School LEODEGARIO D. DEOCAMPO SR.

NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein

Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time June 3,4,6,7, 2019,2:00-3:00, 3:00-4:00 pm Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of 1. 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. 2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory system.
B. Performance Standard The Learner should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers.

C. Learning Introduction of the subject. Presentation of the resources.

Competencies/Objectives Presentation of the Content Standard Setting expectations and prior Ed’l ftr Administer Pre Test
Write the LC code for each. and Performance standard. knowledge towards the subject.

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages ,
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources Curriculum guide
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 Conduct a group activity to
practicing new skills #1 collaborate ideas from each
student.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery Presentation of the group work.
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning

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?

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle , Galileo and Einstein
Teacher LEZETTE D. DELFIN Learning Area Science 9
Teaching Dates and Time Aug. 29 to Sept. 1, 2022, 1:00-4:00 pm Quarter 1st Quarter
Monday Tuesday Wednesday Thursday Friday
The learner’s demonstrate an understanding of 1. 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. 2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory system.
The Learner should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers.
Explain how the respiratory and Explain how the respiratory and
circulatory systems work together circulatory systems work together to
Introduction of the subject. Reading and
to transport nutrients, gases, and transport nutrients, gases, and other
Presentation of the Content Standard numeracy
other molecules to and from the molecules to and from the different
and Performance standard. integration
different parts of the body. parts of the body.
S9LT- Ia-b-26 S9LT- Ia-b-26
Presentation of the resources. he Human Breathing System The Human Breathing System
Setting expectations and prior
knowledge towards the subject.
Science 9 pp.4-5
Science 9 module pp.3-5 Science 9 module pp.6-8
Perform the KWL by the group. What was the first unit in Science What are the parts and functions of the Vocabulary
9? respiratory system? words in
Science.
Breathing is important to living Please demonstrate the process of
organisms. breathing.
C. Presenting Examples/ instances of What do you feel when you breath How does a respiratory system function
the new lesson air inside the room?how about as parts of human body.
outside of the room?

D. Discussing new concepts and Presentation of finish output in Discuss the text human breathing Explain the mechanic of breathing
practicing new skills #1 the class. system. through a video presentation.
E. Discussing new concepts and Perform the activity 1: What a Write an impression towards the
practicing new skills #2 bunch of grapes!.pp.4-5 presentation.

F. Developing mastery Explain the answers of the What have you learned based from the
(Leads to Formative Assessment 3) students as found in the guide video presentation?
questions.

G. Finding practical applications of Describe the parts of a grape to .We Breath faster whenever we have
concepts and skills in daily living human respiratory system. done or perform any physical activity
because our body needs enough
oxygen.
H. Making generalizations and Students are ask to present what Breathing is very important to living
abstractions about the lesson they have learned. organisms in order to survive

I. Evaluating learning Make a short quiz. Make the students trace the path of air
inside our body by drawing a respiratory
system.
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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle , Galileo and Einstein
Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time September 5-8, 2022 1:00- 4:00 pm Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of 1. 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. 2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory system.
B. Performance Standard The Learner should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers.

C. Learning Explain how the respiratory and Explain how the respiratory and
Competencies/Objectives circulatory systems work together to circulatory systems work together
Write the LC code for each. to transport nutrients, gases, and Reading and
transport nutrients, gases, and other
other molecules to and from the Numeracy
molecules to and from the different
Integration
parts of the body. different parts of the body.
S9LT- Ia-b-26 S9LT- Ia-b-26
1. Circulatory system
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Science 9 pp.6-7 Science 9 pp.6-7
2. Learner’s Material pages Science 9 module pp.8-9 Science 9 module pp.10-11
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
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.
How does the respiratory system is
connected to the circulatory system?
Why do our body needs to transport
materials inside in it?
Our heart plays a major role in
circulation.
Perform Activity 3: Just go with the
flow! Pp. 8-9
Perform an enrichment activity pp. 10
Trace the flow of blood inside our Scrabbled
heart. letters.
What are the parts of the heart
that are responsible for the flow of
our blood?
How does the nutrients reach the
different parts of our body?
Discuss the circulatory system in a
power point presentation .
Perform an enrichment Discuss the different parts of the
activity pp. 10 circulatory system and their functions.
Explain the answers of the Differentiate the different parts of the
students as found in the guide circulatory system.
questions.
Describe the flow of the blood It is important to eat healthy foods to
in your heart. nourish our body.Be sure to be clean at
our body at all times.
Students are ask to present Circulatory system is responsible for the
what they have learned. transport of materials inside out body
as well as the oxygen.
Question and answer. Make the students trace the path of
blood inside our body by drawing a
circulatory system.
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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle , Galileo and Einstein
Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time September 12- 15, 2022 1:00 -4:00 pm Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of 1. 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. 2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory system.
B. Performance Standard The Learner should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers.

