WEEKLY HOME PLAN Filipino 7 September 26-30

GRADE 10 GADGARAN INTEGRATED SCHOOL Grade GRADE 10
DAILY LESSON LOG School

Level
MAUREEN M. ORALE Learning Filipino 7
Teacher
Area
Teaching Dates and Time SEPTEMBER 26-30, 2022 Quarter FIRST
WEEKLY LEARNING PLAN

QUARTER FIRST GRADE LEVEL: 10
WEEK 2 LEARNING AREA:: FILIPINO 7

MELCS
Naipam Naipamalas ng mag-aaral ang pag-unawa sa mga akdang pampanitikan ng Mindanao
DAY OBJECTIVES TOPICS CLASSROOM HOME-BASED ACTIVITIES

BASED
ACTIVITIES
Nagagamit ang mga Panlapi, Unlapi, Sagutin ang Gawain 3, sa Sagutin ang gawain 4 sa pahina 26
1 Gitlapi, Hulap sa pagpapabago ng mga Mga Akdang Pampanitikan ng Mindanao Pahina 22
salita. Kwentong-bayan:
1. SEPTEMBER 19, 2022 Ang Aso at ang Leon
2 Naisusulat ang mga patunay na Mga Akdang Pampanitikan ng Sagutin ang Pag-unawa Pagbigay ng mga aral na
ang kuwentongbayan ay salamin Mindanao sa Binasa Pahina 26 naipahiwatig ng pabula. Gawin
SEPTEMBER 20, 2022 ng tradisyon o kaugalian ng lugar Kwentong-bayan:
gabay ang Gawain 5 sa pahina 27
na pinagmulan nito Ang Aso at ang Leon
3 Gumawa ng mga pangungusap ng
bibigay posibilidad gamit ang mga
SEPTEMBER 21, sumusunod:
2022 Pagsusuri ng mga
Nasusuri ang mga pangungusap na Magtanin ka nang Mabuti, Mag-aani pangungusap na
1. Siguro
nagbibigay ng posibilidad ka nang mabuti nagpapahayag ng
2. Baka
posibilidad
3. Sa palagay ko
4. Posible
5. Maharil
4 Magtanin ka nang Mabuti, Mag-aani Pagsusuri ng mga pangungusap na
Nasusuri ang mga pangungusap na ka nang mabuti nagpapahayag ng posibilidad
SEPTEMBER 22, 2022 nagbibigay ng posibilidad
5 Magtanin ka nang Mabuti, Mag-aani Gumawa ng mga pangungusap ng

Nasusuri ang mga pangungusap na ka nang mabuti bibigay posibilidad gamit ang mga
SEPTEMBER 23, nagbibigay ng posibilidad sumusunod:
2022
1. Siguro
2. Baka
3. Sa palagay ko
4. Posible
5. Maharil
Repeat WLP, PHIL IRI was conducted last week.
Prepared by:
MAUREEN M. ORALE
TEACHER III
Noted by:
NOVA S. GASPAN
SCHOOL PRINCIPAL
GRADE 9 School GADGARAN INTEGRATED SCHOOL Grade Level GRADE 9
DAILY LESSON LOG Teacher Learning Area SCIENCE 9
Teaching Dates and Time JUNE 10-14, 2019/1:30-2:30/3:30-4:30 Quarter FIRST
Session 1 Session 2 Session 3 Session 4 Session 5
I. OBJECTIVES
1. Content The learners demonstrate understanding of…
Standards How the different structures of the respiratory and circulatory systems work together to transport oxygen-rich blood and nutrients to the
different parts of the body
Prevention, detection, and treatment of disease affecting the circulatory and respiratory systems
2. Performance The learners should be able to …

Standards 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
3. Learning Identify the keys parts Describe how the Identify the Explain how blood Explain how to use
Competencies / of the breathing movements of the components of the is pump by the different time
Objectives system diaphragm helps the circulatory system heart intervals to measure
Describe the function airs go in and out of Explain the different Measure and the heart rate.
of each part of the the lungs types of circulation describe pulse after
breathing system Described blood flow Describe how the heart several different
Explain how the lungs and gas exchange functions activities
work within the heart,
circulatory system,
and lungs
Explain the
mechanism of how
the respiratory and
circulatory systems
work together.
II. CONTENT Hereditary: inheritance Hereditary: inheritance and Hereditary: inheritance and Hereditary: inheritance and
SUMMATIVE TEST and Variation Variation Variation Variation
III. LEARNING RESOURCES
A. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM
1. Teacher’s Pages 2-27 Pages 2-27 Pages 2-27 Pages 2-27 Pages 2-27
Guide
2. Learner’s Materials Pages 2-20 Pages 28-49 Pages 28-49 Pages 28-49 Pages 28-49
3. Textbook N/A N/A N/A N/A
B. Additional http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph

