Lesson Plan For Grade 9

School Sto.
Tomas National High School Grade Level Grade 9

GRADES 1 to 12
Teacher ARACELI K. TAMIRAY Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time June 11-15, 2018 Quarter First Quarter
June 11- 13 (Monday & Wednesday) June 14 (Thursday) June 12 & 15 (Tuesday and
Friday )
I. OBJECTIVES
A. Content Standards The learners demonstrates 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 systems.
B. Performance The learners shall be able to:
Standard Conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers
C. Learning The learners shall be able to:
Competencies Write Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different
the LC code for each parts of the body. S9LT-la-b26
II. CONTENT. Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
Subject Matter THE HUMAN BREATHING SYSTEM AND MECHANISM AND ACTIVITIES OF THE No Classes – Celebration of
ITS FUNCTION LUNGS AND THE DIAPHRAGM the INDEPENDENCE DAY
and EDIL FITR
Specific Objectives 1. Identify the different parts of the breathing system 1. Explain how the lungs work; and
and its specific function; and 2. Describe how the movement of the diaphragm helps
2. Trace the flow or passage of air in the human the air go in and out of the lungs.
breathing system.
Instructional 1. Interaction Instruction (Cooperative Learning) 1. Interaction Instruction (Cooperative Learning)
Strategies 2. Experiential Instruction(experiment) 2. Experiential Instruction(experiment)
3. Direct instruction (compare and contrast and 3. Direct instruction (lecture)
lecture)
Instructional 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks, worksheets,
Materials modules) modules)
2. Graphic Organizers/2D (pictures) 2. Graphic Organizers/2D (pictures)
III. LEARNING RESOURCES. List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative
1
materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials & Teachers Guide
1. Teacher’s Guide pp. 3-4 pp. 5-6
pages
2. Learners Material pp. 2-4 pp. 6-8
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) portal.
5. Other Learning
Resource
IV. PROCEDURES These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusion about what they leaned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing  Show pictures and the students will identify  Review the previous lesson on the essential
previous lesson or what parts of the human respiratory system parts of the breathing system and their function.
presenting the new are involved.
lesson.
ELICIT (The
activities in this
section will evoke or
draw out prior
concepts of or
experiences from the
students)
B. Establishing a  Tell the students breathe in and out. And tell  Tell the students if they have you experienced
purpose for the them to notice their chest and belly moving being in a jam-packed jeepney. Where you
lesson. and feel the soft air passing from the nose. almost certainly could not wait to get out where
Listen to the quiet sounds of breathing in there are fewer people so you could freely
C. Presenting and out move.
examples/instances
2
of the new lesson.  Ask the importance of breathing in and  Tell also that this is analogous to the process
breathing out in humans. that makes air move in and out of your lungs.
ENGAGE (The The air molecules are either crowded outside
activities in this  Present the content and the objectives of the and tend to get into the lungs where there are
section will stimulate lesson. fewer air molecules (inhalation), or they tend to
their thinking and get outside because they are too crowded
help them access inside the lungs (exhalation).
and connect prior
knowledge as a
jumpstart to the
present lesson.)
D. Discussing the  The students will do activity 1. “What a  The students will do activity 2 in their Learner’s
new concepts and Bunch of Grapes” in their Learner’s Material Material on pages 6-8 for them to understand
practicing new skills on pages 3-5 for them to identify the key how the lungs work and how the movement of
#1 parts of the breathing system and describe the diaphragm helps the air go in and out of the
the function of each part. lungs.
E. Discussing the
new concepts and  Students will examine the bunch of grapes  The students will discover each part of the
practicing new skills and compare it with the different parts of the constructed lung model represent. What will
#2 human breathing system. Let the bunch of happens as they pull down the balloon at the
grapes represent the breathing system. bottom of the model, push up the balloon and
EXPLORE (In this how does the movement of the diaphragm
section, students will  Students will gently take out some of the cause the air to go in and out of the lungs.
be given time to grapes to expose more of the branching
think, plan, stems (bronchioles). Observe its structure.
investigate, and
organize collected  The students will answer the guide questions
information ; or the of the activity as they go over and perform
performance of the the different procedures.
planned/prepared
activities from the
student’s manual with
data gathering and
Guide questions)
F. Developing Explain to the students that: Explain to the students that:
3
mastery
(Leads to formative  The main stem as the trachea, the large  Students will understand that when we breathe
assessment 3) branching stems as the bronchi, and all the in, our diaphragm muscle contracts downward
little stems as the bronchioles. The individual and rib muscles pull upward causing air to fill up
EXPLAIN (In this grapes are the airsacs or alveoli. the lungs.
section, students will
be involved in an  Air moves from the nose (nasal cavity) and  When our diaphragm goes lower and ribs shift
analysis of their mouth (oral cavity) to the trachea, bronchi, up, they provide more breathing space in your
exploration. Their bronchioles, and then into the alveoli (air chest.
understanding is sacs). The air we breathe carries the gas
clarified and modified oxygen. When we breathe, the oxygen goes  This also reduces the force on your lungs so
because of reflective to the lungs the air will move in from the outside. Breathing
activities)/Analysis of out is a reverse process. Our diaphragm
the gathered data loosens up and the ribs and lungs thrust in,
and results and be causing the gas to be exhaled.
able to answer the
Guide Questions
leading to the focus
concept or topic of
the day.
4
G. Finding practical Discuss the following key concepts. Discuss the following key concepts.
application of  Respiratory system is made up of the  When we breathe in or inhale, the diaphragm
concepts and skills in organs in the body that help us to breathe. muscle contracts. Inhaling moves the
daily living.  Respiration is linked to breathing. diaphragm down and expands the chest cavity.
 The parts of the respiratory system that are
in charge of supplying oxygen are the nose,  Simultaneously, the ribs move up and increase
H. Making nasal passageways, windpipe, lungs, and the size of the chest cavity. There is now more
generalization and diaphragm. space and less air pressure inside the lungs. Air
abstraction about the  In the nose and nasal passages, the pushes in from the outside where there is a
lesson. entering air is made warm, damp, and clean higher air pressure. It pushes into the lungs
of unknown particles. where there is a lower air pressure.
ELABORATE  Next, the air moves down through the
( This section will trachea, bronchi, bronchioles, and alveoli.  When we breathe out, or exhale, the diaphragm
give students the  Trachea is the empty tube that serves as muscle relaxes. The diaphragm and ribs return
opportunity to expand passageway of air into the lungs. to their original place. The chest cavity returns
and solidify /  Bronchi are the two branching tubes that to its original size. There is now less space and
concretize their connect the trachea to the lungs. greater air pressure inside the lungs. It pushes
understanding of the  Bronchioles are the hairlike tubes that the air outside where there is lower air
concept and / or connect to the alveoli. pressure.
apply it to real –world  Alveoli are the airsacs that allow gas
situation) exchange in the lungs.
I. Evaluating learning Evaluate students understanding of the concept by Evaluate students understanding of the concept by
giving formative assessment. giving formative assessment.
EVALUATION
( This section will Multiple Choice True or False
provide for concept
check test items and 1. Our body couldn’t breathe without this system. 1. When we breathe in, our diaphragm muscle contracts
answer key which are Which one is it? upward and rib muscles pull upward causing air to fill up
aligned to the  a. Perspiration system b. Respiratory system the lungs.
learning objectives - c. Photosynthesis d. Urinary system 2. In the exchange of air in our lungs, the air pushes in
content and  2. Which of the following does NOT belong to the from the outside where there is a higher air pressure.
performance conducting portion of the respiratory system? 3. When we breathe out, or exhale, the diaphragm
standards and  a. alveoli b. bronchioles muscle relaxes.
address  c. nose d. pharynx
misconceptions – if  3. The exchange of gases occurs in the____
5
any)  a. trachea b. bronchioles
 c. alveoli d. bronchus
J. Additional activities
for application or  Extend the discussions to the students, why do
remediation. we believe that life is possible only on planets
where oxygen is present?
EXTEND ( This  Oxygen is necessary for life to exist. Without it,
sections give the cells in the body would not be able to
situation that explains release the energy in food for power, and they
the topic in a new would die within minutes. When we inhale air,
context , or integrate our respiratory system gets oxygen. When we
it to another exhale, carbon dioxide is released.
discipline / societal
concern)
V. REMARKS
VI. REFLECTION. Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
Reflection as of June 4-8, 2018
June 4 5 6 7 8
Orientation setting of Getting to know each Practice of Cordillera, orientation on bullying Giving an overview on the
standards classroom rules other, expectations Baguio Hymn and Baguio and school discipline - curriculum content for science 9
and regulations - carried and concerns - March - carried carried per quarter and its particular
carried modules per unit. - carried
6
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation who
scored below 80%
C. Did the remedial
lesson worked? 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 this work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized material
did I use/discover
which I wish to share
with other teachers?
Prep. By: ARACELI K. TAMIRAY Checked By: ROSANNA D. DIZON