C. Learning Explain how the respiratory and Explain how the respiratory and
Competencies/Objectives circulatory systems work together to circulatory systems work together
Write the LC code for each. to transport nutrients, gases, and Reading and
transport nutrients, gases, and other
other molecules to and from the Numeracy
molecules to and from the different
integration
parts of the body. different parts of the body.
S9LT- Ia-b-26 S9LT- Ia-b-26
1. Circulation
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Science 9 pp.8 Science 9 pp.9
2. Learner’s Material pages Science 9 module pp.12-13 Science 9 module pp.14-15
3. Textbook pages
 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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
Trace the flow of blood inside our
heart.
Are there some forms of circulation?
There are three types of circulation,
the pulmonary circulation, the
coronary circulation and the systemic
circulation.
Perform Activity 4: Lets organize
pp.13
Discuss the table on the types
of circulation.
Explain the graphic organizer
that they have made.
There are different types of
circulation in our body.
Students are ask to present
what they have learned.
Presentation of their graphic
organiser in class.
What are the three types of List and Count
circulation? Numbers of
the Different
Branches of
Science.
What is a human heart?
How does human heart differ from
other organisms heart?
Discuss the Human heart pp.14
Present a video presentation about
human heart.
Describe the different parts of the
heart. Answer the guide questions.
Our heart is one of the most important
organ of the body.
Students are ask to present what they
have learned.
Draw an illustration of a human heart.
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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle, Galileo and Einstein
Grades 1 to 12 Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time September 19-22, 2022 1:00 4:00 pm Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of 1. 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. 2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory system.
B. Performance Standard The Learner should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers.

C. Learning Explain how the respiratory and

Competencies/Objectives circulatory systems work together to Infer how one’s lifestyle can affect
the functioning of respiratory and Reading and
Write the LC code for each. transport nutrients, gases, and other
circulatory systems Numeracy
molecules to and from the different
Integration
parts of the body. S9LT- Ia-b-27
S9LT- Ia-b-26
1. Circulation
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
Science 9 pp.9
Science 9 module pp.14-15
What are the three types of
circulation?
What is a human heart?
How does human heart differ from
other organisms heart?
Discuss the Human heart pp.14
Present a video presentation
about human heart.
Describe the different parts of
the heart. Answer the guide
questions.
Our heart is one of the most
important organ of the body.
Students are ask to present
what they have learned.
Draw an illustration of a human
heart.
Science 9 pp.12
Science 9 module pp.18-19
What are the chambers of a Using Scientific
human heart? words to form
a sentence.
Since that our heart is a vital organ
of our body, how do you take
good care of it?
Tuberculosis is a diseases that
damages our respiratory system.
Perform activity 7: Cigarette
smoking is dangerous to your
health.
Explain the negative effect of
cigarette smoking on the
circulatory and the respiratory
system
Perform an enrichment activity:
Prevention is better than cure.
The best way to prevent diseases in the
respiratory and circulatory system is to
have a healthy lifestyle.
Respiratory and circulatory disease can
easily be detected with regular check-
up and physical screening.
Answering few questions.
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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle, Galileo and Einstein
Grades 1 to 12 Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time September 26 to 29, 2022 1:00 – 4:00 pm Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of 1. 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. 2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory system.
B. Performance Standard The Learner should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers.