Materials from
Learning Resource
(LR) portal
C. Other Learning Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards,
Resources
IV. PROCEDURES
A. Reviewing previous Pre-assessment Now that you are familiar with Many genes have multiple What will be the sex of a
lesson or presenting Pink four o’clock flowers are incomplete dominance, let us alleles. An example is ABO child produced when an egg is
the new lesson obtained from a cross find out what happens when blood type in humans. fertilized by a sperm that has
between pure bred red one allele is completely not Y chromosomes?
flowers plant and white dominant over the other.
flower plant. What is the
genotype of the pink flowers?
B. Establishing a purpose In the Mendelian patterns of What is codominance? What is multiple alleles? What type of chromosomes
for the lesson inheritance, the effects of the must fertilize an egg to result
recessive gene are not in a female child?
observed when the dominant
gene is present. In this lesson,
you will find out that certain
traits do not always follow
the Mendelian principles of
heredity.
C. Presenting examples/ Incomplete Dominance Activity 2 Activity 3 Based on this Punnet Square,
instances of the lesson Mystery Bull What is your Blood Type? what percent of children
would you expect to be male?
D. Discussing new Activity 1: Will you be able to trace the Given the blood types of the Which sex chromosomes is
concepts and Phenotypes and Genotypes in father of the calves? mother and child, identify present in both male and
practicing new skills Incomplete Dominance the possible blood type of female?
#1 the father.
E. Discussing new How many types of gametes What are the possible Show the possible alleles Infer which sex chromosomes
concepts and will each parents produce in phenotypes of the calves for that can be found in each determines a person’s sex?
practicing new skills problem no. 1? each cow? offspring and write the
#2 In problem no. 2? blood type for each
offspring.
F. Developing mastery What is the phenotypes of a Do you think you will make Use the table to answer the What are the other factors that
(Leads to Formative Assessment heterozygous four o’clock Mang Marcelino happy about following questions, and list may influence the expression
3) flower? the result of your investigation? all possible blood types? of human sexuality?
How are you going to explain it
to him?
G. Finding practical What are the possible How would you apply what What blood type can be How many chromosomes are
applications of phenotype of the offspring you have learned to improve found in an offspring if a present in human?
concepts and skills in from the cross of the parental the breeds of livestock in your mother has type A blood
daily living plants in problem no. 1? area? and the father has type B
blood?
H. Making What about in problem no. 2? What possible suggestions can What blood type can be How is sex determined and
generalizations and you give to animals breeders in found in an offspring if a inherited?
abstractions about the your area? mother has type AB blood
lesson and the father has type A
blood?
I. Evaluating learning What is incomplete What is codominance? What blood type can be What is the chromosomes of
dominance? found in an offspring if a male and female?
mother has type O blood
and the father has type B
blood?
J. Additional activities What is codominance? What is multiple alleles? What is sex chromosomes? What is sex linked genes?
for application or
remediation
V. REMARKS
VI. REFLECTION
2. No. of learners who earned 80%
on the formative assessment
3. No. of learners who require

additional activities for
remediation.
4. Did the remedial lessons work?

No. of learners who have caught
up with the lesson.
5. No. of learners who continue to

require remediation
6. Which of my teaching strategies

worked well? Why did these
work?
7. What difficulties did I encounter

which my principal or supervisor
can help me solve?
8. What innovations or localized

materials did I used/discover
wish I wish to share with other
teachers?
Prepared by:
ENRIQUETA G. MENESIS
Science Teacher

DAILY LESSON LOG Teacher Learning Area SCIENCE 9
Teaching Dates and Time Quarter FIRST
I. OBJECTIVES
Standards Genetic information is organized in genes on chromosomes
Traits of organisms are inherited through different patterns
Standards
3. Learning Explain the different Explain the different Identify the law that Identify the Identify the
Competencies / patterns of non- patterns of non- was not strictly components of a components of a
Objectives Mendelian inheritance Mendelian followed in the non- DNA molecules DNA molecules
Identify characters inheritance Mendelian inheritance Describe the Describe the location
whose inheritance Identify characters Describe the location location of genes in of genes in
does not conform with whose inheritance of genes in chromosomes chromosomes
predicted outcomes does not conform chromosomes Explain the Explain the
based on Mendel’s with predicted Explain the chromosomal basis chromosomal basis of
law of inheritance outcomes based on chromosomal basis of of inheritance inheritance
Solve genetic Mendel’s law of inheritance
problems related to inheritance
incomplete Solve genetic
dominance, problems related to
codominance, incomplete
multiple alleles, and dominance,
sex-linked traits codominance,
multiple alleles, and
sex-linked traits
II. CONTENT Hereditary: inheritance and Hereditary: inheritance Hereditary: inheritance and Hereditary: inheritance and Hereditary: inheritance and
Variation and Variation Variation Variation Variation
D. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM
Guide
6. Textbook N/A N/A N/A N/A N/A
E. Additional http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph
Materials from
Learning Resource
(LR) portal
F. Other Learning Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards,
Resources
IV. PROCEDURES
K. Reviewing previous Many genes have multiple What will be the sex of a Activity 5 Hemophilia is a disease Activity 6
lesson or presenting alleles. An example is ABO child produced when an egg WHEN GENDER MATTERS caused by a gene found on DNA MODELING
the new lesson blood type in humans. is fertilized by a sperm that the X chromosome. PP. 43-44
has Y chromosomes? Therefore, it is referred to
as a sex-linked disease. The
recessive allele causes the
disease. A man with
hemophilia marries a
woman that is homozygous
dominant for the trait.
Make a key for the trait.
XH=____________Xh =
_____________ A.
Illustrate using a Punnett
square the probability that
their children will have the
disease.
L. Establishing a purpose What is multiple alleles? What type of chromosomes What is the genotype of the Identify the genotype of a Identify the components of a
for the lesson must fertilize an egg to result male? male? Female? DNA molecule
in a female child? Construct a model of a DNA
M. Presenting examples/ Activity 3 Based on this Punnet Square, What is the genotype of the Will any of their children What are the common parts
instances of the lesson What is your Blood Type? what percent of children female? have the disease? of a nucleotide?
would you expect to be male?
N. Discussing new Given the blood types of the Which sex chromosomes is What is the chance that the Predict the probabilities of What is the one part of the
concepts and mother and child, identify the present in both male and child will be color blind? their children having the nucleotide that differs among
practicing new skills possible blood type of the female? disease. the other different
#1 father. nucleotides?
O. Discussing new Show the possible alleles that Infer which sex chromosomes What is the chance that a Predict the possible blood List the different kinds of
concepts and can be found in each offspring
practicing new skills and write the blood type for determines a person’s sex? daughter will be color blind? types of their children. nitrogen bases.
#2 each offspring.
P. Developing mastery Use the table to answer the What are the other factors that Have you seen a bald man? Explain why two of their What is the pairing
(Leads to Formative Assessment following questions, and list may influence the expression What about a bald woman? It children have a blood type arrangement of the
3) all possible blood types? of human sexuality? appears that gender matters for A while the other two have nitrogenous bases?
the other kinds of traits as well. blood type O.
Q. Finding practical What blood type can be found How many chromosomes are Can you give other examples of DNA: THE GENETIC Are there always going to be
applications of in an offspring if a mother has present in human? sex limited traits in animals? MATERIALS an equal number of adenine
concepts and skills in type A blood and the father and thymine nucleotides in a
daily living has type B blood? molecule? Why?
R. Making What blood type can be found How is sex determined and Predict the genotypic and What materials are genes Are there always going to be
generalizations and in an offspring if a mother has inherited? phenotypic ratios in the made? an equal number of guanine
abstractions about the type AB blood and the father offspring if the mother is bald and cytosine nucleotides in a
lesson has type A blood? and the father is not molecule? Why?
bald. Perform a cross using a
punnet square.
S. Evaluating learning What blood type can be found What is the chromosomes of In what way are sex-limited How does the genetic The side of the ladder are
in an offspring if a mother has male and female? and sex-influenced characters materials produce the made up of alternating ____
type O blood and the father similar? characteristics of an and _____ molecules. The
has type B blood? organism? steps (or rungs) of the ladder
are made up of ______ held
together by hydrogen bonds.
T. Additional activities What is sex chromosomes? What is sex linked genes? What is the main differences How is the genetic code What is DNA?
for application or between sex-limited and sex passed from parents to
remediation influenced traits? offspring?
V. REMARKS
VI. REFLECTION