G9 – Science Teacher School Principal
7
School Sto. Tomas National High School Grade Level Grade 9
GRADES 1 to 12
DAILY LESSON LOG
June 18- 19 (Monday & Tuesday June 20-21 (Wednesday & Thursday) June 22 (Friday )
I. OBJECTIVES
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.
Standard Conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers
Competencies Write Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different
the LC code for each parts of the body. S9LT-la-b26
Subject Matter LUNGS FUNCTION IN THE BREATHING GAS EXCHANGE IN THE RESPIRATORY AND COMPONENTS OF THE
SYSTEM CIRCULATORY SYSTEM CIRCULATORY SYSTEM
Specific Objectives 1. Explain how the lungs work; and 1. Describe blood flow and gas exchange within the 1. Identify the components of the
2. Describe how the movement of the diaphragm circulatory and respiratory systems. circulatory system and its specific
helps the air go in and out of the lungs. 2. Explain the mechanism of how the respiratory and function; and
circulatory systems work together. 2. Explain the different types of
circulation.
Instructional 1. Interaction Instruction (Cooperative Learning) 1. Direct instruction (lecture) 1. Direct instruction (lecture)
Strategies 2. Experiential Instruction(experiment) 2. Indirect Instruction (concept formation and 2. Indirect Instruction (concept
3. Direct instruction (lecture) reflective discussion) formation and reflective discussion)
8
3. Interactive Instruction (cooperative learning) 3. Interactive Instruction (cooperative
4. Experiential Instruction (role play and simulations.) learning)
4. Experiential Instruction
(experiments, and graphic organizer)
Instructional 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks,
Materials modules) modules) worksheets, modules)
2. Graphic Organizers/2D (pictures) 2. Audio-Visual (power point) 2. Graphic Organizers/2D (pictures)
2. Audio-Visual (power point) 3. Interactive Web resources 4. Audio-Visual (power point)
5. Interactive Web resources
A. References G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials &
Teachers Guide
1. Teacher’s Guide pp. 5-6 pp. 7-8 pp. 8-10
pages
2. Learners Material pp. 6-8 pp. 9-10 pp. 11-15
pages
3. Textbook pages
4. Additional materials from
Learning Resource (LR) portal.
5. Other Learning http://www.glencoe.com/sites/common_assests/health
Resource _fitness/gln_health_fitness_zone_/pdf/heart_rate_mo
nitor_activities/the _heart/the_heart_activity 2.pdf
A. Reviewing
previous lesson or  Review previous lesson on the essential  Review previous lesson on how lungs work in  Give true or false questions
presenting the new parts of the breathing system and their the breathing system. regarding previous lesson as
lesson. specific function. a review. This simple activity
will be done per column.
ELICIT (The  Also ask the pathway of air in the human
activities in this breathing system.
draw out prior
concepts of or
9
students)
B. Establishing a
purpose for the  Tell the students if they have experienced  How does the exchange of gas take place in  Ask, what are the different
lesson. being in a jam-packed jeepney. Where the respiratory and circulatory system? components of the circulatory
they almost certainly could not wait to get system?
C. Presenting out where there are fewer people so they
examples/instances could freely move.  Show pictures of the different
of the new lesson. parts of the circulatory system
 Tell also that this is analogous to the for them to visualize each
ENGAGE (The process that makes air move in and out of component.
activities in this their lungs. The air molecules are either
section will stimulate crowded outside and tend to get into the
their thinking and lungs where there are fewer air molecules
help them access (inhalation), or they tend to get outside
and connect prior because they are too crowded inside the
knowledge as a lungs (exhalation).
jumpstart to the
present lesson.)
10
D. Discussing the
new concepts and  The students will do activity 2. Entitled  The students will perform activity 3. Entitled  The students will perform
practicing new skills “Bottled Ballons” in their Learner’s Material “Just go with the flow” in their Learners activity 4. Entitled “Let’s
#1 on pages 6-8 for them to understand how Material on pages 8-9 for them to learn more Organize!” in their Learners
the lungs work and how the movement of about the gas exchange that takes place in Material on pages 13-15 for
E. Discussing the the diaphragm helps the air go in and out the respiratory and circulatory system. them to learn the different
new concepts and of the lungs. components of the circulatory
practicing new skills  The activity will be conducted in the outdoor system and explain the
#2  The students will discover each part of the setting where different students will be assign different types of circulation.
constructed lung model represent. as lungs, left atrium, left ventricle, aorta,
EXPLORE (In this capillary, veins, right ventricle, and right  Using the given graphic
section, students will  Students will answer the guide questions atrium. organizer, the students will fill
be given time to of the activity. in the missing parts,
think, plan,  Students will answer the guide questions of description and functions of
investigate, and a. What will happens as they pull down the the activity. the circulatory system for them
organize collected balloon at the bottom of the model, push to complete the entire
information ; or the up the balloon? a. How does the heart and the lungs work concept.
performance of the together?
planned/prepared b. How does the movement of the b. What takes place when you inhale and  Students will answer the guide
activities from the diaphragm cause the air to go in and out exhale? questions of the activity.
student’s manual with of the lungs? c. How does blood deliver to every part of the
data gathering and body? a. Explain how the heart works
Guide questions) d. Why is oxygen important to your body? b. Evaluate how the heart can
be compared to a mechanical
pump.
11
F. Developing Explain to the students that: Explain to the students that: Explain to the students that:
mastery
(Leads to formative  Students will understand that when we  The hearth pumps the blood that transports  The heart propels the blood,
assessment 3) breathe in, our diaphragm muscle the inhaled oxygen to every cell of the body. which carries all the vital
contracts downward and rib muscles pull Carbon dioxide is given off in the process and materials and removes the
EXPLAIN (In this upward causing air to fill up the lungs. is carried by the blood to the lungs and is waste products that we do not
section, students will released through exhalation. need.
be involved in an  When our diaphragm goes lower and ribs  Gas exchange happens when we inhale and  The heart is a double pumps
analysis of their shift up, they provide more breathing exhale. We take in oxygen, and emit carbon blood on every side, the left in
exploration. Their space in your chest. dioxide. the right, to circulate the blood
understanding is  Blood delivers nutrients, oxygen, and other throughout the body.
clarified and modified  This also reduces the force on your lungs substances that are needed by the body.
because of reflective so the air will move in from the outside.  Oxygen is important to our body because it is
activities)/Analysis of Breathing out is a reverse process. Our one of the substances needed by the cells in
the gathered data diaphragm loosens up and the ribs and order to make energy.
and results and be lungs thrust in, causing the gas to be  Oxygen enters the respiratory system through
able to answer the exhaled. inhalation, and enters the blood stream to be
Guide Questions circulated throughout the body. Carbon
leading to the focus dioxide from the tissues enters the blood then
concept or topic of to the lungs where it is exhaled.
the day.
12
G. Finding practical Discuss the following key concepts. Discuss the following key concepts. Discuss the following key concepts.
application of
concepts and skills in  When we breathe in or inhale, the  Air first enters the lungs and then into the left  The circulatory system is
daily living. diaphragm muscle contracts. Inhaling part of the heart. It is then driven by the heart made up of vessels and
moves the diaphragm down and expands into the blood stream, all the way through the muscles that help control the
the chest cavity. body. The heart pumps the blood, which flow of blood around the body
H. Making transports essential nutrients, oxygen, and - this is called circulation. The
generalization and  Simultaneously, the ribs move up and other chemicals to every cell in the body. main parts of the system are
abstraction about the increase the size of the chest cavity. Once it reaches the cells, oxygen processes the arteries, capillaries, heart
lesson. There is now more space and less air the nutrients to release energy. Carbon and veins. As the blood begins
pressure inside the lungs. Air pushes in dioxide is given off during this process. The to circulate, it leaves the heart
ELABORATE from the outside where there is a higher blood delivers carbon dioxide into the right from the left ventricle and it
( This section will air pressure. It pushes into the lungs portion of the heart, from which it is pumped passes to the aorta. The aorta
give students the where there is a lower air pressure. to the lungs. Carbon dioxide leaves the body is the largest artery in the
opportunity to expand through the lungs when we exhale. body. The blood the leaves
and solidify /  When we breathe out, or exhale, the the aorta is full of oxygen. It is
concretize their diaphragm muscle relaxes. The important for the cells in the
understanding of the diaphragm and ribs return to their original brain and body to do their
concept and / or place. The chest cavity returns to its work. On its way back to the
apply it to real –world original size. There is now less space and heart, blood travels through a
situation) greater air pressure inside the lungs. It system of veins, as it reaches
pushes the air outside where there is the lungs, carbon dioxide is
lower air pressure. removed from the blood and
replaced by the oxygen that
we have inhaled through our
lungs.
I. Evaluating learning Evaluate students understanding of the concept by Evaluate students understanding of the concept by Evaluate students understanding of
giving formative assessment. giving formative assessment. the concept by giving formative
EVALUATION assessment.
( This section will True or False Fill in the Blanks
provide for concept 1. When we breathe in, our diaphragm muscle Blood Flow and Gas Exchange in the Circulatory and Multiple Choice
check test items and contracts upward and rib muscles pull upward Respiratory System by: 1. What is circulatory system?
answer key which are causing air to fill up the lungs. a. the body's breathing system
aligned to the 2. In the exchange of air in our lungs, the air 1. ________ first enters the lungs and then into the 2. b. the body's system of nerves
learning objectives - pushes in from the outside where there is a higher __________part of the heart. It is then driven by the c. the body's food-processing system
13
content and air pressure. heart into the 3. _____________, all the way through d. the body's blood-transporting
performance the 4. _________. The heart pumps the blood, which system
standards and  3. When we breathe out, or exhale, the diaphragm transports 5. ______________, 6. __________ and 2. Which type of blood vessels carries
address muscle relaxes. other chemicals to every 7. __________ in the body. blood away from the heart?
misconceptions – if Once it reaches the cells, oxygen processes the a. veins
any) nutrients to release 8. ___________. Carbon dioxide b. arteries
is given off during this process. The blood delivers 9. c. capillaries
________________ into the 10. d. arteries, veins and capillaries
_____________portion of the heart, from which it is 3. Which element in the blood is round
pumped to the lungs. Carbon dioxide leaves the body and colorless?
through the lungs when we exhale. a. plasma
b. platelets
c. red blood cells
d. white blood cells
for application or  Extend the discussions by asking, why do 
remediation. we believe that life is possible only on
planets where oxygen is present?
EXTEND ( This
sections give  Oxygen is necessary for life to exist.
situation that explains Without it, the cells in the body would not
the topic in a new be able to release the energy in food for
context , or integrate power, and they would die within minutes.
it to another When we inhale air, our respiratory
discipline / societal system gets oxygen. When we exhale,
concern) carbon dioxide is released.
V. REMARKS
June 11 12 13 14 15
A. No. of learners There are 70% among No Classes – There are 75% among There are 76 % among No Classes – EDI’L FITR
who earned 80% in the students who follow INDEPENDENCE DAY the students who were the students who were
the correct procedure in able to answer the able to get the correct
the evaluation
14
identifying the key parts discussions in the guide answer in the formative
of the breathing system. questions of the activity assessment.
and the formative
assessment.
B. No. of learners No remediation given No remediation given No remediation given
who require
additional activities
for remediation who
scored below 80%
C. Did the remedial No remediation given No remediation given No remediation given
lesson worked? No.
of learners who have
caught up with the
lesson
D. No. of learners None None None
who continue to
require remediation
E. Which of my Experiential Instruction Indirect Instruction where Indirect and Experiential
teaching strategies wherein students in students involved in Instruction wherein
worked well? Why involved in science the concept formation of students were involved
process skills such as the lesson, there are also in the discussion and
did this work? identifying. reflective discussions experiential learning.
listening and viewing of
some pictures of the
respiratory system.
F. What difficulties Students adjustment Passive Students Student’s attitude
did I encounter which towards learning.
my principal or
supervisor can help
me solve?
G. What innovation The use of broccoli The use of broccoli power point
or localized material vegetable as it can be vegetable as it can be presentation
compared in the human compared in the human
did I use/discover
breathing system. breathing system.
which I wish to share
with other teachers?
15