C. Learning Infer how one’s lifestyle can affect Infer how one’s lifestyle can affect
Competencies/Objectives the functioning of respiratory and the functioning of respiratory and
Write the LC code for each. circulatory systems circulatory systems

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
S9LT- Ia-b-27
1. Prevention is better than
cure.
Science 9 pp.12-13
Science 9 module pp.20-21
How does the heart pump blood?
How do you take good care of your
circulatory system?
At what times does our body needs
to be taken care of?
Perform Activity 8: Prevention is
better than cure. Pp. 21
Perform the group
presentation. A role play
Explain the ways to prevent
diseases that affect the
respiratory and circulatory
system.
Every person must take a look
into whatever we eat and do. It
is important to have a healthy
lifestyle to prevent diseases.
Students are ask to present
what they have learned.
Uses the guided criteria in
evaluating students
performanace.
S9LT- Ia-b-27
Science 9 pp.14
Science 9 module pp.22-23
What are the ways to prevent
diseases in the respiratory and
circulatory system?
How one’s life style can affect the
proper functioning of the
respiratory and circulatory
system?
What common diseases that we
can get in having an unhealthy
lifestyle?
Perform activity 9: What’s the
word pp. 22-23
Explain the negative effect of
unhealthy lifestyle.
Answer the guided questions.
Can these negative lifestyle be changed
for the better? by how?
Students will formulate their general
idea about the lesson.
Perform an enrichment activity.
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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12 Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time July 15-18, , 2019, 2:00-3:00 ; 3:00- 4:00 pm Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of 1. 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. 2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory system.
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
The Learner should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers.
Infer how one’s lifestyle can affect Infer how one’s lifestyle can affect Describe the location of genes in
the functioning of respiratory and the functioning of respiratory and chromosomes
circulatory systems circulatory systems
S9LT- Ia-b-27 S9LT- Ia-b-27 S9LT- Id-28
Information dissemination Activity Heredity: Inheritance and variation
Science 9 pp.18-19 Science 9 pp.20 Science 9 pp.20
Science 9 module pp.24-25 Science 9 module pp.26-27 Science 9 module pp.26
What are the negative lifestyle that What are the learnings that you What have you learned about cell
you that can affect to our respiratory have learned from the lesson. division during your grade 8?
and circulatory system?
Being a student how can you give You are going to focus on describing the
information to other about the harm location of genes in chromosome,
of respiratory and circulatory system explain the different patterns of non-
if it is not taken care of? Mendelian inheritance and the
molecular structure of the DNA.
By what means can you give Mendelian laws of inheritance
information to other people about important exceptions to them. For
the respiratory and circulatory example, not all genes show simple
system? patterns of dominant and recessive
allels.
Perform the Performance task: Discuss the summary. Perform the Pre-aasessment
Information dissemination
Activity.pp.24-25
Continue working on poster Discuss the Non-Mendelian Pattern of
making. inheritance
What does your work entails us? What do we mean by incomplete
Describe your work in the class. dominance?
Several lifestyle choices can Certain traits do not always follow the
affect a person’s risk for Mendelian Principles of heredity.
developing respiratory and
 circulatory diseases.

H. Making generalizations and Students are ask to present Students are ask to present what they
abstractions about the lesson what they have learned. have learned.

I. Evaluating learning Using a rubric in assessing Administer a summative

students work. assessment.

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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time July 22-25, , 2019, 2:00-3:00 ; 3:00- 4:00 pm Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