remediation.

up with the lesson.

require remediation

work?

can help me solve?

teachers?
Prepared by:

DAILY LESSON LOG Teacher ENRIQUETA G. MENESIS Learning Area SCIENCE 9
Teaching Dates and Time JUNE 24-28, 2019/1:30-2:30/3:30-4:30 Quarter FIRST
I. OBJECTIVES
Standards

Standards
3. Learning Explain the Explain the Explain the importance Explain the Explain the
Competencies / importance of importance of of biodiversity importance of importance of
Objectives biodiversity biodiversity Find out how changes biodiversity biodiversity
Find out how changes Find out how changes in the environment can Find out how Find out how changes
in the environment in the environment affect species changes in the in the environment
can affect species can affect species extinction. environment can can affect species
extinction. extinction. Distinguish affect species extinction.
Distinguish Distinguish environmental changes extinction. Distinguish
environmental environmental that may result in the Distinguish environmental
changes that may changes that may loss of the species. environmental changes that may
result in the loss of result in the loss of changes that may result in the loss of
the species. the species. result in the loss of the species.
the species.
II. CONTENT
G. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM
Guide
H. Additional http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph
Materials from
Learning Resource
(LR) portal
I. Other Learning Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards,
Resources
IV. PROCEDURES
U. Reviewing previous SUMMATIVE TEST Pre-assessment Activity 2 Activity 3 Activity 4
lesson or presenting Photo quiz Measuring Population Density MAKING PREDICTIONS
Refer to pp. 51 Endangered but not
the new lesson
Extinct….Yet
V. Establishing a purpose Activity 1 Determine the pattern of Demonstrate using a Determine differences
for the lesson Index of diversity population distribution using simulation activity that between two hypothesis
mathematical formula habitat destruction can islands.
Compare the distribution contribute to species
patterns of the different extinction.
populations.
W. Presenting examples/ Measure species distribution Study the three patterns of Create teams of seven Imagine that you and your
instances of the lesson using with the mathematical population density, calculate members. friends are being sent to
way of expressing the amount the density of each population. explore two islands. The
of biodiversity and species islands are very similar in
distribution in a community. size, age, and location. But
lone has human populations
and the other does not have.
X. Discussing new This is an outdoor activity. Count the total number for each Designate two students as Predict what you will see in
concepts and Go to the area designated by population. the hunter two students as a each island.
practicing new skills the teacher. timer. Two students as
#1 counter and one students as
the leader.
Y. Discussing new Record the number of On a sheet of paper, prepare a Go to the area in the school Tabulate your predictions as
concepts and different species of trees table to record the data for grounds designated by the shown below.
practicing new skills present in the area. population density. teacher.
#2
Z. Developing mastery Go to the designated area Calculate the density of each What happen to the What did you predict you will
(Leads to Formative Assessment again. This time, make a list population. Record it in the toothpick grasshoppers over see in each island?
3) of the trees by assigning each table. time?
number as you walk it by.
AA. Finding Place x under tree 1 on your Compare the distribution What factors might account How would you explain the
practical applications list. If tree 2 is the same pattern of the three populations. for differences in the graphs differences that you will see
of concepts and skills species as tree 1, mark and or total number of in each islands?
in daily living another x under tree 1. toothpick grasshoppers in
each group?
BB.Making When a different species Which populations has the In nature, what environment Deforestation
generalizations and observe mark an O under that greatest density? factors might account for
tree on your list. differences in the total
abstractions about the number of grasshoppers?
lesson
CC.Evaluating learning Record in your data table. Infer from recorded data from What effects do you think Wildlife depletion
the possible causes for the will habitat reduction have
differences in the population on the toothpick
density. grasshopper’s population?
DD. Additional Calculate the index of What conditions could change Suggest a method for Water pollution
activities for diversity using the given the density of any of the testing your hypothesis in
application or formula. population? guide questions no. 12.
remediation
V. REMARKS
VI. REFLECTION

remediation.