GRADES 1 to 12
DAILY LESSON LOG
June 25 (Monday) June 26-27 (Tuesday & Wednesday) June 28 (Thursday)
I. OBJECTIVES
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.
Standard Conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered
from the school or local health workers
Competencies Write Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of
the LC code for each the body. S9LT-la-b26
Subject Matter THE CIRCULATORY SYSTEM THE HEART PULSE/HEART RATE
Specific Objectives 1. Identify the components of the circulatory 1. Identify the different parts of the heart and its 1. Measure and describe their own pulse
system and its specific function; and functions; and (heart rate) after several different activities;
16
2. Explain the different types of circulation. 2. Explain how blood is pumped by the heart. and
2. Explain how to use different time intervals
in measuring heart rate.
Instructional 1. Direct instruction (lecture) 1. Direct instruction (lecture) 1. Direct instruction (lecture)
Strategies 2. Indirect Instruction (concept formation and 2. Indirect Instruction (concept formation and 2. Indirect Instruction (concept formation and
reflective discussion) reflective discussion) reflective discussion)
3. Interactive Instruction (cooperative learning) 3. Interactive Instruction (cooperative learning) 3. Interactive Instruction (cooperative
4. Experiential Instruction (experiments, and learning)
graphic organizer) 4. Experiential Instruction (experiments)
Instructional 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks,
Materials modules) modules) worksheets, modules)
2. Graphic Organizers/2D (pictures) 2. Graphic Organizers/2D (pictures) 2. Graphic Organizers/2D (pictures)
4. Audio-Visual (power point) 3. Audio-Visual (power point) 3. Audio-Visual (power point)
A. References G9 Science – Learner Materials & Teachers G9 Science – Learner Materials & Teachers G9 Science – Learner Materials & Teachers
Guide Guide Guide
1. Teacher’s Guide pp. 10-11 pp.11-12 pp. 14-15
pages
pages
3. Textbook pages
5. Other Learning
Resource
A. Reviewing
previous lesson or Give true or false questions regarding previous What is the purpose of the circulatory system? Review previous lesson on the major parts of
presenting the new lesson as a review. This simple activity will be the heart.
lesson. done per column. What are the different parts of the circulatory
system?
ELICIT (The
17
activities in this
draw out prior
concepts of or
students)
B. Establishing a
purpose for the Ask what are the different components of the Ask the students the location of their heart and let Ask the students to tell where the sound of
lesson. circulatory system? them feel the beating. their heart is coming from. Discuss to them
that heartbeat is the sound produced by the
C. Presenting Show pictures of the different parts of the heart as it pumps blood.
examples/instances circulatory system for them to visualize each
of the new lesson. component.
ENGAGE (The
activities in this
section will stimulate
their thinking and
help them access
and connect prior
knowledge as a
jumpstart to the
present lesson.)
18
D. Discussing the The students will perform activity 4. Entitled The students will perform activity 5. Entitled The students will perform activity 6. Entitled
new concepts and “Let’s Organize!” in their Learners Material on “Pump It!” In their Learners Material on pages 13- “The Rhythm of my Heart!” for them to
practicing new skills pages 13-15 for them to learn the different 14 for them to describe how the heart functions, measure and describe their own pulse (heart
#1 components of the circulatory system and and explain how blood is pumped by the heart. rate) and explain how to use different time
explain the different types of circulation. intervals in measuring heart rate.
E. Discussing the Emphasize to the students that the heart is a
new concepts and Using the given graphic organizer, the students muscle and not a mechanical pump. It can also In doing the activity, remind the students to
practicing new skills will fill in the missing parts, description and be pointed out that comparison of this kind is choose only the physical activities that they
#2 functions of the circulatory system for them to known as reasoning by analogy and is an can tolerate so as to avoid injury or strain.
complete the entire concept. important part of scientific reasoning. Ensure that all of the students are in good
EXPLORE (In this health before starting the activity.
section, students will Students will answer the guide questions of the Students will answer the guide questions of the
be given time to activity. activity. Emphasize that knowledge about our heart
think, plan, 1. How will you compare the heart pump model rates can help us monitor our fitness levels
investigate, and 1. Explain how the heart works. and the human heart? and it might even help us spot developing
organize collected 2. Evaluate how the heart can be compared to a 2. How does the heart function as a pump? health problems.
information ; or the mechanical pump. 3. Will the heart model be able to function
performance of the properly if the straw is blocked? Explain your Students will answer the guide questions of
planned/prepared answer the activity.
activities from the
data gathering and
Guide questions)
19
F. Developing Explain that: Explain that: Explain that:
mastery
(Leads to formative 1. The heart propels the blood, which carries all 1. The heart pump model moves water from the 1. Heart rate after exercise is greater or
assessment 3) the vital materials and removes the waste jar through the straws and into the pan. The heart faster than before exercise.
products that we do not need. pumps blood out into the body through the
EXPLAIN (In this arteries in a similar way. 2. Timing to a full minute gives more
section, students will 2. The heart is a double pumps blood on every accurate reading than shorter counting
be involved in an side, the left in the right, to circulate the blood 2. The heart is filled with blood which is squeezed intervals in getting the pulse.
analysis of their throughout the body. out to circulate through the whole body.
exploration. Their 3. After exercise, the heart rate increases
understanding is 3. No. The blood will not be pumped out of the and eventually returns to resting pulse.
clarified and modified heart into the body because there is an Therefore, shorter interval is needed to take
because of reflective obstruction. the heartrate just after the activity before it
activities)/Analysis of changes once again.
the gathered data
and results and be
able to answer the
Guide Questions
concept or topic of
the day.
application of
concepts and skills in The circulatory system is made up of vessels The heart is a hollow muscular organ, about the Each time our heart beats, it delivers
daily living. and muscles that help control the flow of blood size of a fist, which is located in the center of your oxygen-rich blood to our body, which allows
around the body - this is called circulation. The chest between the lungs. It is a double pump that it to function properly. Our heart rate or pulse
main parts of the system are the arteries, pumps on the left and right sides. is the number of times our heart beats in a
H. Making capillaries, heart and veins. As the blood begins minute (BPM or beats per minute).
generalization and to circulate, it leaves the heart from the left Every side is divided into two chambers, the
abstraction about the ventricle and it passes to the aorta. The aorta is atrium and the ventricle, each of which has left Different time intervals may be used in taking
lesson. the largest artery in the body. The blood the and right portion, totalling to four chambers the pulse as long as it comes to 60 seconds
leaves the aorta is full of oxygen. It is important altogether. upon multiplying with a factor. When resting,
ELABORATE for the cells in the brain and body to do their our heart rate slows down, as our body does
( This section will work. On its way back to the heart, blood travels The top chamber is the atrium (plural: atria). The not need as much blood as it does when you
give students the through a system of veins, as it reaches the bottom chamber is called the ventricle. The valve exercise.
20
opportunity to expand lungs, carbon dioxide is removed from the blood acts as a one way door, allowing blood to flow
and solidify / and replaced by the oxygen that we have either forward into the next chamber, or out of the
concretize their inhaled through our lungs. heart.
understanding of the
concept and / or
apply it to real –world
situation)
I. Evaluating learning
Evaluate students understanding of the concept Evaluate students understanding of the concept Evaluate students understanding of the
EVALUATION by giving formative assessment. by giving formative assessment. concept by giving formative assessment.
( This section will
provide for concept Multiple Choice Label the different parts of the human heart. Multiple Choice
check test items and 1. What is circulatory system? 1. How many times does the average adult heart
answer key which are a. the body's breathing system beat per minute while at rest?
aligned to the b. the body's system of nerves a. 150 b. 40 c. 120 d. 70
2. A pulse is caused by ________________.
learning objectives - c. the body's food-processing system
d. the body's blood-transporting system a. the valves in an artery opening and closing
content and b. oxygen entering the blood in the lungs
performance 2. Which type of blood vessels carries blood
c. red blood cells colliding with each other in the
standards and away from the heart? arteries
address a. veins b. arteries d. changes in blood pressure in an artery
misconceptions – if c. capillaries 3. Different time intervals may be used in
any) d. arteries, veins and capillaries taking the pulse as long as it comes to ___
3. Which element in the blood is round and seconds upon multiplying with a factor.
colorless? a. 50 b. 60 c. 70 d. 80
a. plasma b. platelets
c. red blood cells d. white blood cells
for application or Students can find examples of pumps and valves
remediation. in faucets, aerosol sprays, automobile fuel
pumps, and many household items. Some
EXTEND ( This beverage containers use a valve that resembles
sections give the valves in the heart.
situation that explains
the topic in a new
context , or integrate
21
it to another
concern)
V. REMARKS
June 18 (Monday) 19 (Tuesday) 20 (Wednesday) 21 (Thursday) 22 (Friday)
A. No. of learners who No formative There are 105/120 No formative There are 96/120 No formative assessment given
earned 80% in the assessment given learners who earned assessment given learners who earned
evaluation 80% in the evaluation 80% in the evaluation
B. No. of learners who No remediation given No remediation given No remediation given
require additional
activities for
remediation who
scored below 80%
lesson worked? No. of
learners who have
caught up with the
lesson
D. No. of learners who None None None
continue to require
remediation
E. Which of my Experiential Instruction wherein students Indirect Instruction where in students involved in Indirect and Experiential Instruction wherein
teaching strategies involved in science process skills such as the concept formation of the lesson, there are students were involved in the discussion and
worked well? Why did identifying the lungs functions in the breathing also reflective discussions listening and viewing of experiential learning.
this work? system. the gas exchange in the respiratory and circulatory
system.
F. What difficulties did I None None None
encounter which my
principal or supervisor
can help me solve?
G. What innovation or gas exchange simulation in the respiratory and
22
localized material did I circulatory system.
use/discover which I
wish to share with
other teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time July 2-6, 2018 Quarter First Quarter
July 2-3, (Monday & Tuesday) July 4 ( Wednesday) July 5 - 6 (Thursday & Friday)
I. OBJECTIVES
parts of the body.
Competencies Write 1. Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts
the LC code for each of the body.
2. Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems.
23
Subject Matter NEGATIVE EFFECTS OF CIGARETTE LIFESTYLE THAT AFFECT THE RESPIRATORY PERFORMANCE TASK: INFORMATION
SMOKING AND CIRCULATORY SYSTEM DISSEMINATION ACTIVITY ON HOW TO
TAKE CARE OF THE RESPIRATORY AND
CIRCULATORY SYSTEMS
Specific Objectives Explain the negative effects of cigarette smoking Infer how one’s lifestyle can affect the functioning Present helpful information to the public
on the circulatory and respiratory system. of respiratory and circulatory systems. about effective ways of taking care of the
respiratory and circulatory systems based on
gathered data.
Instructional 1. Direct instruction (lecture) 1. Direct instruction (lecture) Independent Study (reports, research
Strategies 2. Indirect Instruction (concept formation and 2. Indirect Instruction (concept formation and projects and performance task)
reflective discussion) reflective discussion)
3. Interactive Instruction (cooperative learning) 3. Interactive Instruction (cooperative learning)
4. Experiential Instruction (experiments, and
picture analysis)
Instructional 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks, worksheets, 3D (castings, models, experimental models)
Materials modules) modules)
2. Graphic Organizers/2D (pictures) 2. Graphic Organizers/2D (pictures)
3. Audio-Visual (power point)
Guide Guide Guide
1. Teacher’s Guide p. 16 pp.18-20 pp. 21-22
pages
pages
3. Textbook pages
5. Other Learning
Resource
24
A. Reviewing
previous lesson or Simple review on strenuous activities that lead to Review on the respiratory diseases that cause by Review the previous topic on respiratory and
presenting the new an increased heart rate, tell that they can now cigarette smoking. circulatory system.
lesson. monitor their activities to avoid the dangers of
cardio-respiratory diseases..
ELICIT (The
activities in this
draw out prior
concepts of or
students)
B. Establishing a
purpose for the Another risk factor that drastically increases Show some pictures that depict negative ways of Explain the goal of the Performance Task
lesson. heart rate and decreases the amount of oxygen living. Lifestyle that affect on the functioning of
in the blood is smoking cigarette the respiratory and circulatory systems. the students will present helpful information
C. Presenting to the public about effective ways of taking
examples/instances Show pictures of the smoker’s body. care of the respiratory and circulatory
of the new lesson. systems based on gathered data. The
challenge is how they will be able to lead the
ENGAGE (The people to take action rather than merely
activities in this accepting the presented information. There
section will stimulate What will happen to the respiratory and circulatory are obstacles to overcome such as the
their thinking and system of the person if that person continues to reluctance and preconceived notion of
help them access live with that kind of lifestyle? people against changing their lifestyle to
Ask the students what they can say about the promote health.
and connect prior
picture.
knowledge as a
jumpstart to the
present lesson.)
25
D. Discussing the The students will perform activity. Entitled The students will perform activity. Entitled Four Student’s role is suppose they are working
new concepts and “Cigarette Smoking is Dangerous to your Health” Pics One Word!” In their Learners Material on for an advertising company as a graphic
practicing new skills in their Learners Material on pages 18-20 for pages 23-25 for them to identify the illnesses that artist and their job is to create public
#1 them to learn about the negative effects of are brought about by the negative lifestyles. informational materials.
cigarette smoking on a person’s circulatory and
E. Discussing the respiratory system. Students will use their analytical thinking in They are asked to disseminate information to
new concepts and answering each set of puzzles. the public regarding a lifestyle that ensures
practicing new skills The activity involves the use of meta plan healthy condition of the respiratory and
#2 technique. Card technique for collecting ideas Encourage the students to explain their answers circulatory systems.
when a group of people are working together. to see if they understand how each picture relates
EXPLORE (In this Empty paper strips or blank cards re the to the given word.
section, students will materials to be used in the activity.
be given time to Students will answer the guide questions of the
think, plan, activity.
investigate, and
organize collected 1. What are the negative lifestyles that are
information ; or the depicted in the pictures?
performance of the 2. How can lifestyle affect the functioning of the
planned/prepared respiratory and circulatory systems?
activities from the 3. How can these negative lifestyles be changed?
student’s manual with 4. What might happen if a person goes on with a
data gathering and negative lifestyle such as what was seen in the
Guide questions) activity?
26
F. Developing As facilitator emphasize that: Explain that: Explain that:
mastery
(Leads to formative 1. All the ideas each group has presented must 1. Cigarette smoking, polluting the environment, Their target individuals to receive the
assessment 3) be collaborated to form the big idea. eating unhealthy foods, drinking liquor, sleep information that they will provide are the
deprivation, etc. people in their school community including
EXPLAIN (In this 2. Each participant must be given an opportunity all students, teachers, and school officials.
section, students will to express his views and the assigned 2. Lifestyle affect the functioning of the respiratory Parents and other persons who visit the
be involved in an moderators facilitate the whole process of group and circulatory systems by it can either school might also see their work. Therefore,
analysis of their work to make it organized and well structured. strengthen or weaken the respiratory and it is important that you convince them to
exploration. Their circulatory systems. consider the ways of taking care of their
understanding is 3. Students may share their own stories relevant bodies, specifically the circulatory and
clarified and modified to the topic to be able to inspire the class to take 3. Negative lifestyles can be changed if a person respiratory systems.
because of reflective action upon knowing the negative effects of decides to pay attention to his or her well-being
activities)/Analysis of cigarette smoking on the respiratory and by eating healthy foods, avoiding vices, exercising Upon gathering information from the school
the gathered data circulatory systems. regularly, and having adequate rest. or local health workers, they have found out
and results and be that poor lifestyle affects the performance of
able to answer the 4. Various diseases affecting the respiratory and the respiratory and circulatory systems.
Guide Questions circulatory systems might begin to develop.
leading to the focus Many people are unaware of this, so they
concept or topic of simply continue with their busy lifestyles,
the day. neglecting their health, and exploiting their
bodies. The challenge involves dealing with
this by creating a poster that will stir up the
people’s consciousness in having a healthy
lifestyle.
application of
concepts and skills in Cigarette smoking harms nearly every organ in Several lifestyle choices can affect a person’s risk A design wall poster or placard that will make
daily living. the body, causing many illnesses and affecting for developing respiratory and circulatory members of the audience aware of how they
health in general. The negative effects of diseases. Negative lifestyle weakens the system can effectively take care of their respiratory
smoking on circulatory system include increased while healthy lifestyle leads to complete wellness. and circulatory systems.
H. Making heart rate and blood pressure, coronary heart Vices, stressful environments, and unhealthy
generalization and disease, arteriosclerosis, and vascular diseases. eating habits can cause various diseases, The students will be given three (3) days to
abstraction about the The respiratory diseases caused by smoking are specifically of the respiratory and circulatory conceptualize and execute your ideas
lesson. chronic bronchitis, emphysema, asthma, cough, system. through poster-making. Once the product is
colds, tuberculosis, lung cancer and other finished, they will post it in a conspicuous
27
ELABORATE respiratory infection place such as the canteen where everyone
( This section will can see it.
give students the
opportunity to expand
and solidify /
concretize their
concept and / or
situation)
Evaluate students understanding of the concept Evaluate students understanding of the concept Please see attached scoring rubrics
EVALUATION by giving formative assessment. by giving formative assessment.
( This section will
provide for concept Enumeration True or False
check test items and Give the different respiratory diseases caused 1. Negative lifestyle weakens the system while
answer key which are by smoking. healthy lifestyle leads to complete wellness.
aligned to the 1. ________________
learning objectives - 2. ________________ 2. Stressful environments can cause various
content and 3. ________________ diseases, specifically of the respiratory and
performance 4. ________________ circulatory system.
standards and
address
misconceptions – if
any)
for application or
remediation.
EXTEND ( This
sections give
the topic in a new
it to another
28
concern)
V. REMARKS
A. No. of learners who No formative There are 110/120 No formative There are 102/120 No formative There are 115/120
earned 80% in the assessment given learners who earned assessment given learners who earned assessment given learners who earned
evaluation 80% in the evaluation 80% in the evaluation 80% in the evaluation
require additional
activities for
remediation who
scored below 80%
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my Experiential Instruction wherein students Indirect Instruction where in students involved in Indirect and Experiential Instruction wherein
teaching strategies involved in science process skills such as the concept formation of the lesson, there are students were involved in the discussion and
worked well? Why did identifying the main parts of the circulatory system also reflective discussions listening and viewing of experiential learning in determining
this work? and its specific function. the function of heart in bringing in and out of blood pulse/heart rate of one person.
from the heart trough the arteries going to the different
parts of the body.
F. What difficulties did I During review of the previous lesson when Some group of students did not get the correct Instead of doing the correct procedure in
encounter which my asked some LEN’s students the key concept of comparison between the heart pump model and doing an exercise to determine their
principal or supervisor the previous topic still they cannot give the the human heart. It denotes that some students heart/pulse rate per minute. Rather they
can help me solve?
correct answer. I must have to emphasize it did not understand the questions properly before were playing like running and catching each
29
again, after which I will let them repeat so I can writing their answer. Better explain first the another. Therefore, before doing some
checked if they learned something before I questions of the activity for the students to get extraneous activity, I must remind the
proceed to the next lesson. the correct answer. student that doing exercise should be done
in a proper way.
G. What innovation or Graphic organizer showing the main parts of the Heart Model None
localized material did I Circulatory system.
wish to share with
other teachers?