 I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
The learner’s demonstrate an understanding of 1. 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. 2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory system.
The Learner should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers.
Describe the location of genes in
Explain the different patterns of
chromosomes
non- Mendelian inheritance
S9LT- Id-29
S9LT- Id-28
Heredity: Inheritance and variation Incomplete dominance
Science 9 pp.20 Science 9 pp.21-22
Science 9 module pp.26 Science 9 module pp.30-31
What have you learned about cell What are the Non-Mendelian
division during your grade 8? inheritance?
You are going to focus on describing You will find out that certain traits
the location of genes in chromosome, do not always follow the
explain the different patterns of non- Mendelian principles of heredity.
Mendelian inheritance and the
molecular structure of the DNA.
Mendelian laws of inheritance Do you think the alleles blended in
important exceptions to them. For a four o’clock flower to make it
example, not all genes show simple pink?
patterns of dominant and recessive
alleles.
Perform the Pre-aasessment Discuss the Incomplete dominance
Discuss the Non-Mendelian Perform activity no.1 : Phenotypes
Pattern of inheritance and genotypes in incomplete
dominance
What do we mean by Presentation of group activity
incomplete dominance?
Certain traits do not always In Incomplete dominance, a
concepts and skills in daily living follow the Mendelian Principles heterozygote shows a phenotype that is
of heredity. intermediate between the two
homozygous phenotypes.
H. Making generalizations and Students are ask to present Students are ask to present what they
abstractions about the lesson what they have learned. have learned.
I. Evaluating learning Students work will be evaluated
according to their presentation.
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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
 Daily Lesson Log
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Teaching Dates and Time July 29- Aug.1 , 2019, 2:00-3:00 ; 3:00- 4:00 pm Quarter 1st Quarter
Monday Tuesday Wednesday Thursday Friday
The learner’s demonstrate an understanding of 1. 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. 2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory system.
The Learner should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers.
Explain the different patterns of non- Explain the different patterns of
Mendelian inheritance non- Mendelian inheritance
S9LT- Id-29 S9LT- Id-29
Co Dominance Multiple alleles
Science 9 pp.22-23 Science 9 pp.24-25
Science 9 module pp.32-33 Science 9 module pp.34-35
What do we mean by incomplete Vocabulary
dominance?
Now that you are familiar with What is your blood type? Do you
incomplete dominance, let us find know your blood type? What are
out What happens when one allele is your parents blood type?
completely dominant over the other.
Another pattern of inheritance is Many genes have multiple alleles.
codominance. This result when one An example is ABO blood type in
allele is not dominant over the other. humans.
The resulting zygotes exihibit the
traits of both parents.
Perform Activity 2: Mystery Bull Pp. Perform Activity 3: Whats your
33 blood type? Pp.34-35
Group activity Discuss the given tables in the activity.
Presentation of a punnet Answer the guide questions .
square.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
For Example, red cows crossed
with white cows will have
offspring that are roan cows.
Roan refers to cows with red
hair and white blothes.
In Codominance, Both alleles
are expressed equally in
phenotype of the heterozygote
Students work will be evaluated
according to their presentation.
Some times, Even if only two alleles
control a trait, There may actually be
more than two types of alleles available.
This will also lead to more than two
Phenotype express.
In humans, there are four blood types
( Phenotypes): A, B, O, AB.Blod type is
controlled by three alleles : A,B, O.
Students work will be evaluated
according to their performance in the
activity.

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?

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
E. Discussing new concepts and
School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Teacher LEZETTE D. DELFIN Learning Area Science 9
Teaching Dates and Time Aug.5-8 , 2019, 2:00-3:00 ; 3:00- 4:00 pm Quarter 1st Quarter
Monday Tuesday Wednesday Thursday Friday
The learner’s demonstrate an understanding of 1. 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. 2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory system.
The Learner should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers.
Explain the different patterns of non- Explain the different patterns of
Mendelian inheritance non- Mendelian inheritance
S9LT- Id-29 S9LT- Id-29
Sex chromosomes and sex Sex – linked Genes, sex limited
Determination traits and sex- influenced trait
Science 9 pp.25-26 Science 9 pp.27-29
Science 9 module pp.36-37 Science 9 module pp.38-41
What is the importance of blood Vocabulary
typing?
How is sex determined and What are the sex chromosomes of
inherited?. male and female?
There are many traits that are There are three kinds of sex
inherited together more related inheritance, namely, sex-
frequently.The expression of certain limited, sex- influence and sex
traits depends on whether one is linked.
male or female.
Perform Activity 4: Boy or Girl? Discuss the sex linked genes, Sex-
limited traits and sex-influenced
traits.
Discuss hoe sex in humans is Perform activity 5: When gender
practicing new skills #2 determined. matters.pp. 39

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
Answer guide questions.
Males have 44 body
chromosomes and Two sex
chromosomes X and Y. Female
have 44 body chromosomes and
two sex chromosomes X.
.The total number in each cell of
an individual is 46. These
chromosomes contain the genes
which are the factors of
heredity.
Students work will be evaluated
according to their presentation
of the activity.
Answer the guide questions .Cite more
examples of sex- related inheritance.
Since the male have only one X
chromosomes, the gene for color
blindness when present in male will
always be expressed because it does not
have an allele to hide or prevent its
expression.
Sex- linked traits are inherited through
the X chromosomes.Sex-limited trait are
those that are expressed exclusively in
one sex. Sex-influenced traits are
expressed in both sexes but more
frequently in one than in other sex.
Problem solving.