up with the lesson.

require remediation

work?

can help me solve?

teachers?
Prepared by:
Science Teacher

Teaching Dates and Time JULY 1-5, 2019/1:30-2:30/3:30-4:30 Quarter FIRST
I. OBJECTIVES
Standards

Standards
3. Learning Explain the Explain the Explain the importance Explain the Explain the
Competencies / importance of importance of of biodiversity importance of importance of
Objectives biodiversity biodiversity Find out how changes biodiversity biodiversity
Find out how changes Find out how changes in the environment can Find out how Find out how changes
in the environment in the environment affect species changes in the in the environment
can affect species can affect species extinction. environment can can affect species
extinction. extinction. Distinguish affect species extinction.
Distinguish Distinguish environmental changes extinction. Distinguish
environmental environmental that may result in the Distinguish environmental
changes that may changes that may loss of the species. environmental changes that may
result in the loss of result in the loss of changes that may result in the loss of
the species. the species. result in the loss of the species.
the species.
II. CONTENT
J. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM
Guide
11. Learner’s Pages 50-71 Pages 50-71 Pages 50-71 Pages 50-71 Pages 50-71
Materials
K. Additional http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph
Materials from
Learning Resource
(LR) portal
L. Other Learning Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards,
Resources
IV. PROCEDURES
EE. Reviewing previous Have you eaten? Did you turn A major problem in lakes, Acid rain can be harmful to Review lesson in SUMMATIVE TEST
lesson or presenting on an electric light, ride a rivers and ponds is living things. It causes preparation to summative
the new lesson tricycle or a jeepney? eutrophication, one of the yellowing of leaves of trees and test.
effects of water pollution. cause leaves to fall. Examine
Figure 16. It summarizes the
effect of acid rain.
FF. Establishing a purpose When you do any of these Bodies of water are also Human activities and
for the lesson activities, you use one or more polluted with toxic wastes, overpopulation have caused
natural resources. Natural untreated sewage, and most of the environmental
resources are materials in the fertilizer run offs from farm problems nowadays.
environment that people use to lands. One class of dangerous
carry on with their lives. But chemicals present in water is
are you using these natural PCB (polychlorinated
resources wisely? biphenyl)
GG. Presenting Will the time come when At each level of the food This is a practice called
examples/ instances of these materials will no longer chain, the amount of PCB in sustainable development. This
the lesson be available to you? You each organism increases. means that a sustainable society
would probably have the same They are unable to excrete should live under the carrying
question in mind. PCB from their bodies. capacity of the environment.
Figure
HH. Discussing new The students probably need to At each level of the food The principal causes of
concepts and know more about some of the chain, the amount of PCB in deforestation are illegal
practicing new skills local and global each organism increases. logging, kaingin farming, forest
#1 environmental They are unable to excrete fires and conversion of
issues/problems that are also PCB from their bodies. agricultural lands to housing
affecting their community. Figure projects and typhoon.
II. Discussing new  Deforestation One of the Other pollutants found in  The major cause of wildlife
concepts and country’s environmental water are heavy metals such extinction is the loss of habitat.
practicing new skills problems is the rapid rate at as lead, mercury and in
#2 which trees are cut down. Did cadium. These metals come
you encounter the same from factories that dump their
problem in your community? wastes into rivers or lakes.
JJ. Developing mastery In the Philippines, the major Air Pollution Figure 12 shows  Coral reef destruction is
(Leads to Formative Assessment causes of deforestation are: the harmful pollutants present caused by dynamite fishing and
3)  Kaingin farming  Illegal in air. muro-ami, while mangrove
logging  Conversion of destruction is caused by
agricultural lands to housing overharvesting and conversion
projects  Forest fires  of the area into other uses.
Typhoons
KK. Finding As a consequence of cutting Factories and power plants Give students tips on how to
practical applications down trees, the following that burn coal are also major prepare the timeline.(Suggested
of concepts and skills effects could take place: contributors to air pollution. methods are given) For the
in daily living  Soil erosion  Floods  students: a. Decide what the
Decrease in wildlife resources timeline will include. b. Make a
that will eventually lead to list of events to include c.
extinction Decide when it will begin and
end. (8 to 15 events is a good
number to include for most
timelines) d. Aim to present a
well-rounded history. e. Layout
the timeline. f. Choose any
available multimedia material.
LL. Making  Wildlife Depletion Destruction of Coastal Evaluate the timelines using the
generalizations and Resources Coral reefs and suggested attached
abstractions about the Figure 5 Kaingin farming coastal mangrove forests in
lesson Figure 6 Forest hit by the Philippines serve as
typhoon breeding grounds and
As human population gets nurseries of marine fishes.
bigger, huge space is needed
for shelter, for growing crops
and for industries.
MM. Evaluating Deforestation is one of the What are the different causes Evaluate the timelines using the
learning major causes of the of coastal destruction? suggested attached
disappearance of wildlife
species.
NN. Additional What happens to animal  Acid Precipitation Acid Evaluate the timelines using the
activities for populations? precipitation is commonly suggested attached.
application or known as acid rain. Rainwater
remediation is normally acidic, because
carbon dioxide is normally
present.
V. REMARKS
VI. REFLECTION

remediation.

up with the lesson.

require remediation

work?
can help me solve?