GRADES 1 to 12
DAILY LESSON LOG
July 9-11, (Monday - Wednesday) July 12 ( Thursday) July 13 (Friday)
I. OBJECTIVES
parts of the body.
Competencies Write 1. Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts
the LC code for each of the body.
30
2. Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems.
Subject Matter PERFORMANCE TASK: INFORMATION
DISSEMINATION ACTIVITY ON HOW TO SUMMATIVE TEST GENE, CHROMOSOMES AND DNA
TAKE CARE OF THE RESPIRATORY AND
CIRCULATORY SYSTEMS
Specific Objectives Conduct and present helpful information to the 1. Explain how the respiratory and circulatory Discuss the relationship between gene,
public about effective ways of taking care of the systems work together to transport nutrients, chromosomes and DNA.
respiratory and circulatory systems based on gases, and other molecules to and from the
gathered data from the school or local health different parts of the body.
workers. 2. Infer how one’s lifestyle can affect the
functioning of respiratory and circulatory systems.
Instructional Independent Study - reports, research projects Independent Study - reports, research projects 1. Direct instruction (lecture)
Strategies and performance task and summative test 2. Indirect Instruction (concept formation and
reflective discussion)
3. Interactive Instruction (cooperative
learning)
Instructional 3D - castings, models, experimental models Xerox copy of the summative test 1. Traditional Resources (textbooks,
Materials Scoring Rubric worksheets, modules)
2. Graphic Organizers/2D (pictures)
Guide Guide Guide
1. Teacher’s Guide pp. 21-22 pp. pp.
pages
2. Learners Material pp. 26-27 pp. pp.
pages
3. Textbook pages
5. Other Learning
Resource
31
A. Reviewing
previous lesson or Review the previous topic on respiratory and Give reminders before the students will answer Ask students the following question
presenting the new circulatory system. their summative test
lesson. - All organisms are composed of it
- Scientists estimate that our bodies
ELICIT (The contain anywhere from 75 to 100
activities in this trillion of it
section will evoke or - There are different types of it in the
draw out prior body
concepts of or - It may provide a means for
experiences from the reproduction for an organism
students)
B. Establishing a
purpose for the Explain the goal of the Performance Task Tell the students that there are four types of test How is chromosome related to DNA and
lesson. that they will encounter as they are going to DNA to gene?
The students were going to present helpful answer the summative test. Also, tell them to read
C. Presenting information to the public about effective ways of the instruction given for each type of test.
examples/instances taking care of the respiratory and circulatory
of the new lesson. systems based on gathered data.
ENGAGE (The The challenge is how they will be able to lead

activities in this the other students to take action rather than
section will stimulate merely accepting the presented information.
their thinking and
help them access Also, emphasize that there are obstacles to
and connect prior overcome such as the reluctance and
knowledge as a preconceived notion of people against changing
jumpstart to the their lifestyle to promote health.
present lesson.)
32
D. Discussing the
new concepts and Student’s role is suppose they are working for an The students will start reading and answering the The students will perform the activity
practicing new skills advertising company as a graphic artist and their prepared summative test. “Missing Words and Dominoes Game! to
#1 job is to create public informational materials. introduce the topic of chromosome, DNA,
and gene.
E. Discussing the They are asked to disseminate information to the
new concepts and public regarding a lifestyle that ensures healthy The students will complete the missing work
practicing new skills condition of the respiratory and circulatory sentences using their prior knowledge and
#2 systems. the missing words.
EXPLORE (In this

be given time to
think, plan,
investigate, and
organize collected
information ; or the
performance of the
planned/prepared
activities from the
data gathering and
Guide questions)
33
F. Developing Explain that: Explain that: Explain that:
mastery
(Leads to formative Their target individuals to receive the information They should read carefully, analyze and Chromosome a threadlike structure of
assessment 3) that they will provide are the people in their understand the questions before they will write nucleic acids that carries genetic information.
school community including all students, their correct answer.
EXPLAIN (In this teachers, and school officials. Parents and other Gene a unit of heredity that is transferred
section, students will persons who visit the school might also see their from parent to offspring.
be involved in an work. Therefore, it is important that you convince
analysis of their them to consider the ways of taking care of their DNA a nucleic acid that consists two long
exploration. Their bodies, specifically the circulatory and chains of nucleotides twisted together.
understanding is respiratory systems.
clarified and modified
because of reflective Upon gathering information from the school or
activities)/Analysis of local health workers, they have found out that
the gathered data poor lifestyle affects the performance of the
and results and be respiratory and circulatory systems.
able to answer the
Guide Questions Many people are unaware of this, so they simply
leading to the focus continue with their busy lifestyles, neglecting
concept or topic of their health, and exploiting their bodies. The
the day. challenge involves dealing with this by creating a
poster that will stir up the people’s
consciousness in having a healthy lifestyle.
G. Finding practical Discuss the following output Checking of their summative test to check Discuss the following key concepts.
application of students understanding on the concept.
concepts and skills in A design wall poster or placard that will make DNA is packed into thread-like structures
daily living. members of the audience aware of how they can called chromosomes where genes are
effectively take care of their respiratory and located.
circulatory systems.
H. Making
generalization and The students will be given three (3) days to
abstraction about the conceptualize and execute their ideas through
lesson. poster-making. Once the product is finished,
they will post it in a conspicuous place such as
ELABORATE the canteen and corridors where everyone can
see it.
34
( This section will
give students the
and solidify /
concretize their
concept and / or
situation)
I. Evaluating learning Evaluate students performance task through the Evaluate students understanding of the content Evaluate students understanding of the topic
use of scoring rubric by giving summative assessment. by giving formative assessment.
EVALUATION
( This section will Please see attached scoring rubrics Please see attached copy of the summative test True or False
provide for concept 1. DNA a threadlike structure of nucleic acids
check test items and that carries genetic information.
answer key which are
aligned to the 2. Chromosome a unit of heredity that is
learning objectives - transferred from parent to offspring.
content and
performance 3. Gene a nucleic acid that consists two long
standards and chains of nucleotides twisted together
address
any)
for application or
remediation.
EXTEND ( This
sections give
the topic in a new
it to another
35
concern)
V. REMARKS
Reflection as of July 2-6, 2018
A. No. of learners who No formative There are 98/120 No formative There are 110/120 Not carried due to clean and green activity
earned 80% in the assessment given learners who earned assessment given learners who earned
evaluation 80% in the evaluation 80% in the evaluation
B. No. of learners who No remediation given No remediation given
require additional
activities for
remediation who
scored below 80%
C. Did the remedial No remediation given No remediation given
learners who have
caught up with the
lesson
D. No. of learners who None None
continue to require
remediation
E. Which of my Independent Study where students given the Indirect Instruction where students involved in
teaching strategies chance to do their homework, they were able to the concept formation of the lesson, there are
worked well? Why did express their ideas through reports their research also reflective discussions on the lifestyle that
this work?
about the negative effects of cigarette smoking. affect the respiratory and circulatory system.
F. What difficulties did I There are some groups of students who do not Some unusual reaction while talking about
encounter which my know how to categorize the effect of smoking healthy lifestyle.
principal or supervisor cigarette under the respiratory or circulatory
can help me solve?
system.
G. What innovation or Graphic organizer on the negative effects of None
36
localized material did I smoking cigarettes in the respiratory and
use/discover which I circulatory system.
wish to share with
other teachers?
Prepared By: ARACELI K. TAMIRAY Checked: ROSANNA D. DIZON