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?

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Teacher LEZETTE D. DELFIN Learning Area Science 9
Teaching Dates and Time Aug.13-15 , 2019, 2:00-3:00 ; 3:00- 4:00 pm Quarter 1st Quarter
Monday Tuesday Wednesday Thursday Friday
The learner’s demonstrate an understanding of 1. 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. 2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory system.
The Learner should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers.
Relate species extinction to the failure
Describe the location of genes in
of populations of organisms to adapt
chromosomes First Quarter Examination
to abrupt changes in the environment
S9LT- Id-28
S9LT- Id-30
DNA : The Genetic Material Causes of Species extinction
Science 9 pp.31 Science 9 pp.37-39
Science 9 module pp.42-44 Science 9 module pp.50-55
What are other examples of sex- What is DNA? How importanat it is to
related traits in humans? us human?
Of what material are genes made? What is the importance of
How is the genetic code passed from biodiversity? How changes in the
parents to offspring? environment may affect species
extinction to the failure of
populations of organism to adapt to
abrupt changes in the environment?
The genetic materials also known as A balanced ecosystem is one in which
the Deoxyribonucleic acid or DNA are all living and non-living things are
 passed on from one generation to interacting harmoniously.
the next to ensure continuity of life.
D. Discussing new concepts and Perform activity 6: DNA Modelling Perform the pre assessment
practicing new skills #1 pp.43-44

E. Discussing new concepts and Construction of a DNA model
practicing new skills #2
F. Developing mastery Presentation of work and Answering
(Leads to Formative Assessment 3) guide questions.
G. Finding practical applications of The Structure of the DNA is actually in a
concepts and skills in daily living double Helix arrangement. Double helix
means that the long two chains of
nucleotides are arranged in a spiral like
twisted ladder.
H. Making generalizations and DNA is composed of chains of
abstractions about the lesson nucleotides built on a sugar and
phosphate backbone and wrapped
around each other in a form of double
helix.
I. Evaluating learning Students work will be evaluated
according to their presentation of the
activity.
J. Additional activities for application
or remediation
V. REMARKS
Perform Activity 1: Index of Diversity
pp. 54
Understanding the activity
performed. Answering guide
questions
Different parts of the ecosystem
interact with one another. Changes to
one part affect the other part.
Population is a group of living things
within a certain area that are all the
same species. Biodiversity refers to
the variety of life in the area.
Checking their pre assessment.

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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time Aug.19-22 , 2019, 2:00-3:00 ; 3:00- 4:00 pm Quarter 2nd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of the development of atomic models that led to the description of the behaviour of electrons within atoms.
B. Performance Standard The learners shall be able to analyse the percentage composition of different brands of two food products and decide on the products appropriate percentage composition.

C. Learning Describe how the Bohr model of the Describe how the Bohr model of
Competencies/Objectives atom improved Rutherfords atomic the atom improved Rutherfords
Write the LC code for each. Administer Pre Test model. Holiday atomic model.
S9MT- IIa-21 S9MT- IIa-21
Electronic structure of Matter Electronic structure of Matter
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Science 9 pp.82 Science 9 pp.83
2. Learner’s Material pages Science 9 module pp.98-100 Science 9 module pp.100-102
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is Rutherford’s atomic model? What are the characteristics of
presenting the new lesson. light?
B. Establishing a purpose for the Neil Bohr Refined Rutherford’s model of Find out What happens when
lesson an atom. metal salts are subjected to heat?
C. Presenting Examples/ instances of Based on his experiments, Bohr The colors you observe could be
the new lesson described the electron to be moving in related to the structure of the
definite orbits around the ucleus. atom
D. Discussing new concepts and Give an overview about the lesson. Perform activity no.1: The Flame
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Discuss the pre Assessment.
Answering the pre- assessment and
feedbacking.
test.pp. 100-101
Discuss the activity performed in
the class.
Answer the guide questions.