teachers?
Prepared by:
Science Teacher

Teaching Dates and Time JULY 8-12, 2019/1:30-2:30/3:30-4:30 Quarter FIRST
I. OBJECTIVES
Standards Structure and function of plant parts and organelles involved in photosynthesis
Structure and function of the mitochondrion as the main organelles involved in respiration
Standards Design and conduct an investigation to provide evidence that plants can manufacture their own food.
3. Learning Identify the cell Identify the cell Explain the phases Explain the phases Explain the phases
Competencies / structure and structure and involved in involved in involved in
Objectives functions of plants functions of plants photosynthesis and photosynthesis and photosynthesis and
involved in the food involved in the food cellular respiration. cellular respiration. cellular respiration.
making process. making process. Describe how the Describe how the Describe how the
Identify the raw Identify the raw materials and energy materials and materials and energy
materials needed for materials needed for flow in the ecosystem. energy flow in the flow in the
photosynthesis. photosynthesis. Analyze the ecosystem. ecosystem.
Explain the phases Explain the phases importance of Analyze the Analyze the
involved in involved in photosynthesis on the importance of importance of
photosynthesis and photosynthesis and photosynthesis on
quality and quantity of photosynthesis on the
cellular respiration cellular respiration the quality and
harvest. quality and quantity
quantity of harvest. of harvest.
.
II. CONTENT PHOTOSYNTHESIS CELLULAR GLYCOLYSIS SUMMATIVE TEST LAC SESSION
RESPIRATION
M. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM
Guide
Materials
N. Additional http://www. Lrmds.gov.ph http://w²ww. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph
Materials from
Learning Resource
(LR) portal
O. Other Learning Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards,
Resources
IV. PROCEDURES
OO. Reviewing WHAT is photosynthesis? What is cellular respiration? How will you describe the flow SUMMATIVE TEST IN LAC SESSION
previous lesson or of electrons? SCIENCE 9
presenting the new
ECOSYSTEM: LIFE
ENERGY
lesson
PP. Establishing a purpose What are the raw material in What is glycolysis? What do you think is the
for the lesson photosynthesis? important of NADH AND
FAHH in the process?
QQ. Presenting What are the finish product? What is kerb cycle? What is the final acceptor of
examples/ instances of the electron in the process?
the lesson
RR.Discussing new What are the two stages of What is electron transport What compound is formed
concepts and photosynthesis? chain? when the electron combines
practicing new skills with the last acceptors?
#1
SS. Discussing new What are the chemical ACTIVITY 4 ACTIVITY 6

concepts and equation of photosynthesis?
THE POWER HOUSE! COMPARING
practicing new skills
PHOTOSYNTHESIS AND
#2
RESPIRATION
TT. Developing mastery ACTIVITY 1 ACTIVITY 5 What is the comparison?

(Leads to Formative Assessment WHAT ARE THE LET US RECHARGE!
3) STRUCTURES INVOLVED
IN THE FOOD MAKING
PROCESS IN PLANTS?
UU. Finding LEARNING STATION 1: Which of the terms found in Where the respiration happen?
practical applications PLANTS STRUCTURE FOR the diagram is considered a
of concepts and skills PHOTOSYNTHESIS? process?
in daily living
VV. Making Learning station 2: In which part of the cell does What is the similarities?
generalizations and Raw materials and end the process take place?
abstractions about the products of photosynthesis
lesson
WW. Evaluating Learning station 3: What is the raw material? What is the equation of
learning understanding the process of respiration?
food making
XX. Additional Learning station 3: What is the product? What are the 3 steps in
activities for understanding the process of respiration?
application or food making
remediation
V. REMARKS
VI. REFLECTION

remediation.

up with the lesson.

require remediation

work?

can help me solve?

teachers?
Prepared by:
Science Teacher
Teaching Dates and Time JULY 15-19, 2019/1:30-2:30/3:30-4:30 Quarter SECOND
I. OBJECTIVES
Standards Understand the development of atomic models that led to the description of the behaviour of electrons within atoms.

