volcanic eruptions affect society
Philippines.
4. Explain why is it necessary for us to know the positive and negati
effects of volcanic eruptions?
II. CONTENT Effects of Volcanic Eruption to Society
III. LEARNING RESOURCES
A. References Science Learner’s Material
Science Teacher’s Guide
Learner Activity Sheet
1. Teacher’s Guide pages pp.141

2. Learner’s Material pages/LAS pp. 3-8

3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
text book: Discover Science K to 12 Edition (2014), DIWA Learning
System, pp.225-226
Volcanoes and Volcanic Eruptions. Accesses January 30, 2021.
Retrieved:
https://www.tulane.edu/~sanelson/eens1110/volcanoes.pd
Exploring the Environment Volcanoes. Accessed February 3, 2021.
Retrieved :
http://www.cotf.edu/ete/modules/volcanoes/vtypeslava2.html#:~:
=The% 20other%20important%20property%20of,C%20%5B2200%2
%5D.)

IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall Types of Volcanic Eruption
the new lesson

B. Establishing a purpose for the lesson
C. Presenting examples instances of the new
lesson
D. Discussing new concepts and practicing
new skills #1
E .Discussing new concepts and practicing
new skills #2
1. Strombolian
2. Phreatic
3. Plinian
Show a video clip of a volcano erupting
Key Questions:
1. What can you say about the video?
2. What are the effects of volcanic eruption?
3. Is there advantages/disadvantages? Why?
Ask the students what are the negative and positive effect of volcan
eruption?
Have students discuss among themselves the positive and negative
effects of volcanic eruption and share to the class their answers

F. Developing mastery Have the student watch a video about positive and negative effects
Leads to formative assessment 3 volcanic eruption in the society
G. VALUING (Finding practical applications of Relate how volcanoes affect the society. Why is it necessary for us t
concepts and skills in daily living). know the positive and negative effects of volcanic eruptions?

H. Making generalizations and abstractions Key Questions:

about the lesson 1.. What are the negative effects of volcanic eruption?
2. What are the Positive effect?
3. Why is it necessary for us to know the positive and negative effe

I. Evaluating learning True or False

1. If there is an eruption, it is safe to leave the main power switch on
and the house open.
2. Wear mask and goggles when there is an ash fall.
3. An indication that a volcano is about to erupt is the deformation o
the ground near it.
4. After an eruption, sweep ash using water to clean the area faster.
5. An evacuation plan should be prepared during volcanic eruption
J. Additional activities for application or
remediation
V. REMARKS
VI. 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 or localized materials did
I use/discover which I wish to share with
other teachers?

Prepared by: Checked by: Approved by:

KATHELYN M. RUIZ Dr. JOHN CARLO M. RUAYA Dr. TRINIDAD T. PULVERA

SST-III Master Teacher I Principal IV

Daily School SURIGAOCITY NATIONAL HIGH Grade Level 9

SCHOOL
Les son Log Teacher KATHELYN M. RUIZ Learning Area SCIENCE
Teaching Dates May 20,2021 Quarter FOURTH
and Time Nitrogen-8:00-9:00

Date: May 20,2021

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of uniformly accelera
motion, motion in two-dimensions using projectile motion as
example, impulse and momentum, and conservation of linear
momentum.
B. Performance Standard Propose ways to enhance sports related to projectile motion.
C. Learning Competencies/Objectives Discuss motion in two dimensions
Write the LC code for each
 MODULE 1: Forces and
II. CONTENT
Motion
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 168-169
2. Learner’s Material pages p. 242
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources https://www.youtube.com
/watch?v=W0YxWzqO_z4
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall free falling bodies
the new lesson (5 mins)

B. Establishing a purpose for the lesson Show a video clip on sports/ball games. Ask students about t
term trajectory?(Azkals Game Philippines Vs. Bahrain)
(5 mins)

C. Presenting examples instances of the new

lesson Ask the students if they noticed the curve paths?
(5mins)
D. Discussing new concepts and practicing Discuss trajectory, curved paths, projectiles that move in two
new skills #1 dimensions, horizontal and vertical motions through through
powerpoint presentation
(30 mins)

E .Discussing new concepts and practicing

new skills #2

F. Developing mastery
Leads to formative assessment 3
G. VALUING (Finding practical applications of Cite some applications of projectiles to sports. through powerp
concepts and skills in daily living). presentation
(5mins)

H. Making generalizations and abstractions Re-discuss the video clip of sports /ball games previously show
about the lesson using projectile concept. through powerpoint presentation
(10 minutes)

I. Evaluating learning Ask students of more games involving projectile concept. throu
powerpoint presentation
(5 mins)

J. Additional activities for application or

remediation
V. REMARKS
VI. 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 or localized materials did

I use/discover which I wish to share with
other teachers?

Prepared by: Checked by:

KATHELYN M. RUIZ Dr. JOHN CARLO M. RUAYA

SST-III Master Teacher I

Daily School SURIGAOCITY NATIONAL HIGH Grade Level 9

SCHOOL
Les son Log Teacher KATHELYN M. RUIZ Learning Area SCIENCE
Teaching Dates 7:20-8:20 Quarter FIRST
and Time 9:40-10:40

Date: October 8,2020

I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of:
1. how the different structures of the circulatory and respiratory
systems work together to transport oxygen-rich blood and nutrients
the different parts of the body
B. Performance Standard The Learners should be able to:
conduct an information dissemination activity on effective ways of
taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers
C. Learning Competencies/Objectives
Write the LC code for each 1.Explain how the lungs work.
2. Describe how the movement of the diaphragm helps the air go i
 and out of the lungs
Respiratory and Circulatory Systems Working with the other Organ
II. CONTENT Systems

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages/cg
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
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
D. Discussing new concepts and practicing
new skills #1
7-8
7-8
52 of 66
Have the student answer a 10 item quiz.This is a recall on their lesso
on breathing system parts and function.
Ask the ff.to students
1.Can you explain how the lungs work?
2. How the movement of the diaphragm helps the air go in and out
the lungs?
Perform activity “Bottled Balloons”.
The student will construct a model of human chest cavity

E .Discussing new concepts and practicing

new skills #2

F. Developing mastery Ask the ff to the students

Leads to formative assessment 3
What does each part of the constructed lung model represent
What happens as you pull down the balloon at the bottom of the
model?
What happens as you push up the balloon?
Q7. How does the movement of the diaphragm cause the air to go in
and out of the lungs
What happen if you prick the balloon?