G. Finding practical applications of Metal salts with elements

concepts and skills in daily living producing color, reacts differently
when heated.
H. Making generalizations and These colors given off elements
abstractions about the lesson can be analysed with an
instrument called spectroscope.
I. Evaluating learning Checking their activity notebooks.
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?
 School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time Aug.26-29 , 2019, 2:00-3:00 ; 3:00- 4:00 pm Quarter 2nd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of the development of atomic models that led to the description of the behaviour of electrons within atoms.
B. Performance Standard The learners shall be able to analyse the percentage composition of different brands of two food products and decide on the products appropriate percentage composition.

C. Learning Describe how the Bohr model of the

Competencies/Objectives atom improved Rutherfords atomic
Write the LC code for each. model.
S9MT- IIa-21
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Science 9 pp.84
2. Learner’s Material pages Science 9 module pp.103-106
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or How does other element with more
presenting the new lesson. than one atom was describe by Bohr
atomic model?
B. Establishing a purpose for the The way around the problem with the
lesson Bohr model is to know the arrangement

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
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
of electrons in atoms in terms of the
probability of finding an electron in
certain locations within the atom.
Use an analogy of to understand the
probability of finding an electron in an
atom.
Perform Activity 2: Predicting the
Probable Location of an atom.pp.104
Presentation of group work in class.
Presentation of other groups. Answer the guide questions.
It is not possible to know the exact
position of the electron. So, Bohr’s
idea that electrons are found in
definite orbits around the nucleus
was rejected.
Students will give their ideas
about the topic or activity being
conducted.
Checking their activity notebooks.

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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time Sept.2-5 , 2019, 2:00-3:00 ; 3:00- 4:00 pm Quarter 2nd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of the development of atomic models that led to the description of the behaviour of electrons within atoms.
B. Performance Standard The learners shall be able to analyse the percentage composition of different brands of two food products and decide on the products appropriate percentage composition.

C. Learning Explain how the quantum

Explain how the quantum Mechanical
Competencies/Objectives Mechanical Model of the atom
Model of the atom describe the
Write the LC code for each. describe the energies and
energies and Positions of the electron
Positions of the electron
S9MT- IIa-22
S9MT- IIa-22
Electron configuration
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Science 9 pp.87-88
2. Learner’s Material pages Science 9 module pp.108-110
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
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.
Based on the principal energy levels
and sublevels of electron, how many
types of orbital are in level three?
Devise rules in filling up the orbitals.
The way in which electrons are
distributed in the different orbits
around the nucleus of an atom is
called the electron configuration.
Perform Activity 3:electron Discuss the summary to the
configuration pp.108 students.
Discuss the table 3: Arrangement of
electrons in the atom of the frist 10
elements.
Making a table for the activity. Answering guide questions
Using the periodic table you were
able to understand that the
arrangement of element is according
to the number of electrons.
Since the experimental basis of the
periodic table is chemical properties
of the elements, knowing the
arrangement of electrons in an
element will help us understand and
predict their chemical properties.
Checking their activity notebooks. Administer a summative
assessment.
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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time Sept.9-12 , 2019, 2:00-3:00 ; 3:00- 4:00 pm Quarter 2nd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of how atoms combine with other atoms by transferring or by sharing electrons and forces that hold metals together.
B. Performance Standard The learners shall be able to analyse the percentage composition of different brands of two food products and decide on the products appropriate percentage composition.

C. Learning Explain the formation of ionic bond Explain the formation of ionic bond
Competencies/Objectives and covalent bond and covalent bond
Write the LC code for each. S9MT- IIa-13 S9MT- IIa-13
Chemical bonding Chemical bonding
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Science 9 pp.90-91 Science 9 pp.92
2. Learner’s Material pages Science 9 module pp.111-113 Science 9 module pp.115-117
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
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.
Do you know now how to make an
electron configuration?
Why do we need to talk about the
transfer and sharing of electrons?
How are ionic and covalent
compound forms?
Administer pre assessment
Perform activity 1: Mapping the periodic
table pp. 113-114
Answer guide questions. Presentation of
their work in the activity.
The valence electrons are the electrons
directly involved in forming bonds to
form a compound.
It is important that you know the
number of valence electrons so that you
can illustrate how bonds are formed.
Checking their outputs by the use of
rubrics.
What kind of element has less than 4
valence electrons?
We can also show the number of
valence electrons through the Lewis
symbol.
The Lewis symbol is composed of the
chemical symbol of the element and
dots that represent the number of
valence electrons.
Perform activity 2: Lewis symbol PP.
115-116
Discuss the activity. And Present
the table in the class.
Answer guide questions number 5-
8.
You have just learned the
relationship among the number of
valence electrons,
electronegativity and ionization of
energy.
You realized that it is easy to write
the Lewis symbol of the
representative elements.This
information will be helpful in
understanding chemical bonding.
Checking their activity notebook.
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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time Sept. 16-19, 2019, 2:00-3:00 ; 3:00- 4:00 pm Quarter 2nd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of 1. How atoms combine with other atoms by transferring or by sharing electrons . 2. Forces that hold metals together.
B. Performance Standard The Learner should be able to analyse the percentage composition of different brands of two food products and decide on the products’ appropriate percentage
composition.