Standards
3. Learning Describe how the Borh Describe how the Borh Describe how the Borh Describe how the Describe how the
Competenci model of the atom model of the atom model of the atom Borh model of the Borh model of the
es / improved Rutherford’s improved Rutherford’s improved Rutherford’s atom improved atom improved
Objectives atomic model. atomic model. atomic model. Rutherford’s atomic Rutherford’s atomic
Explain how the Explain how the Explain how the model. model.
Quantum Mechanical Quantum Mechanical Quantum Mechanical Explain how the Explain how the
Model of the atom Model of the atom Model of the atom Quantum Mechanical Quantum Mechanical
describes the energies describes the energies describes the energies Model of the atom Model of the atom
and positions of the and positions of the and positions of the describes the energies describes the energies
electrons electrons electrons and positions of the and positions of the
electrons electrons
II. CONTENT ELECTRON STRUCTURE ELECTRON STRUCTURE ELECTRON ELECTRON STRUCTURE ELECTRON STRUCTURE
OF MATTER OF MATTER STRUCTURE OF OF MATTER OF MATTER
MATTER
III. LEARNING
RESOURCES
P. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM
Guide
Materials
Q. Additional http://www. Lrmds.gov.ph http://w²ww. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph
Materials from
Learning
Resource (LR)
portal
R. Other Learning Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards,
Resources
IV. PROCEDURES
YY. Reviewing How does Bohr’s atomic ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 SCHOOL INTRAMURALS
previous lesson or model differ from Rutherford’s THE FLAME TEST PREDICTING THE 2019
presenting the new model? What is the basis for PROBABLE LOCATION OF ELECTRON
the quantum mechanical model AN ELECTRON CONFIGURATIONS
lesson
of the atom? How are
electrons arranged in the atom?
ZZ. Establishing a Pre-assessment Determine the characteristic Describe how it is likely to find Write the electron
purpose for the colors that metal salts emit, the electron in an atom by configuration of the
lesson Relate the colors emitted by probability. elements in the third period
metals salts to the structure of Determine the pattern of
the atom. filling the orbitals based on
the given distribution for
the first 10 elements
Devise rules in filling up
the orbitals.
AAA. Presenting Since this is the first activity of Why do you think are there Follow the procedure of the Follow the procedure of the
examples/ the class, the teacher may different colors emitted? activity. activity.
instances of the conduct a pre-lab discussion
lesson on the earlier concepts of the
atomic structure.
BBB. Discussing Let the students do the activity. What particles in the heated Record the data and calculate Do you see patterns in the
new concepts and compounds are responsibles for the percent probability. distribution of their
practicing new the production of the colored electrons?
skills #1 lights?
CCC. Discussing Make sure that all materials How did the scientists explain Based on your graph, what is What are these patterns you
new concepts and needed are ready. the relationship between colors the distance with the highest have observed?
practicing new observed and the structures of probability of finding the dot?
skills #2 the atom?
DDD. Developing The teacher will prepare the 3 How did Bohr explain what you How many dots are found in What do you think are some
mastery M Hydrochloric acid solution observed in activity 1? the area where there is the rules that apply in filling up
(Leads to Formative ahead of time. (If not highest probability of finding the orbitals for the elements
Assessment 3) available, use a commercial dots? from atomic number 1 to
muriatic acid). 18?
EEE. Finding Remind the students that boron Explain how your observation in How are your results similar to Based on the activity, you
practical is not a metal. It is a metalloid activity 1 relates to Bohr model the distribution of electrons in were able to write the
applications of . of the atom. an atom? electron configuration of an
concepts and skills elements using the periodic
in daily living table as a guide.
FFF. Making Write the safety and Which illustration below Based on table 2, how many
generalizations and precautionary measures on the represents the energy of the types of orbitals are in principal
abstractions about board. electron as described by Bohr? energy level three?
the lesson
GGG. Evaluating For time management, it is Which illustration below How many atomic orbitals are
learning ideal that each activity will be represents the energy of the in the highest sublevel of
given one (1) hour for both the electron as described by Bohr principal energy level three?
activity proper and concept
processing provided that the
teacher has complete
resources.
HHH. Additional Safety and Disposal: Which illustration below How many atomic orbitals are
activities for  Wear goggles, gloves and a represents the energy of the in the highest sublevel of
application or safety apron while performing electron as described by Bohr principal energy level three?
remediation the activity.  Do this activity
in a well-ventilated area. 
Hydrochloric acid is corrosive.
 Ethanol is flammable and
should therefore be handled
with care unless necessary,
keep it away from fire  Be
careful to extinguish all
matches after use.
V. REMARKS
VI. REFLECTION
37. No. of learners who earned
80% on the formative
assessment

remediation.
39. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson.
40. No. of learners who

continue to require
remediation
41. Which of my teaching

strategies worked well?
Why did these work?
42. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
43. What innovations or

localized materials did I
used/discover wish I wish to
share with other teachers?
Prepared by:
Science Teacher

Teaching Dates and Time JULY 22-26, 2019/1:30-2:30/3:30-4:30 Quarter SECOND
I. OBJECTIVES
Standards Understand the development of atomic models that led to the description of the behaviour of electrons within atoms.

Standards
3. Learning Describe how the Borh Describe how the Borh Describe how the Borh Describe how the Describe how the
Competenci model of the atom model of the atom model of the atom Borh model of the Borh model of the
es / improved Rutherford’s improved Rutherford’s improved Rutherford’s atom improved atom improved
Objectives atomic model. atomic model. atomic model. Rutherford’s atomic Rutherford’s atomic
Explain how the Explain how the Explain how the model. model.
Quantum Mechanical Quantum Mechanical Quantum Mechanical Explain how the Explain how the
Model of the atom Model of the atom Model of the atom Quantum Mechanical Quantum Mechanical
describes the energies describes the energies describes the energies Model of the atom Model of the atom
and positions of the and positions of the and positions of the describes the energies describes the energies
electrons electrons electrons and positions of the and positions of the
electrons electrons
II. CONTENT ELECTRON STRUCTURE ELECTRON STRUCTURE ELECTRON ELECTRON STRUCTURE ELECTRON STRUCTURE
OF MATTER OF MATTER STRUCTURE OF OF MATTER OF MATTER
MATTER
III. LEARNING
RESOURCES
S. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM
Guide
Materials
T. Additional http://www. Lrmds.gov.ph http://w²ww. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph
Materials from
Learning
Resource (LR)
portal
U. Other Learning Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards,
Resources
IV. PROCEDURES
Reviewing previous lesson ACTIVITY 3 SUMMATIVE TEST IN UNIT Studying this module will LAC SESSION
or presenting the new lesson 2 certainly increase your
ELECTRON MODULE 1: ELECTRONIC understanding about matter.
CONFIGURATIONS STRUCTURE OF MATTER
Establishing a purpose for Write the electron
the lesson configuration of the elements
in the third period
Determine the pattern of filling
the orbitals based on the given
distribution for the first 10
elements
Devise rules in filling up the
orbitals.
Presenting examples/ Follow the procedure of the
instances of the lesson activity.
Discussing new concepts Do you see patterns in the

and practicing new skills #1 distribution of their electrons?
Discussing new concepts What are these patterns you

and practicing new skills #2 have observed?
Developing mastery What do you think are some