G. VALUING (Finding practical applications of

concepts and skills in daily living).
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning
Ask the students
1.Hhow the lungs work?
2. Describe how the movement of the diaphragm helps the air go i
and out of the lungs?
1. Have the student make an essay of the mechanism of inhaling an
exhaling. Explain what happens to the chest cavity ,ribs and diaphra
when we inhale or exhale

4 - Above Sta 3 - Meets Stan 2 - Approachi

ATEGORY ndards dards ng Standards
Sentence All sentences Most Most
 Structure are well- sentences are sentences are
constructed well- well
with varied constructed constructed,
structure. and there is but there is no
some varied variation is
sentence structure.
structure in the
essay.
Evidence and All of the Most of the At least one of
Examples evidence and evidence and the pieces of
examples are examples are evidence and
specific, specific, examples is
relevant and relevant and relevant and
explanations explanations has an
are given that are given that explanation
show how show how that shows
each piece of each piece of how that piece
evidence evidence of evidence
supports the supports the supports the
author\'s author\'s author\'s
position. position. position.
Grammar & Author makes Author makes Author makes
Spelling no errors in 1-2 errors in 3-4 errors in
grammar or grammar or grammar or
spelling that spelling that spelling that
distract the distract the distract the
reader from reader from reader from
the content. the content. the content.

J. Additional activities for application or

remediation
V. REMARKS
VI. 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 or localized materials did

I use/discover which I wish to share with
 other teachers?

Prepared by: Concurred with: Checked by:

KATHELYN M. RUIZ NOLAN G. MARTINEZ ALEJANDRO O. IGNALIG

SST-1 Asst. School Principal I Principal IV

Daily School SURIGAOCITY NATIONAL HIGH Grade Level 9

SCHOOL
Les son Log Teacher KATHELYN M. RUIZ Learning Area SCIENCE
Teaching Dates 7:20-8:20 Quarter FIRST
and Time 9:40-10:40

Date: October 12,2020

I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of:
1. how the different structures of the circulatory and respiratory
systems work together to transport oxygen-rich blood and nutrients
the different parts of the body
B. Performance Standard The Learners should be able to:
conduct an information dissemination activity on effective ways of
taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers
C. Learning Competencies/Objectives
Write the LC code for each 1.Explain how the lungs work.
2. Describe how the movement of the diaphragm helps the air go i
and out of the lungs
II. CONTENT Respiratory and Circulatory Systems Working with the other Organ
Systems
 III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 7-8
2. Learner’s Material pages 7-8
3. Textbook pages/cg 52 of 66
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting Have the student answer a 10 item quiz.This is a recall on their lesso
the new lesson on breathing system parts and function.
B. Establishing a purpose for the lesson Ask the ff.to students
1.Can you explain how the lungs work?
2. How the movement of the diaphragm helps the air go in and out
the lungs?
C. Presenting examples instances of the new
lesson
D. Discussing new concepts and practicing Perform activity “Bottled Balloons”.
new skills #1 The student will construct a model of human chest cavity

E .Discussing new concepts and practicing

new skills #2

F. Developing mastery Ask the ff to the students

Leads to formative assessment 3
What does each part of the constructed lung model represent
What happens as you pull down the balloon at the bottom of the
model?
What happens as you push up the balloon?
Q7. How does the movement of the diaphragm cause the air to go in
and out of the lungs
What happen if you prick the balloon?

G. VALUING (Finding practical applications of

concepts and skills in daily living).
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning
Ask the students
1.Hhow the lungs work?
2. Describe how the movement of the diaphragm helps the air go i
and out of the lungs?
1. Have the student make an essay of the mechanism of inhaling an
exhaling. Explain what happens to the chest cavity ,ribs and diaphra
when we inhale or exhale

4 - Above Sta 3 - Meets Stan 2 - Approachi

ATEGORY ndards dards ng Standards
Sentence All sentences Most Most
Structure are well- sentences are sentences are
constructed well- well
with varied constructed constructed,
 structure. and there is but there is no
some varied variation is
sentence structure.
structure in the
essay.
Evidence and All of the Most of the At least one of
Examples evidence and evidence and the pieces of
examples are examples are evidence and
specific, specific, examples is
relevant and relevant and relevant and
explanations explanations has an
are given that are given that explanation
show how show how that shows
each piece of each piece of how that piece
evidence evidence of evidence
supports the supports the supports the
author\'s author\'s author\'s
position. position. position.
Grammar & Author makes Author makes Author makes
Spelling no errors in 1-2 errors in 3-4 errors in
grammar or grammar or grammar or
spelling that spelling that spelling that
distract the distract the distract the
reader from reader from reader from
the content. the content. the content.

J. Additional activities for application or

remediation
V. REMARKS
VI. 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 or localized materials did

I use/discover which I wish to share with
other teachers?
Prepared by: Concurred with: Checked by:

KATHELYN M. RUIZ NOLAN G. MARTINEZ ALEJANDRO O. IGNALIG

SST-1 Asst. School Principal I Principal IV