C. Learning Explain the formation of ionic bond Explain the formation of ionic bond
Competencies/Objectives and covalent bond. and covalent bond.
Write the LC code for each. S9LT- IIa- 13 S9LT- IIa- 13
Lewis Symbol Bonding by Transfer of
II. CONTENT electron.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science 9 pp.91-92 Science 9 pp.93
2. Learner’s Material pages Science 9 module pp.115-117 Science 9 module pp.118-119
3. Textbook pages
 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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
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
Periodic table of elements
Define chemical bonding.
You can show the number of valence
electron through the Lewis Symbol.
Using dots to represent the number
of valence electrons.
Perform activity 2: Lewis
Symbol.pp.115
Fill up the table with the
needed answer.
Answer guide questions in the
activity.
Be able to know the nature of the
elements found in the periodic
table.
Generate ideas from the student.
Ask again the students on what
they have learned on the lesson.
Periodic table of elements
Ask questions from previous topic.
What can we find in a Lewis Symbol?
What happens if there is an ionic
bonding?
Discuss the topic Bonding by transfer
of electrons.
Using a periodic table, compute for the
difference of set of the elements.
Following the rules for finding the
cations and anions, answer guide
questions.
To determine if ionic bond takes place
to some elements, there is a difference
which is greater than 1.9,and a
complete transfer of electron is
possible.
Solicit students idea to formulate
generalization.
Check students activity notebook.
Using a periodic table, compute for the
difference of set of the elements.
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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time Sept. 24,25, 27,28, 2018 1:00-2:00, 2:00-3:00 pm Quarter 2nd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of 1. How atoms combine with other atoms by transferring or by sharing electrons . 2. Forces that hold metals together.
B. Performance Standard The Learner should be able to analyse the percentage composition of different brands of two food products and decide on the products’ appropriate percentage
composition.

C. Learning Explain the formation of ionic bond Explain the formation of ionic bond
Competencies/Objectives and covalent bond. and covalent bond.
Write the LC code for each. S9LT- IIa- 13 S9LT- IIa- 13
Bonding among metals Difference between ionic
II. CONTENT and covalent compounds
 III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
Science 9 pp. 93-95
Science 9 module pp.120-121
Periodic table of elements
What happens when an electron is
transferred from another element?
How an electron does shared by the
elements?
Perform activity 4: Bonding by
sharing of electrons.pp.120
Fill up the table with the
needed answer.
Answer guide questions in the
activity.
Polar covalent bond differ from
non- polar covalent bond In
electronegativity difference.
Generate ideas from the student.
Ask again the students on what
they have learned on the lesson.
, Science 9 pp.93
Science 9 module pp.122-123
Periodic table of elements
Ask questions from previous topic.
Metals have low ionization energy
so they easily lose the outermost
electrons. What will be the result if
this happened??
What do we call the sharing of
electrons among metals?
Perform activity 5: Bonding among
metals.pp.122
Find the properties of metals and site
some of its uses.
Answer Guide Questions.
Metals are very important to us.In
Constructing buildings and houses,in
producing materials that we need and
we use everyday.
Solicit students idea to formulate
generalization.
Check students activity notebook.
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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12 Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time Oct.1, 2, 3, 4, 2018 1:00-2:00, 2:00-3:00 pm Quarter 2nd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of 1. How atoms combine with other atoms by transferring or by sharing electrons . 2. Forces that hold metals together.
B. Performance Standard The Learner should be able to analyse the percentage composition of different brands of two food products and decide on the products’ appropriate percentage
composition.