(Leads to Formative rules that apply in filling up
Assessment 3) the orbitals for the elements
from atomic number 1 to 18?
Finding practical Based on the activity, you
applications of concepts and were able to write the electron
skills in daily living configuration of an elements
using the periodic table as a
guide.
III. Making Which illustration below
generalizations and represents the energy of the
abstractions about electron as described by Bohr?
the lesson
JJJ. Evaluating learning For time management, it is

ideal that each activity will be
given one (1) hour for both the
activity proper and concept
processing provided that the
teacher has complete
resources.
KKK. Additional Safety and Disposal:
activities for  Wear goggles, gloves and a
application or safety apron while performing
remediation the activity.  Do this activity
in a well-ventilated area. 
Hydrochloric acid is corrosive.
 Ethanol is flammable and
should therefore be handled
with care unless necessary,
keep it away from fire  Be
careful to extinguish all
matches after use.
V. REMARKS
VI. REFLECTION
44. No. of learners who earned
80% on the formative
assessment

remediation.
46. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson.
47. No. of learners who

continue to require
remediation
48. Which of my teaching

strategies worked well?
Why did these work?
49. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
50. What innovations or

localized materials did I
used/discover wish I wish to
share with other teachers?
Prepared by:
Science Teacher

Teaching Dates and Time JUL. 29-AUG. 2, 2019/1:30-2:30/3:30-4:30 Quarter SECOND
I. OBJECTIVES
Content Standards The learners demonstrate understanding of…
How atoms combine with other atoms by transferring or by sharing electrons
Forces that holds metals together
Performance Standards The learners should be able to …
Learning Competencies / Explain the formation Explain the formation of Explain the formation Explain the Explain the formation
Objectives of ionic and covalent ionic and covalent of ionic and covalent formation of ionic of ionic and covalent
bonds. bonds. bonds. and covalent bonds. bonds.
Recognize different Recognize different Recognize different Recognize different Recognize different
types of compounds types of compounds types of compounds types of compounds types of compounds
(ionic or covalent) (ionic or covalent) based (ionic or covalent) (ionic or covalent) (ionic or covalent)
based on their on their properties such based on their based on their based on their
properties such as as melting point, properties such as properties such as properties such as
melting point, hardness, polarity and melting point, melting point, melting point,
hardness, polarity and electrical and thermal hardness, polarity and hardness, polarity hardness, polarity and
electrical and thermal conductivity. electrical and thermal and electrical and electrical and thermal
conductivity. Explain properties of conductivity. thermal conductivity.
Explain properties of metals in terms of their Explain properties of conductivity. Explain properties of
metals in terms of structure. metals in terms of their Explain properties metals in terms of
their structure. Explain how ions are structure. of metals in terms their structure.
Explain how ions are formed. Explain how ions are of their structure. Explain how ions are
formed. formed. Explain how ions formed.
are formed.
II. CONTENT CHEMICAL BONDING CHEMICAL BONDING CHEMICAL BONDING CHEMICAL BONDING CHEMICAL BONDING
III. LEARNING
RESOURCES
References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM
Teacher’s Guide Pages 111-126 Pages 111-126 Pages 111-126 Pages 111-126 Pages 111-126
Learner’s Materials Pages 111-126 Pages 111-126 Pages 111-126 Pages 111-126 Pages 111-126
Textbook N/A N/A N/A N/A N/A
Additional Materials from http://www. Lrmds.gov.ph http://w²ww. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph
Learning Resource (LR)
portal
Other Learning Resources Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards, Laptop,tv, flashcards,
IV. PROCEDURES
Reviewing previous lesson Activity 1: Mapping the Activity 2: Lewis SYMBOL Activity 3: Bonding by Activity 4: Bonding by Activity 5: Bonding Among
or presenting the new lesson Periodic Table Transfer of Electrons Sharing of Electrons Metals
Establishing a purpose for Identify the number of valence Write the Lewis Symbol of the Illustrate how an ionic bond is Explain how covalent Make a model of a metallic
the lesson electrons of atoms.  Compare common metals and non-metals. formed. bonding takes place. bond.  Relate the properties
the electronegativity and Show the relationship among the Show how ions are formed. Illustrate the sharing of of metals to the kind of bond
ionization energy values of number of valence electrons, electrons. they are made of.
metals and nonmetals. electronegativity, and ionization
energy.
Presenting examples/ Locate the metals, non-metals, Use the given periodic table to Select a metallic and a non- Show how the sharing of Recall from Activity 3 how
instances of the lesson and noble gases in figure 1. determine the number of valence metallic element. Write the electrons form covalent metals behave to attain
Color the area with metallic electrons. Lewis Symbol of the selected bond in the following stability.
elements blue; the non- elements. Take note of the compounds
metallic elements yellow; and electronegativity value of both
the noble gases green. elements. Subtract the
electronegativity value of the
metallic element from the non-
metallic element.
Discussing new concepts Where can you find metals, Discuss theTable 1. Lewis What kind of element forms Table 2. Types of Covalent Visualize what will happen to
and practicing new skills #1 non-metals, and noble gases in Symbols of Some Elements action after ionic bonding? Bonds a group of metallic atoms.
the periodic table of elements?
Discussing new concepts Where can you find metals, Arrange these elements in What kind of element forms How do covalent bonds Prepare a model that will
and practicing new skills #2 non-metals, and noble gases in increasing: a. valence electrons anion after ionic bonding? form between atoms? represent a metallic bond.
the periodic table of elements? b. electronegativity values. c. You may draw it.
Ionization energy.
Developing mastery Which number will give you What do you notice with the Why do ions form after ionic What kind of element What do you think will make
(Leads to Formative an idea on the number of number of valence electrons, bonding? usually forms covalent bonding among metals
Assessment 3) valence electrons? electronegativity values and bond? Is it possible for possible?
ionization energies of the metals and non-metals
elements? to form nonpolar covalent
bond? Why? How about
polar covalent bond?
Why?
Finding practical What do you notice in the What kind of element has the Did the atoms attain stability Why is it that diatomic In Table 3, list down the
applications of concepts and number of valence electrons of greatest tendency to attract after ionic bonding? Explain molecules always form metallic properties that you
skills in daily living metals, nonmetals, and noble electrons? Why? you answer. nonpolar covalent bonds? know and try to explain why
gases? metals possess those
properties.
Making generalizations and What kind of element has: a. What kind of element requires How can you tell that ionic Differentiate polar covalent Complete the table below.
abstractions about the lesson less than 4 valence electrons? high energy to remove its bonding will take place bond from nonpolar
b. more than 4 valence valence electrons? Why? between metals and non- covalent bond. Table 5: Types of Chemical
electrons? c. low metals? bonds
electronegativity? d. high
electronegativity? e. low
ionization energy? f. high
ionization energy?
Evaluating learning What kind of element has: a. Examine the periodic table Will all combinations of metals Is it possible that metals Complete the table below.
less than 4 valence electrons? below. Does it verify your and non-metals form ionic form bonds with one
b. more than 4 valence answers in Q1 and Q2? bond? Why? another? Can you visualize Table 5: Types of Chemical
electrons? c. low how it will be? The next
electronegativity? d. high activity will ask you to
electronegativity? e. low make a representation of
ionization energy? f. high how you think metallic
ionization energy? bonding takes place.
Additional activities for What kind of element has: a. Ionization Energy of the Main- Will all combinations of metals Is it possible that metals Complete the table below.
application or remediation less than 4 valence electrons? Group Elements in kJ/mo and non-metals form ionic form bonds with one
b. more than 4 valence bond? Why? another? Can you visualize Table 5: Types of Chemical
electrons? c. low how it will be? The next
electronegativity? d. high activity will ask you to
electronegativity? e. low make a representation of
ionization energy? f. high how you think metallic
ionization energy? bonding takes place.
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% on the
formative assessment
No. of learners who require additional