GRADES 1 to 12
DAILY LESSON LOG
July 16 (Monday) July 17 (Tuesday) July 17 (Wednesday) July 19 (Thursday) July 20 (Friday)
I. OBJECTIVES
1. Genetic information is organized in genes on chromosomes
2. Traits of organisms are inherited through different patterns.
Standard - No given PT in the CG
Competencies Write 1. Describe the location of genes in chromosomes; S9LT-Id-28
the LC code for each 2. Explain the different patterns of non-Mendelian inheritance ; S9LT-Id-29
Subject Matter NO CLASSSES – IN SEATWORK ON
COMMEMORATION OF MENDELIAN LAWS OF MONOHYDRID CROSS DIHYBRID CROSS MONOHYDRID AND
CORDILLERA DAY
HEREDITY AND THE PUNNETT DIHYBRID CROSSES
37
SQUARE
Specific Objectives 1. Demonstrate 1. Give the scientific 1. Give the scientific 1. Complete Punnett
understanding of the definition of monohybrid definition of dihybrid Squares for monohybrid
Mendelian principles of crosses; crosses; and dihybrid crosses; and
heredity; and 2. Familiarize the 2. Complete Punnett 3. Predict phenotype and
2. Understand basic terminology used in Squares for dihybrid genotype of parents, the
terminology related to Mendelian genetic; crosses; and allele and the phenotypic
genetics, including: 3. Complete Punnett 3. Predict phenotype and and genotypic ratios for
dominant, recessive, Squares for monohybrid genotype of parents, the both monohybrid and
homozygous, heterozygous, crosses; and allele and the phenotypic dihybrid crosses based on
gene, allele, genotype, and 4. Predict phenotype and and genotypic ratios for the Punnett Square.
phenotype. genotype of parents, the dihybrid crosses based on
allele and the phenotypic the Punnett Square.
and genotypic ratios for
monohybrid crosses based
on the Punnett Square.
Instructional 1. Direct instruction (lecture) 1. Direct instruction (lecture) 1. Direct instruction (lecture) Individual Learning
Strategies 2. Indirect Instruction 2. Indirect Instruction 2. Indirect Instruction
(concept formation and (concept formation and (concept formation and
reflective discussion) reflective discussion) reflective discussion)
3. Interactive Instruction 3. Interactive Instruction 3. Interactive Instruction
(cooperative learning) (cooperative learning) (cooperative learning)
Instructional Traits Table Worksheets Worksheets Worksheets
Materials Genetics Wheel Punnett Square Punnet Square Punnet Square
A. References G9 Science – Learner G9 Science – Learner G9 Science – Learner G9 Science – Learner G9 Science – Learner
Materials & Teachers Materials & Teachers Guide Materials & Teachers Guide Materials & Teachers Guide Materials & Teachers
Guide Guide
1. Teacher’s Guide pp. pp. pp. pp. pp.
pages
2. Learners Material pp. pp. pp. pp. pp.
pages
3. Textbook pages
38
BEAM: Second Year – Your Genetic Book of Life
APEX Unit 6 - Genetics Lesson 3 The Structure of DNA
EASE Biology- Module14 Lesson 3
5. Other Learning https://www.centergrove.k12. file:///C:/Users/Aspire/Desktop/Mono%20and%20dihybrid%
Resource in.us/cms/lib4/IN01000850/C 20WS%20KEY%202-3-14.pdf
entricity/Domain/985/2- file:///C:/Users/Aspire/Desktop/Monohybrid-Cross-
Mendel%20Notes%20for%20 Homework.pdf
website.pdf
A. Reviewing
previous lesson or What is genetics? What is Give/present pair of letters Ask the students the Short review about
presenting the new heredity? (TT, Tt, tt) and some words following questions: monohybrid and dihydrid
lesson. like (brown fur, striped fruit, 1. How many traits are crosses.
yellow flowers) to the students involved in the monohybrid
ELICIT (The and let them name or cross?
activities in this categorize if it is genotype or 2. How many boxes are
section will evoke or phenotype. used for a monohybrid
draw out prior Punnet Square?
concepts of or
students)
B. Establishing a Ask the students what are Engage students by doing Engage students by doing Give the worksheets
purpose for the the different traits that they simple activity. simple activity. regarding monohybrid and
lesson. have inherited from their dihybrid cross.
parents. Circle the choices that are Write the genotype of each
C. Presenting examples of each of those of the following: brown hair Let the students read and
examples/instances words. (B), brown eyes (E), and ask some clarifications
of the new lesson. 1. In dwarfism are dominant (D). regarding the problem,
2. into 1. Dominant allele 1. Light-colored hair with
ENGAGE (The K a S m l T o g blue eyes.
activities in this 3. 2. Recessive allele 2. Heterozygous dark hair
section will stimulate n o Z D q x j F with heterozygous brown
their thinking and 3. Homozygous Dominant eye.
39
help them access HH yy TT cc 3. Homozygous dark hair
and connect prior 4. Homozygous Recessive with average height.
knowledge as a kk UU oo EE 4. Blue eyes with dwarf.
jumpstart to the 5. Genotypes in which
present lesson.) Dominant gene must show
Gg VVW bb hh Jj
6. Genotypes in which
Recessive gene must
show
aa NN Mm rr Pp
D. Discussing the
new concepts and The students will do Model for students how a Model for students how a The students will do
practicing new skills “Human Traits Genetics Punnett square works in Punnett square works in monohybrid and dihybrid
#1 Activity” to find out if their Monohybrid Cross. Dihybrid Cross. crosses as their individual
traits are dominant or learning.
E. Discussing the recessive. 1. A cross between a pure- Sample: In birds, brown
new concepts and breeding tall pea plant and a feathers are dominant over
practicing new skills In this activity, the students pure-breeding dwarf pea gray colored feathers.
#2 will examine their own plant. Yellow legs are dominant
bodies for presence of over white. Cross a male
EXPLORE (In this simple traits by examining 2. Brown-eyed parents can bird that is heterozygous
section, students will their phenotype (what they have a blue eyed child. brown feathers and has
be given time to look like), then their white legs with a female bird
think, plan, approximate genotype (their Allow students to discuss and that is homozygous brown
investigate, and own DNA codes) by ask questions. feathers and heterozygous
organize collected comparing their for leg color.
information ; or the observations to a part of Now have students work on
performance of the physical characteristics on a genetic crosses with the
planned/prepared traits table. Punnett squares. Students
activities from the should work individually or
student’s manual with with a partner.
data gathering and
Guide questions) Afterward, have a discussion
based on some of the student-
created examples.
40
F. Developing Explain further that Explain that: Explain that: Let the students present
mastery their answer in front after
(Leads to formative Genotype is the genes 1. Phenotype of Parents Feather Color the seatwork.
assessment 3) present in the DNA of an Tall Dwarf Brown Feathers = B
organism. We will use a Genotype of Parents Gray Feathers = b Check the following:
EXPLAIN (In this pair of letters (ex: Tt or YY TT x tt Leg Color
section, students will or ss, etc.) to represent Gametes Yellow Legs = Y 1. Phenotype
be involved in an genotypes for one T T x t t White Legs = y 2. Genotype
analysis of their particular trait. There are Punnet Square 3. Possible alleles
exploration. Their always two letters in the t t Phenotypes : 4. Punnett Square
understanding is genotype because (as a Male: Brown feathers and 5. Phenotypic Ratio
clarified and modified result of sexual white legs 2. Genotypic Ratio
because of reflective reproduction) one code for F1 genotypes all Tt Female: Brown feathers
activities)/Analysis of the trait comes from mama F1 phenotype all Tall and heterozygous leg color.
the gathered data organism & the other Ratio 1 : 0
and results and be comes from papa Genotype:
able to answer the organism, so every 2. One Parent: Bb (Brown Male Female
Guide Questions offspring gets two codes eyes with a blue eye gene) Bbyy x BBYy
leading to the focus (two letters). Second Parent: Bb
concept or topic of Gametes:
the day. Phenotype is how the trait Genetic cross using square: Male: By by By by
physically shows-up in the BB (brown eyes), Bb (brown Female: BY BY By By
organism. Examples of eyes with a blue eye gene),
phenotypes: blue eyes, Bb, and bb (blue eyes).
brown fur, striped fruit,
yellow flowers.
G. Finding practical Give the following Heredity A monohybrid A dihybrid cross describes A Punnett square may be
application of and Genetics Vocabulary cross involves the crossing of a mating experiment used to predict the possible
concepts and skills in individuals and the between two organisms that genetic outcomes of a
daily living. Trait – a characteristic examination are identically hybrid for two monohybrid cross based on
caused by genetics or the of one (mono) character (flow traits. A hybrid organism is probability. This type of
environment er colour, pod shape...) and one that is heterozygous, genetic analysis can also
H. Making Chromosomes – long different (hybrid) traits (red which means that is carries be performed in a dihybrid
generalization and strands of DNA that colour, white colour) in their two different alleles at a cross, a genetic cross
abstraction about the contain thousands of offspring. particular genetic position, between parental
lesson. genes or locus. generations that differ in
41
Genes – part of two traits.
ELABORATE chromosome that controls Punnett Square – A chart
( This section will a trait(30,000 in humans) that shows all possible Genotype and phenotype
give students the Allele – different forms of combinations of alleles ratios can be determined
opportunity to expand genes between two organisms for different patterns of
and solidify / Recessive allele – only inheritance using a
concretize their see these traits if two are monohybrid cross.
understanding of the present
concept and / or Dominant Allele – always
apply it to real –world shows its trait.
situation) Hybrid – has two different
alleles for same trait.
Purebred – has two
identical alleles for same
trait.
Probability – the likelihood
that an event will occur.
Homozygous – two
identical alleles (Purebred)
Heterozygous – two
different alleles (Hybrid)
I. Evaluating learning Evaluate students Fill in the Blanks Evaluate students Evaluate students
understanding of the Complete the passage by understanding of the topic understanding of the topic
EVALUATION content by giving formative writing the most appropriate by giving formative by giving formative
( This section will assessment. word from the list in each assessment. assessment.
provide for concept space.
check test items and Multiple Choice 1. Set up a Punnett square 1. A cross between
answer key which are 1. an allele is: Choices using the following two heterozygous tall pea
aligned to the a. another word for a gene chromosome diploid information: plants. The genotype of
learning objectives - b. a homozygous gene heterozygous  Dominate allele for both plants must be Tt.
content and genotype meiosis mutation tall plants = D
performance c. a heterozygous phenotype recessive  Recessive allele for 2.In rabbits, white fur color
standards and genotype dominant dwarf plants = d (W) is dominant to black,
address d. one of several possible  Dominate allele for and long ears (L) are
misconceptions – if forms of a gene 1. Petal color in pea plants is purple flowers = W dominant to short.
controlled by a single
42
any) 2. Phenotype refers to the ___which has two forms, red  Recessive allele for Draw a Punnett square that
______ of an individual. and white. The pollen grains white flowers = w represents the cross
a. genetic makeup are produced by _____. After  Cross a between two rabbits
b. actual physical pollination, fertilization occurs homozygous heterozygous for both
appearance and the gametes join to form a dominate parent traits.
c. recessive alleles ____ zygote.  (DDWW) with a
homozygous What are the phenotype
recessive parent and genotype ratios?
3. When the genotype 2. When two red-flowered pea (ddww)
consists of a dominant and plants were crossed with each
a recessive allele, the other, some of the offspring 2. Using the punnett square
phenotype will be like were white-flowered. The in question #1:
________ allele. ____ of the rest of the
a. the dominant offspring was red-flowered. a. What is the probability of
b. the recessive The white-flowered form producing tall plants with
c. neither is____ to the red-flowered purple flowers?
form and each of the parent Possible genotype(s)?
plants was b. What is the probability of
therefore_____. producing dwarf plants
with white flowers?
Answer Possible genotype(s)?
gene meiosis diploid pheno c. What is the probability of
type recessive heterozygous producing tall plants with
white flowers?
Possible genotype(s)?
d. What is the probability of
producing dwarf plants
with purple flowers?
43
J. Additional activities Students must conduct
for application or research on the following
remediation. topics and questions:
1. Who is Gregor
EXTEND ( This Mendel?
sections give 2. What is Mendelian
situation that explains inheritance?
the topic in a new 3. Examples of
context , or integrate Mendelian
it to another inheritance.
discipline / societal 4. How did Gregor
concern) Mendel prove his
theory of
inheritance?
5. Other interesting
facts
V. REMARKS
DLP Reflection for July 9 - 13, 2018
July 9 (Monday) 10 (Tuesday) 11 (Wednesday) 12 (Thursday) 13 (Friday)
A. No. of learners who There are 110/115 There are 110/115 learners There are 110/115 learners There are 90/115 learners There are 98/115 learners
earned 80% in the learners who earned who earned 80% in the who earned 80% in the who earned 80% in the who earned 80% in the
evaluation 80% in the evaluation – evaluation – Performance evaluation – Performance evaluation – Summative formative evaluation
Performance Task Task Task Test
B. No. of learners who No remediation given No remediation given No remediation given There are 15 learners who No remediation given
require additional require additional activities
activities for for remediation who scored
remediation who
below 80%
scored below 80%
C. Did the remedial No remediation given No remediation given No remediation given Yes the remedial lesson No remediation given
lesson worked? No. of worked
learners who have
caught up with the
lesson
D. No. of learners who None None None None None
continue to require
44
remediation
E. Which of my Independent Study where students given the chance to do their task, they were able to Re-teach Collaborative Discussion
teaching strategies express their ideas through their slogan poster on the “ Information dissemination
worked well? Why did activity on how to take care of the respiratory and circulatory systems”
this work?
F. What difficulties did I The difficulties I encountered during the conduct of their PT are the ff: Poor Study habit the Majority of the students
encounter which my 1. Some students do not have materials to used even do the assignment was given difficulty I encountered
does not know how to
ahead of time. during the conduct of their
can help me solve? differentiate DNA,
2. Some students are not considering the given rubric in doing their PT. Summative Test.
3. Some students are doing their PT for compliance sake.
Chromosome and Gene.
4. Some students are not really serious in giving information dissemination in taking
care of the respiratory and circulatory system.
G. What innovation or Slogan Poster on how to take care of the respiratory and circulatory systems. Copy of the summative test Lesson Note, Worksheets
localized material did I
wish to share with
other teachers?
Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