C. Learning Recognized the different types of Explain properties of metal in terms

Competencies/Objectives compounds( ionic or covalent) based of their structure;
Write the LC code for each. on their properties such as melting S9LT- IIb- 15
point, hardness, polarity, and

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
electrical and thermal conductivity
S9LT- IIb- 14
Science 9 pp. 96-97 , Science 9 pp.95
Science 9 module pp.123-124 Science 9 module pp.121-122
Vocabulary words Ask questions from previous topic.
What are the different types of Visualize what will happen to a
compound? group of metallic atoms.
How are ionic bond differ from What do you think will make
covalent bond? bonding among metals possible?
Perform activity 6:Difference Perform activity 5: Bonding among
between ionic bond and covalent metals.pp.122
compoundpp.123-124
Fill up the table with the Find the properties of metals and site
needed answer. some of its uses.
Answer guide questions in the Answer Guide Questions.
activity.
Covalent compounds are non- Metals are very important to us.In
conductor of electricity while, Constructing buildings and houses,in
ionic compound conducts producing materials that we need and
electricity in a solution. we use everyday.
Generate ideas from the student. Solicit students idea to formulate
generalization.
Ask again the students on what Administer summative assessment.
they have learned on the lesson.
 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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12 Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time Oct.8,9,11 and 12, 2018 1:00-2:00, 2:00-3:00 pm Quarter 2nd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard The learner’s demonstrate an understanding of 1. The type Of bonds that carbon form that result in the diversity of carbon compounds.
B. Performance Standard The Learner should be able to analyse the percentage composition of different brands of two food products and decide on the products’ appropriate percentage
composition.
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
Explain how the structure of the carbon Explain how the structure of the carbon
atoms affects the type of bonds it forms atoms affects the type of bonds it forms
S9LT- IIg- 17 S9LT- IIg- 17
Science 9 pp. 105-106 , Science 9 pp.105-106
Science 9 module pp.127-131 Science 9 module pp.131-132
Enumerate the uses of metals. Ask questions from previous topic.
Make an impression on how ionic
bond differ from a covalent bond.
How are ionic bond differ from
covalent bond? Present the materials for the
activity.
Perform activity 6:Difference Discuss the summary listed on the
between ionic bond and covalent book.
compoundpp.123-124
Fill up the table with the Explain further the ideas in the
needed answer. summary.
Answer guide questions in the Answer the summative test.
activity.
Covalent compounds are non-
conductor of electricity while,
ionic compound conducts
electricity in a solution.
Generate ideas from the student.
Ask again the students on what
they have learned on the lesson.
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?

School LEODEGARIO D. DEOCAMPO SR. NATIONAL HIGH SCHOOL Grade Level GRADE _9 Aristotle and Einstein
Grades 1 to 12
Teacher LEZETTE D. DELFIN Learning Area Science 9
Daily Lesson Log
Teaching Dates and Time Oct.15,16,18 and 19, 2018 1:00-2:00, 2:00-3:00 pm Quarter 2nd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
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
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
The learner’s demonstrate an understanding of 1. The type Of bonds that carbon form that result in the diversity of carbon compounds.
The Learner should be able to analyse the percentage composition of different brands of two food products and decide on the products’ appropriate percentage
composition.
Recognized the general classes and uses Recognized the general classes and uses
of organic compounds of organic compounds
S9LT- IIh- 18 S9LT- IIh- 18
Science 9 pp. 103-106 , Science 9 pp.106-107
Science 9 module pp.133-135 Science 9 module pp.135-137
Ask question about the previous Vocabulary words.
topic.
What do we mean by the word To recognize common kinds of
organic? alkanes,alkenes, and alkynes
Organic compounds are compound Hydrocarbons are organic
that contain the element of carbon. compounds that contain carbon and
hydrogen atoms only.
Perform activity 1:organic Perform activity 3: the
compounds are they useful? hydrocarbons.
Perform activity no.2: Properties Perform activity 4: which banana will
of common organic compounds. ripen faster?
Answering guide questions of the Answer the guide questions of the
activity. activity.
Every kind of organic compound The structure of hydrocarbons affects
has specific properties or their properties, such as physical state
characteristics. and boiling point
Generate ideas from the student. Generate ideas from the students
Ask again the students on what Ask the students on what they have
they have learned on the lesson. learned from the lesson.
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?