activities for remediation.
Did the remedial lessons work? No. of

learners who have caught up with the
lesson.
No. of learners who continue to require

remediation
Which of my teaching strategies

worked well? Why did these work?
What difficulties did I encounter which

my principal or supervisor can help me
solve?
What innovations or localized materials

did I used/discover wish I wish to share
with other teachers?
Prepared by:
Science Teacher

WEEKLY HOME PLAN Filipino 7 September 26-30

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

WEEKLY HOME PLAN Filipino 7 September 26-30

Uploaded by

Copyright:

Available Formats

GRADE 10 GADGARAN INTEGRATED SCHOOL Grade GRADE 10

DAILY LESSON LOG School

WEEKLY LEARNING PLAN

WEEK 2 LEARNING AREA:: FILIPINO 7

DAY OBJECTIVES TOPICS CLASSROOM HOME-BASED ACTIVITIES

5 Magtanin ka nang Mabuti, Mag-aani Gumawa ng mga pangungusap ng

Repeat WLP, PHIL IRI was conducted last week.

Session 1 Session 2 Session 3 Session 4 Session 5

2. Performance The learners should be able to …

III. LEARNING RESOURCES

A. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM

3. Textbook N/A N/A N/A N/A

B. Additional http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph http://www. Lrmds.gov.ph

3. No. of learners who require

4. Did the remedial lessons work?

5. No. of learners who continue to

6. Which of my teaching strategies

7. What difficulties did I encounter

8. What innovations or localized

GRADE 9 School GADGARAN INTEGRATED SCHOOL Grade Level GRADE 9

Session 1 Session 2 Session 3 Session 4 Session 5

III. LEARNING RESOURCES

D. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM

6. Textbook N/A N/A N/A N/A N/A

10. No. of learners who require

11. Did the remedial lessons work?

12. No. of learners who continue to

13. Which of my teaching strategies

14. What difficulties did I encounter

15. What innovations or localized

GRADE 9 School GADGARAN INTEGRATED SCHOOL Grade Level GRADE 9

Session 1 Session 2 Session 3 Session 4 Session 5

2. Performance The learners should be able to …

III. LEARNING RESOURCES

G. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM

9. Textbook N/A N/A N/A N/A N/A

17. No. of learners who require

18. Did the remedial lessons work?

19. No. of learners who continue to

20. Which of my teaching strategies

21. What difficulties did I encounter

22. What innovations or localized

GRADE 9 School GADGARAN INTEGRATED SCHOOL Grade Level GRADE 9

Session 1 Session 2 Session 3 Session 4 Session 5

2. Performance The learners should be able to …

III. LEARNING RESOURCES

J. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM

12. Textbook N/A N/A N/A N/A N/A

24. No. of learners who require

25. Did the remedial lessons work?

26. No. of learners who continue to

27. Which of my teaching strategies

29. What innovations or localized

GRADE 9 School GADGARAN INTEGRATED SCHOOL Grade Level GRADE 9

Session 1 Session 2 Session 3 Session 4 Session 5

M. References SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM SCIENCE 9 LM

14. Textbook N/A N/A N/A N/A N/A

SS. Discussing new What are the chemical ACTIVITY 4 ACTIVITY 6

TT. Developing mastery ACTIVITY 1 ACTIVITY 5 What is the comparison?

31. No. of learners who require

32. Did the remedial lessons work?

33. No. of learners who continue to

34. Which of my teaching strategies

35. What difficulties did I encounter