G9 – Science Teacher HT1
GRADES 1 to 12
DAILY LESSON LOG
July 23 (Monday) July 24 (Tuesday) July 25 (Wednesday) July 26 (Thursday) July 27 (Friday)
I. OBJECTIVES
45
Subject Matter MONOHYDRID AND INCOMPLETE CO DOMINANCE INCOMPLETE
DIHYBRID CROSS DIHYBRID CROSSES - DOMINANCE DOMINANCE AND CO
PROBLEM SOLVING DOMINANCE - PROBLEM
SOLVING
Specific Objectives 1. Give the scientific 1. Complete Punnett 1. Explain incomplete 1. Give the scientific 1. Complete Punnett
definition of dihybrid Squares for monohybrid and dominance pattern of definition of codominance of Squares for incomplete
crosses; dihybrid crosses; and inheritance; and traits; and dominance and co
2. Complete Punnett 2. Predict phenotype and 2. Illustrate by means of 2. Demonstrates dominance; and
Squares for dihybrid genotype of parents, the Punnett square a cross codominance of traits using 2. Predict phenotype and
crosses; and allele and the phenotypic involving incomplete punnett square. genotype of parents, the
3. Predict phenotype and and genotypic ratios for both dominance pattern of allele and the phenotypic
genotype of parents, the monohybrid and dihybrid inheritance. and genotypic ratios for
allele and the phenotypic crosses based on the both incomplete
and genotypic ratios for Punnett Square. dominance and co
dihybrid crosses based on dominance based on the
the Punnett Square. Punnett Square.
Instructional 1. Direct instruction Individual Learning 1. Direct instruction 1. Direct instruction (lecture) 1. Indirect Instruction
Strategies (lecture) (lecture) 2. Indirect Instruction (concept formation and
2. Indirect Instruction 2. Indirect Instruction (concept formation and reflective discussion)
(concept formation and (concept formation and reflective discussion) 2. Independent Learning
reflective discussion) reflective discussion) 3. Independent Learning
3. Interactive Instruction 3. Interactive Instruction
(cooperative learning) (cooperative learning).
Instructional Traditional Resources Traditional Resources Traditional Resources Traditional Resources Traditional Resources
Materials (textbooks, worksheets, (textbooks, worksheets, (textbooks, worksheets, (textbooks, worksheets, (textbooks, worksheets,
modules, supplemental modules, supplemental modules, supplemental modules, supplemental modules, supplemental
reading materials, workbooks, reading materials, workbooks, reading materials, reading materials, workbooks, reading materials,
laboratory manuals) laboratory manuals) workbooks, laboratory laboratory manuals) workbooks, laboratory
2. Graphic Organizers/2D 2. Graphic Organizers/2D manuals) 2. Graphic Organizers/2D manuals)
(charts, pictures, maps, (charts, pictures, maps, 2. Graphic Organizers/2D (charts, pictures, maps, 2. Graphic Organizers/2D
diagrams, graphs, tables) diagrams, graphs, tables) (charts, pictures, maps, diagrams, graphs, tables) (charts, pictures, maps,
3. Others: Punnett Square 3. Others: Punnett Square diagrams, graphs, tables) 3. Others: Punnett Square diagrams, graphs, tables)
3. Others: Punnett Square 3. Others: Punnett Square
46
Materials & Teachers Materials & Teachers Guide Materials & Teachers Materials & Teachers Guide Materials & Teachers
Guide Guide Guide
1. Teacher’s Guide pp. pp. pp. 2-3 pp. 3-5 pp.
pages
2. Learners Material pp. pp. pp. 4-5 pp. 5-8 pp.
pages
3. Textbook pages
5. Other Learning https://www.centergrove.k12.in.us file:///C:/Users/Aspire/Desktop/Mono%20and%20dihybrid%20WS%20
Resource /cms/lib4/IN01000850/Centricity/D KEY%202-3-14.pdf
omain/985/2- file:///C:/Users/Aspire/Desktop/Monohybrid-Cross-Homework.pdf
Mendel%20Notes%20for%20web
site.pdf
A. Reviewing
previous lesson or Ask the students the Short review about Simple review on the past Simple review on the past Short review about
presenting the new following questions: monohybrid and dihydrid lesson on Mendelian lesson on non- Mendelian incomplete dominance and
lesson. 1. How many traits are crosses. inheritance. inheritance. co dominance
ELICIT (The involved in the monohybrid
activities in this cross?
section will evoke or 2. How many boxes are
draw out prior used for a monohybrid
concepts of or Punnet Square?
students)
B. Establishing a Engage students by doing Give the worksheets How is non-Mendelian Introduce the lesson by Give the worksheets
purpose for the simple activity. regarding monohybrid inheritance different from showing a red and white regarding m incomplete
lesson. and dihybrid cross. Mendelian inheritance? shirt hung up on the board. dominance and co
Write the genotype of each Let the students read Ask students, “If the shirts dominance
C. Presenting of the following: brown hair and ask some represent traits for red and Let the students read and
examples/instances (B), brown eyes (E), and clarifications regarding white, can you mix them to ask some clarifications
47
of the new lesson. dwarfism are dominant (D). the problem, make pink?”, “Why can’t you regarding the problem.
1. Light-colored hair with make pink?”
ENGAGE (The blue eyes.
activities in this 2. Heterozygous dark hair Ask about crossing a red
section will stimulate with heterozygous brown cow with a white cow. “Can
their thinking and eye. you have a pink cow?”
help them access 3. Homozygous dark hair
and connect prior with average height.
knowledge as a 4. Blue eyes with dwarf.
jumpstart to the
present lesson.)
D. Discussing the Model for students how a The students will do The students will do activity The students will do activity. The students will solve
new concepts and Punnett square works in monohybrid and dihybrid ‘Phenotypes and Genotypes ‘Mystery Bull’. problems on incomplete
practicing new skills Dihybrid Cross. crosses as their in Incomplete Dominance’. In In this activity, students are dominance and co
#1 individual learning. this activity, the students expected to solve problems dominance as their
Sample: In birds, brown should be able to explain demonstrating co individual learning.
E. Discussing the feathers are dominant over incomplete dominance. They dominance of traits.
new concepts and gray colored feathers. should illustrate by means of a
practicing new skills Yellow legs are dominant Punnett square a cross Sample
#2 over white. Cross a male involving incomplete
bird that is heterozygous dominance pattern of Mang Marcelino owns
EXPLORE (In this brown feathers and has inheritance. purebred red cows. In his
section, students will white legs with a female farm he noticed that after a
be given time to bird that is homozygous Model for students how a typhoon several months
think, plan, brown feathers and Punnett square works in Non ago, all of the fences that
investigate, and heterozygous for leg color. Mendelian genetics cross. separate his cattle from his
organize collected neighbor’s cattle were
information ; or the 1. How many types of destroyed. During the time
performance of the gametes will each parent that the fences were down,
planned/prepared produce in problem no. 1? three bulls, one from each
activities from the _____ In problem no. 2? neighbor, mingled with his
student’s manual with _______ cows. For awhile, he
data gathering and thought that none of the
Guide questions) Q2. What is the phenotype of bulls found his cows, but
a heterozygous four o’clock over the months, he noticed
48
flower? __________ that all of his cows are
pregnant. He suspected that
Q3. What are the possible one of the bulls is the father.
phenotypes of the offspring Which bull is it? Help Mang
from the cross of the parental Marcelino look for the father
plants in problem no. 1? by solving the given
____________In problem no. problem.
2? _____________
Q4. What are the possible

genotypes of the offspring
from the cross of the parental
plants in problem no. 1?
______________ In problem
no. 2? ___
Afterward, have a discussion

created examples.
F. Developing Explain that: Let the students present Explain that: Explain that : Let the students present
mastery their answer in front after their answer in front after
(Leads to formative Feather Color the seatwork. 1. Two types of gametes for 1. The Cow 1 will have red the seatwork.
assessment 3) Brown Feathers = B each parent; since their calves; Cow 2 will have roan
Gray Feathers = b Check the following: genotypes are RW & RW calves; Cow 3 will have red Check the following:
EXPLAIN (In this Leg Color and roan calves.
section, students will Yellow Legs = Y 1. Parent 2: One parent will have one 1. Parent
be involved in an White Legs = y 2. Gamete type of gamete and the other 2. Animal breeders can 2. Gamete
analysis of their 3. Allele two types of gametes, since cross breed animals in order 3. Allele
exploration. Their Phenotypes : 4. Punnett Square their genotypes are RR & RW. for them to get the desired 4. Punnett Square
understanding is Male: Brown feathers and 6. Genotype traits that will improve 6. Genotype
clarified and modified white legs 7. Genotypic Ratio 3. Pink flowers, 1 Pink & Red livestock in terms of meat 7. Genotypic Ratio
because of reflective Female: Brown feathers 8. Phenotypic flowers and Red, Pink & White quality and milk production. 8. Phenotypic
activities)/Analysis of and heterozygous leg color. 9. Phenotypic Ratio flowers. 9. Phenotypic Ratio
the gathered data Co dominance is the result
and results and be Genotype: Emphasize the key concepts of two alleles sharing their
Male Female territory equally, so no color
49
able to answer the Bbyy x BBYy to the students. is dominant; they simply
Guide Questions share traits, representing
leading to the focus Gametes: Include in the discussion their color. In cows, red and
concept or topic of Male: By by By by possible applications to plant white do not combine to
the day. Female: BY BY By By breeding. make pink; instead, roan is
produced.
G. Finding practical A dihybrid A Punnett square may Incomplete dominance is a In codominance, both Codominance occurs when
application of cross describes a mating be used to predict the form of intermediate alleles are expressed both alleles are expressed
concepts and skills in experiment between two possible genetic inheritance in which one allele equally in the phenotype of equally in the phenotype of
daily living. organisms that are outcomes of a for a specific trait is not the heterozygote. For the heterozygote.
identically hybrid for two monohybrid cross based completely dominant over the example, red cows crossed Incomplete dominance
H. Making traits. A hybrid organism is on probability. This type other allele. This results in a with white cows will have occurs when the
generalization and one that is heterozygous, of genetic analysis can third phenotype in which the offspring that are roan cows. phenotype of the offspring
abstraction about the which means that is carries also be performed in expressed physical trait is a Roan refers to cows with is somewhere in between
lesson. two different alleles at a a dihybrid cross, a combination of the dominant red hair and white blotches. the phenotypes of both
particular genetic position, genetic cross between and recessive phenotypes. parents; a completely
ELABORATE or locus. parental generations that dominant allele does not
( This section will differ in two traits. Incomplete dominance is a occur.
give students the pattern of inheritance in which
opportunity to expand Genotype and phenotype neither gene is totally
and solidify / ratios can be determined dominant over the other
concretize their for different patterns of resulting in an intermediate
understanding of the inheritance using a form of the other two
concept and / or monohybrid and phenotypes.
apply it to real –world dihydbrid cross.
situation)
I. Evaluating learning Evaluate students Evaluation Evaluate students Evaluate students Evaluation
understanding of the topic understanding of the topic by understanding of the topic
EVALUATION by giving formative 1. A cross between giving formative assessment. by giving formative 1. In some chickens, the
( This section will assessment. two heterozygous assessment. gene for feather color is
provide for concept tall pea plants. The controlled by co
check test items and 1. Set up a Punnett square genotype of both plants A pink-flowered plant is A black chicken and a white dominance. The allele for
answer key which are using the following must be Tt. crossed with a white-flowered chicken are crossed. What black is B and the allele for
aligned to the information: plant. What is the probability is the probability that they white is W. The
50
learning objectives -  Dominate allele for 2. In rabbits, white fur of producing a pink-flowered will have erminette chicks? heterozygous phenotype is
content and tall plants = D color (W) is dominant to plant? ____% ____% known as erminette.
performance  Recessive allele for black, and long ears (L) a. What is the genotype for
standards and dwarf plants = d are dominant to short. Parents: ____ X ____ Parents: ____ X ____ black chickens? ____
address  Dominate allele for b. What is the genotype for
misconceptions – if purple flowers = W Draw a Punnett square white chickens? ____
any)  Recessive allele for that represents the cross c. What is the genotype
white flowers = w between two rabbits for erminette chickens?
 Cross a heterozygous for both ____
homozygous traits.
dominate parent 2. In snapdragons, flower
 (DDWW) with a What are the phenotype color is controlled by
homozygous and genotype ratios? incomplete dominance.
recessive parent The two alleles are red (R)
(ddww) and white (W). The
heterozygous genotype is
2. Using the punnett square expressed as pink.
in question #1: a. What is the phenotype
of a plant with the
a. What is the probability of genotype RR?
producing tall plants with ___________
purple flowers? b. What is the phenotype
Possible genotype(s)? of a plant with the
b. What is the probability of genotype WW?
producing dwarf plants ___________
with white flowers? c. What is the phenotype
Possible genotype(s)? of a plant with the
c. What is the probability of genotype RW? _______
producing tall plants with
white flowers?
d. What is the probability of
producing dwarf plants
with purple flowers?
51
for application or
remediation.
EXTEND ( This
sections give
the topic in a new
it to another
concern)
V. REMARKS
DLP Reflection for July 16-20, 2018
A. No. of learners who No Classes – Cordillera Day No formative assessment There are 95/115 learners who No formative assessment Lesson was not carried due
earned 80% in the given earned 80% in the formative given to long discussion on
evaluation assessment. Genetics terms and
monohybrid crosses.
require additional activities
for remediation who
scored below 80%
C. Did the remedial lesson No remediation given No remediation given No remediation given
worked? No. of learners
who have caught up with
the lesson
continue to require
remediation
E. Which of my Give simple examples Re-teach and give more Re-teach
teaching strategies related to their body, examples.
worked well? Why did siblings and parents so
this work?
that they will understand
the genetic terms.
F. What difficulties did I Some students are being Some students do not know Confusion between
encounter which my hard up in understanding how to identify allele, monohydrid and dihybrid
52
can help me solve? some genetics terms. genotype and phenotype of cross
the offspring.
G. What innovation or Lesson Note, Worksheets Lesson Note, Worksheets Lesson Note, Worksheets
wish to share with
other teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time July 30-31 and August 1-3, 2018 Quarter First Quarter
July 30 (Monday) July 31 (Tuesday) August 1 (Wednesday) August 2 August 3 (Friday)
(Thursday)
I. OBJECTIVES
Subject Matter INCOMPLETE DOMINANCE AND
CO DOMINANCE - PROBLEM MULTIPLE ALLELES SEX CHROMOSOMES AND SEX
53
SOLVING DETERMINATION
Specific Objectives 1. Complete Punnett Squares for 1. Give the scientific definition of multiple alleles; and 1. Discuss how sex in humans is determined; and
incomplete dominance and co 2. Solve problems involving multiple alleles. 2. Draw a Punnett Square which shows the
dominance; and inheritance of the sex chromosomes.
2. Predict phenotype and genotype
of parents, the allele and the
phenotypic and genotypic ratios for
both incomplete dominance and co
dominance based on the Punnett
Square.
Instructional 1. Indirect Instruction (concept 1. Direct instruction (lecture) 1. Direct instruction (lecture)
Strategies formation and reflective discussion) 2. Indirect Instruction (concept formation and reflective 2. Indirect Instruction (concept formation and
2. Independent Learning (problem discussion) reflective discussion)
solving 3. Interactive Instruction (cooperative learning). 3. Independent Learning ( Problem Solving)
4. Independent Learning (Problem Solving)
Instructional 1. Traditional Resources (textbooks, 1. Traditional Resources (textbooks, worksheets, modules, 1. Traditional Resources (textbooks, worksheets,
Materials worksheets, modules, supplemental supplemental reading materials, workbooks, laboratory modules, supplemental reading materials, workbooks,
reading materials, workbooks, manuals) laboratory manuals)
laboratory manuals) 2. Graphic Organizers/2D (charts, pictures, maps, diagrams, 2. Graphic Organizers/2D (charts, pictures, maps,
2. Graphic Organizers/2D (charts, graphs, tables) diagrams, graphs, tables)
pictures, maps, diagrams, graphs, 3. Others: tables 3. Others: Punnett Square
tables)
3. Others: Punnett Square
A. References G9 Science – Learner Materials & G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials & Teachers
Teachers Guide Guide
1. Teacher’s Guide pp. pp. 23-25 pp. 3-5
pages
2. Learners Material pp. pp. 34 - 35 pp. 5-8
pages
3. Textbook pages
4. Additional materials from BEAM: Second Year – Your Genetic Book of Life
54
5. Other Learning https://www.centergrove.k12.in.us/cms/lib4/IN01000850/Centricity/Domain/985/2-Mendel%20Notes%20for%20website.pdf
Resource file:///C:/Users/Aspire/Desktop/Mono%20and%20dihybrid%20WS%20KEY%202-3-14.pdf
file:///C:/Users/Aspire/Desktop/Monohybrid-Cross-Homework.pdf
A. Reviewing
previous lesson or Short review about incomplete Short review about co dominance trait. Simple review on the past lesson on multiple
presenting the new dominance and co dominance alleles
lesson.
ELICIT (The
activities in this
draw out prior
concepts of or
students)
B. Establishing a Give the worksheets regarding m Ask the students: Ask the students:
purpose for the incomplete dominance and co
lesson. dominance 1. What is your blood type? How is sex determined and inherited?
Let the students read and ask some
C. Presenting clarifications regarding the problem. 2. Do you know your blood type? Emphasize that the inheritance of some
examples/instances characters does not strictly follow Mendel’s Law
of the new lesson. 3. What are your parent’s blood types? of Independent Assortment. There are many traits
that are inherited together more frequently. For
ENGAGE (The example, the expression of certain traits depends
activities in this on whether one is male or female. Apparently, the
section will stimulate expression of the traits is determined by or
their thinking and related to one’s sex.
help them access
and connect prior
knowledge as a
jumpstart to the
present lesson.)
D. Discussing the The students will solve problems on The students will do activity “What’s Your Blood Type? The students will do activity “Boy or Girl” to see
new concepts and incomplete dominance and co For the students to determine all possible combinations how sex in humans is determined. The students
55
practicing new skills dominance as their individual of genes for a blood type that a person might have and will determine the probability of having male or
#1 learning. predict gene combinations expected in offspring based female gender by illustrating the prediction using
on the genes carried in male and female gametes. a Punnett square.
E. Discussing the
new concepts and The students will draw a Punnett square which
practicing new skills 1. The students will make a record of the different blood shows the inheritance of the sex chromosomes.
#2 types of the group members and prepare a tally using a They will represent the female sex chromosomes
table. with XX and the male sex chromosomes with XY.
EXPLORE (In this
section, students will 2. Ask the students to consolidate the data. Ask the students to work on the activity to help
be given time to 3. Ask the following questions: them understand the determination of sex.
think, plan, a. which blood type frequently appeared among you?
investigate, and b. Do you know how blood types are inherited?
organize collected
information ; or the 3. Direct students to work on the activity and find out the
performance of the answers to the questions.
planned/prepared
activities from the
data gathering and
Guide questions)
F. Developing Let the students present their answer Let the students present their answer in front after the Explain that :
mastery in front after the seatwork. activity.
(Leads to formative 1. Humans have 46 chromosomes in each cell.
assessment 3) Check the following: Mothers Blood Type Observation of the human body cells shows 23
A pairs of chromosomes for both males and
EXPLAIN (In this 1. Parent B females. Twenty- two pairs are somatic
section, students will 2. Gamete AB chromosomes. The 23rd pair consists of sex
be involved in an 3. Allele O chromosomes.
analysis of their 4. Punnett Square Father’s Blood Type
exploration. Their 6. Genotype A, B, AB, or O
understanding is 7. Genotypic Ratio A or AB
clarified and modified 8. Phenotypic A, B, AB, or O 2. Human males and some other male organisms,
because of reflective 9. Phenotypic Ratio A, B, or O such as other mammals and fruit flies, have non-
activities)/Analysis of Child’s Blood Type identical sex chromosomes (XY). Females have
56
the gathered data A identical (XX) sex chromosomes.
and results and be AB
able to answer the B
Guide Questions O
concept or topic of
the day.
G. Finding practical Codominance occurs when both  In humans, there are four blood types  Males have 44 body chromosomes and
application of alleles are expressed equally in the (phenotypes): A, B, AB, O. two sex chromosomes X and Y.
concepts and skills in phenotype of the heterozygote.  The males determine the sex of their
daily living. Incomplete dominance occurs when  Blood type is controlled by three alleles: A, B, O children. Females have 44 body
the phenotype of the offspring is chromosomes and two sex
H. Making somewhere in between the  O is recessive; two O alleles must be present for chromosomes, both X.
generalization and phenotypes of both parents; a a person to have type O blood.  The total number in each cell of an
abstraction about the completely dominant allele does not individual is 46. These chromosomes
lesson. occur.  A and B are co-dominant. If a person’s receives contain the genes, which are the factors
an A allele and a B allele, their blood type is AB. of heredity.
ELABORATE
( This section will
give students the
and solidify /
concretize their
concept and / or
situation)
I. Evaluating learning Evaluate students understanding of Formative Evaluation Evaluate students understanding of the topic by
the topic by giving formative giving formative assessment.
EVALUATION assessment. 1. The child’s blood type is AB. What is the blood type of
( This section will the Mother and Father? 1. What will be the sex of a child produced when
provide for concept 1. In some chickens, the gene for Mother = _____ an egg is fertilized by a sperm that has a Y
check test items and feather color is controlled by co Father = ______ , _____ chromosome? ___________
answer key which are dominance. The allele for black is B
aligned to the and the allele for white is W. The 2. What are the possible blood types of parents if the 2. What type of sperm must fertilize an egg to
57
learning objectives - heterozygous phenotype is known as blood type of the child is O? result in a female child? _________
content and erminette. 3. Which sex chromosomes determine a person’s
performance a. What is the genotype for black sex? ___________
standards and chickens? ____
address b. What is the genotype for white 4. What are the other factors that may influence
misconceptions – if chickens? ____ the expression of human sexuality?
any) c. What is the genotype for
erminette chickens? ____
2. In snapdragons, flower color is
controlled by incomplete dominance.
The two alleles are red (R) and white
(W). The heterozygous genotype is
expressed as pink.
a. What is the phenotype of a plant
with the genotype RR?
___________
b. What is the phenotype of a plant
with the genotype WW?
___________
c. What is the phenotype of a plant
with the genotype RW? _______
J. Additional activities Assign students to know their blood
for application or types.
remediation.
EXTEND ( This
sections give
the topic in a new
it to another
concern)
V. REMARKS
58
A. No. of learners who There are 100/115 learners who No formative assessment There are 95/115 learners No formative assessment Lesson was not
earned 80% in the earned 80% in the formative given who earned 80% in the given carried due to some
evaluation assessment. formative assessment. GLC meeting,
Induction Program
and Leadership
Training
B. No. of learners who No remediation given No remediation given No remediation given No remediation given
for remediation who
scored below 80%
C. Did the remedial lesson No remediation given No remediation given No remediation given No remediation given
the lesson
D. No. of learners who None None None None
continue to require
remediation
E. Which of my Direct and Interactive Instruction step by step process in independent learning step by step process in
teaching strategies solving problems involving solving problems
worked well? Why did incomplete dominance involving co dominance
this work?
F. What difficulties did I Still some students do not know Some students are being Some students are being Confusion between
encounter which my how to distinguish homozygous and hard up in determining the hard up in determining incomplete dominance
principal or supervisor heterozygous genes. phenotype of heterozygous the phenotype of and co dominance cross
can help me solve?
offspring in incomplete heterozygous offspring in
dominance incomplete dominance
G. What innovation or Lesson Note, Worksheets Lesson Note, Worksheets Lesson Note, Worksheets Lesson Note, Worksheets
wish to share with
other teachers?

59
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time August 6 - 10, 2018 Quarter First Quarter
August 6 - 7 (Monday & Tuesday) August 8 (Wednesday) August 9-10 (Thursday & Friday)
I. OBJECTIVES
Subject Matter SEX CHROMOSOMES AND SEX REVIEW FIRST PERIODICAL EXAMINATION
DETERMINATION
Specific Objectives 1. Discuss how sex in humans is Review and revisit all the topics for the first 1. Read and understand the given instruction in
determined; and quarter in preparation for the first quarter the examination paper;
2. Draw a Punnett Square which shows examination. 2. Give the correct answer from the given
the inheritance of the sex chromosomes. questions; and
3. Display the value of honesty as manifested by
working independently.
Instructional Strategies 1. Direct instruction (lecture) Independent Learning Independent Learning
2. Indirect Instruction (concept formation
and reflective discussion)
3. Independent Learning ( Problem
Solving)
60
Instructional Materials 1. Traditional Resources (textbooks, Traditional Resources (textbooks, worksheets, and Copy of the examination paper
worksheets, modules, supplemental reading modules)
materials, workbooks, laboratory manuals)
2. Graphic Organizers/2D (charts, pictures,
maps, diagrams, graphs, tables)
A. References G9 Science – Learner Materials & G9 Science – Learner Materials & Teachers G9 Science – Learner Materials & Teachers
Teachers Guide Guide Guide
1. Teacher’s Guide pp. 3-5 pp. pp.
pages
2. Learners Material pp. 5-6 pp. pp.
pages
3. Textbook pages
5. Other Learning Resource
IV. PROCEDURES These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusion about what they leaned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or presenting the Simple review on the past lesson on The students will make simple reflection on the Check students preparation before the exam
new lesson. multiple alleles different topics for the first quarter
ELICIT (The activities
in this section will evoke
or draw out prior
concepts of or
students)
B. Establishing a Ask the students: The students will have silent review in Tell the students to read and understand the
purpose for the lesson. preparation for the first grading period questions properly.
How is sex determined and inherited?
C. Presenting
61
examples/instances of Emphasize that the inheritance of some
the new lesson. characters does not strictly follow Mendel’s
Law of Independent Assortment. There are
ENGAGE (The many traits that are inherited together
activities in this section more frequently. For example, the
will stimulate their expression of certain traits depends on
thinking and help them whether one is male or female. Apparently,
access and connect the expression of the traits is determined
prior knowledge as a by or related to one’s sex.
jumpstart to the present
lesson.)
D. Discussing the new The students will do activity “Boy or Girl” to The students can ask any clarification/difficulties The students will answer their test paper.
concepts and practicing see how sex in humans is determined. The they encounter about the topic.
new skills #1 students will determine the probability of
having male or female gender by
E. Discussing the new illustrating the prediction using a Punnett
concepts and practicing square.
new skills #2
The students will draw a Punnett square
EXPLORE (In this which shows the inheritance of the sex
section, students will be chromosomes. They will represent the
given time to think, female sex chromosomes with XX and the
plan, investigate, and male sex chromosomes with XY.
organize collected
information ; or the Ask the students to work on the activity to
performance of the help them understand the determination of
planned/prepared sex.
activities from the
data gathering and
Guide questions)
F. Developing mastery Explain that : Difficulties and misconception about the topics
(Leads to formative can be explained.
assessment 3) 1. Humans have 46 chromosomes in each
cell. Observation of the human body cells
62
EXPLAIN (In this shows 23 pairs of chromosomes for both
section, students will be males and females. Twenty- two pairs are
involved in an analysis somatic chromosomes. The 23rd pair
of their exploration. consists of sex chromosomes.
Their understanding is
clarified and modified 2. Human males and some other male
because of reflective organisms, such as other mammals and
activities)/Analysis of fruit flies, have non-identical sex
the gathered data and chromosomes (XY). Females have
results and be able to identical (XX) sex chromosomes.
answer the Guide
Questions leading to
the focus concept or
topic of the day.
G. Finding practical Elaborate further that: Difficulties and misconception about the topics
application of concepts can be elaborated
and skills in daily living.  Males have 44 body
chromosomes and two sex
H. Making chromosomes X and Y.
generalization and  The males determine the sex of
abstraction about the their children. Females have 44
lesson. body chromosomes and two sex
chromosomes, both X.
ELABORATE  The total number in each cell of an
( This section will give individual is 46. These
students the opportunity chromosomes contain the genes,
to expand and solidify / which are the factors of heredity.
concretize their
concept and / or apply it
to real –world situation)
63
I. Evaluating learning Evaluate students understanding of the None First Grading Examination
topic by giving formative assessment. .
EVALUATION
( This section will 1. What will be the sex of a child produced
provide for concept when an egg is fertilized by a sperm that
check test items and has a Y chromosome? ___________
aligned to the learning 2. What type of sperm must fertilize an egg
objectives - content to result in a female child? _________
and performance 3. Which sex chromosomes determine a
standards and address person’s sex? ___________
misconceptions – if any)
4. What are the other factors that may
influence the expression of human
sexuality?
for application or
remediation.
EXTEND ( This
sections give situation
that explains the topic in
a new context , or
integrate it to another
concern)
V. REMARKS
DLP Reflection for July 30-31 & August 1-3, 2018
July & August July 30 (Monday) July 31 (Tuesday) August 1 August 2 (Thursday) August 3 (Friday)
(Wednesday)
A. No. of learners who There are 100/115 learners who earned There are 95/115 learners who earned 80% in No formative assessment Lesson was not
earned 80% in the 80% in the formative assessment. the formative assessment. given carried due to Science
64
evaluation LAC session
for remediation who scored
below 80%
worked? No. of learners who
have caught up with the
lesson
continue to require
remediation
E. Which of my teaching Direct and Interactive Instruction step by step process in solving problems step by step process in
strategies worked well? involving multiple alleles solving problems
Why did this work? involving multiple alleles
F. What difficulties did I Still some students do not know how to Some students are being hard up in determining Confusion between th
encounter which my distinguish homozygous and heterozygous the genotype and phenotype of parents in blood different alleles in human
principal or supervisor can genes. typing blood type
help me solve?
use/discover which I wish
to share with other
teachers?

65
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time July 30-31 and August 1-3, 2018 Quarter First Quarter
July 30 (Monday) July 31 (Tuesday) August 1 (Wednesday) August 2 (Thursday) August 3 (Friday)
I. OBJECTIVES
Subject Matter INCOMPLETE MULTIPLE ALLELES
DOMINANCE AND CO
DOMINANCE - PROBLEM
SOLVING
Specific Objectives 1. Complete Punnett 1. Give the scientific 1. Explain incomplete 1. Give the scientific
Squares for incomplete definition of multiple alleles; dominance pattern of definition of codominance of
dominance and co and inheritance; and traits; and
dominance; and 2. Solve problems involving 2. Illustrate by means of 2. Demonstrates
2. Predict phenotype and multiple alleles. Punnett square a cross codominance of traits using
genotype of parents, the involving incomplete punnett square.
allele and the phenotypic dominance pattern of
and genotypic ratios for inheritance.
both incomplete dominance
and co dominance based
on the Punnett Square.
Instructional 1. Indirect Instruction 1. Direct instruction (lecture) 1. Direct instruction 1. Direct instruction (lecture)
Strategies (concept formation and 2. Indirect Instruction (lecture) 2. Indirect Instruction
66
reflective discussion) (concept formation and 2. Indirect Instruction (concept formation and
2. Independent Learning reflective discussion) (concept formation and reflective discussion)
(problem solving 3. Interactive Instruction reflective discussion) 3. Independent Learning
(cooperative learning). 3. Interactive Instruction
4. Independent Learning (cooperative learning).
(Problem Solving)
Instructional 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources

Materials (textbooks, worksheets, (textbooks, worksheets, (textbooks, worksheets, (textbooks, worksheets,
modules, supplemental modules, supplemental modules, supplemental modules, supplemental
reading materials, workbooks, reading materials, workbooks, reading materials, reading materials, workbooks,
laboratory manuals) laboratory manuals) workbooks, laboratory laboratory manuals)
2. Graphic Organizers/2D 2. Graphic Organizers/2D manuals) 2. Graphic Organizers/2D
(charts, pictures, maps, (charts, pictures, maps, 2. Graphic Organizers/2D (charts, pictures, maps,
diagrams, graphs, tables) diagrams, graphs, tables) (charts, pictures, maps, diagrams, graphs, tables)
3. Others: Punnett Square 3. Others: tables diagrams, graphs, tables) 3. Others: Punnett Square
Materials & Teachers Materials & Teachers Guide Materials & Teachers Materials & Teachers Guide Materials & Teachers
Guide Guide Guide
1. Teacher’s Guide pp. pp. 23-25 pp. 2-3 pp. 3-5 pp.
pages
2. Learners Material pp. pp. 34 - 35 pp. 4-5 pp. 5-8 pp.
pages
3. Textbook pages
5. Other Learning https://www.centergrove.k12.in.us file:///C:/Users/Aspire/Desktop/Mono%20and%20dihybrid%20WS%20
Resource /cms/lib4/IN01000850/Centricity/D KEY%202-3-14.pdf
omain/985/2- file:///C:/Users/Aspire/Desktop/Monohybrid-Cross-Homework.pdf
Mendel%20Notes%20for%20web
site.pdf
67
A. Reviewing
previous lesson or Short review about Short review about co Simple review on the past Simple review on the past
presenting the new incomplete dominance and dominance trait. lesson on Mendelian lesson on non- Mendelian
lesson. co dominance inheritance. inheritance.
ELICIT (The
activities in this
draw out prior
concepts of or
students)
B. Establishing a Give the worksheets Ask the students: How is non-Mendelian Introduce the lesson by
purpose for the regarding m incomplete inheritance different from showing a red and white
lesson. dominance and co 1. What is your blood Mendelian inheritance? shirt hung up on the board.
dominance type? Ask students, “If the shirts
C. Presenting Let the students read and represent traits for red and
examples/instances ask some clarifications 2. Do you know your white, can you mix them to
of the new lesson. regarding the problem. blood type? make pink?”, “Why can’t you
make pink?”
ENGAGE (The 3. What are your parent’s
activities in this blood types? Ask about crossing a red
section will stimulate cow with a white cow. “Can
their thinking and you have a pink cow?”
help them access
and connect prior
knowledge as a
jumpstart to the
present lesson.)
D. Discussing the The students will solve The students will do The students will do activity The students will do activity.
new concepts and problems on incomplete activity “What’s Your ‘Phenotypes and Genotypes ‘Mystery Bull’.
practicing new skills dominance and co Blood Type? For the in Incomplete Dominance’. In In this activity, students are
#1 dominance as their students to determine all this activity, the students expected to solve problems
individual learning. possible combinations of should be able to explain demonstrating co
E. Discussing the genes for a blood type incomplete dominance. They dominance of traits.
68
new concepts and that a person might have should illustrate by means of a
practicing new skills and predict gene Punnett square a cross Sample
#2 combinations expected involving incomplete
in offspring based on the dominance pattern of Mang Marcelino owns
EXPLORE (In this genes carried in male inheritance. purebred red cows. In his
section, students will and female gametes. farm he noticed that after a
be given time to Model for students how a typhoon several months
think, plan, Punnett square works in Non ago, all of the fences that
investigate, and 1. The students will Mendelian genetics cross. separate his cattle from his
organize collected make a record of the neighbor’s cattle were
information ; or the different blood types of 1. How many types of destroyed. During the time
performance of the the group members and gametes will each parent that the fences were down,
planned/prepared prepare a tally using a produce in problem no. 1? three bulls, one from each
activities from the table. _____ In problem no. 2? neighbor, mingled with his
student’s manual with _______ cows. For awhile, he
data gathering and 2. Ask the students to thought that none of the
Guide questions) consolidate the data. Q2. What is the phenotype of bulls found his cows, but
3. Ask the following a heterozygous four o’clock over the months, he noticed
questions: flower? __________ that all of his cows are
a. which blood type pregnant. He suspected that
frequently appeared Q3. What are the possible one of the bulls is the father.
among you? phenotypes of the offspring Which bull is it? Help Mang
b. Do you know how from the cross of the parental Marcelino look for the father
blood types are plants in problem no. 1? by solving the given
inherited? ____________In problem no. problem.
2? _____________
3. Direct students to
work on the activity and Q4. What are the possible
find out the answers to genotypes of the offspring
the questions. from the cross of the parental
plants in problem no. 1?
______________ In problem
no. 2? ___
Afterward, have a discussion

69
created examples.
F. Developing Let the students present Let the students present Explain that: Explain that :
mastery their answer in front after their answer in front after
(Leads to formative the seatwork. the activity. 1. Two types of gametes for 1. The Cow 1 will have red
assessment 3) each parent; since their calves; Cow 2 will have roan
Check the following: Mothers Blood Type genotypes are RW & RW calves; Cow 3 will have red
EXPLAIN (In this A and roan calves.
section, students will 1. Parent B 2: One parent will have one
be involved in an 2. Gamete AB type of gamete and the other 2. Animal breeders can
analysis of their 3. Allele O two types of gametes, since cross breed animals in order
exploration. Their 4. Punnett Square Father’s Blood Type their genotypes are RR & RW. for them to get the desired
understanding is 6. Genotype A, B, AB, or O traits that will improve
clarified and modified 7. Genotypic Ratio A or AB 3. Pink flowers, 1 Pink & Red livestock in terms of meat
because of reflective 8. Phenotypic A, B, AB, or O flowers and Red, Pink & White quality and milk production.
activities)/Analysis of 9. Phenotypic Ratio A, B, or O flowers.
the gathered data Child’s Blood Type Co dominance is the result
and results and be A Emphasize the key concepts of two alleles sharing their
able to answer the AB to the students. territory equally, so no color
Guide Questions B is dominant; they simply
leading to the focus O Include in the discussion share traits, representing
concept or topic of possible applications to plant their color. In cows, red and
the day. breeding. white do not combine to
make pink; instead, roan is
produced.
G. Finding practical Codominance occurs when 1. In humans, there are Incomplete dominance is a In codominance, both
application of both alleles are expressed four blood types form of intermediate alleles are expressed
concepts and skills in equally in the phenotype of (phenotypes): A, B, AB, inheritance in which one allele equally in the phenotype of
daily living. the heterozygote. O. for a specific trait is not the heterozygote. For
Incomplete dominance completely dominant over the example, red cows crossed
H. Making occurs when the phenotype 2. Blood type is other allele. This results in a with white cows will have
generalization and of the offspring is controlled by three third phenotype in which the offspring that are roan cows.
abstraction about the somewhere in between the alleles: A, B, O expressed physical trait is a Roan refers to cows with
lesson. phenotypes of both combination of the dominant red hair and white blotches.
parents; a completely 3. O is recessive; two O and recessive phenotypes.
70
ELABORATE dominant allele does not alleles must be present
( This section will occur. for a person to have type Incomplete dominance is a
give students the O blood. pattern of inheritance in which
opportunity to expand neither gene is totally
and solidify / 4. A and B are co- dominant over the other
concretize their dominant. If a person’s resulting in an intermediate
understanding of the receives an A allele and form of the other two
concept and / or a B allele, their blood phenotypes.
apply it to real –world type is AB.
situation)
I. Evaluating learning Evaluate students Formative Evaluation Evaluate students Evaluate students Evaluation
understanding of the topic understanding of the topic by understanding of the topic
EVALUATION by giving formative 1. The child’s blood type giving formative assessment. by giving formative
( This section will assessment. is AB. What is the blood assessment.
provide for concept type of the Mother and
check test items and 1. In some chickens, the Father? A pink-flowered plant is A black chicken and a white
answer key which are gene for feather color is Mother = _____ crossed with a white-flowered chicken are crossed. What
aligned to the controlled by co Father = ______ , _____ plant. What is the probability is the probability that they
learning objectives - dominance. The allele for of producing a pink-flowered will have erminette chicks?
content and black is B and the allele for 2. What are the possible plant? ____% ____%
performance white is W. The blood types of parents if
standards and heterozygous phenotype is the blood type of the Parents: ____ X ____ Parents: ____ X ____
address known as erminette. child is O?
misconceptions – if a. What is the genotype for
any) black chickens? ____
b. What is the genotype for
white chickens? ____
c. What is the genotype for
erminette chickens? ____
2. In snapdragons, flower
color is controlled by
incomplete dominance. The
two alleles are red (R) and
white (W). The
heterozygous genotype is
71
expressed as pink.
a. What is the phenotype
of a plant with the genotype
RR? ___________
b. What is the phenotype of
a plant with the genotype
WW? ___________
c. What is the phenotype of
a plant with the genotype
RW? _______
J. Additional activities Assign students to know
for application or their blood types.
remediation.
EXTEND ( This
sections give
the topic in a new
it to another
concern)
V. REMARKS
A. No. of learners who No formative assessment There are 95/115 learners who No formative assessment Lesson was not carried due
earned 80% in the given earned 80% in the formative given to the Induction Program
evaluation assessment. and Leadership Training
for remediation who
scored below 80%
72
the lesson
continue to require
remediation
E. Which of my Give simple examples Re-teach and give more Re-teach
teaching strategies related to their body, examples.
worked well? Why did siblings and parents so
this work?
that they will understand
the genetic terms.
F. What difficulties did I Some students are being Some students do not know Confusion between
encounter which my hard up in understanding how to identify allele, monohydrid and dihybrid
principal or supervisor some genetics terms. genotype and phenotype of cross
can help me solve? the offspring.
wish to share with
other teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time August 13-17, 2018 Quarter Second Quarter
August 13 (Monday) August 14 (Tuesday) August 15 August 16 August 17 (Friday)
(Wednesday) (Thursday)
I. OBJECTIVES
The development of atomic models that led to the description of the behavior of electrons within atoms.
Standard 1. Describe how the Bohr model of the atom improved Rutherford’s atomic model
2. Explain how the Quantum Mechanical Model of the atom describes the energies and positions of the electrons.
73
Competencies Write 1. explain the formation of ionic and covalent bonds; S9MT-IIa-13
the LC code for each 2. recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness, polarity, and electrical and
thermal conductivity; S9MT-IIb-14
3. explain properties of metals in terms of their structure; S9MT-IIc-d15
4. explain how ions are formed; S9MT-IIe-f16
Subject Matter CHECKING OF TEST PAPERS THERMO SCI-DAMA DEVELOPMENT OF THE ATOMIC THEORY OF
MATTER
Specific Objectives 1. Check first grading 1. Apply the different set of rules in playing Thermo 1. Trace the development of the atomic theory of matter;
examination in Grade 9 Sci-Dama to achieve success; 2. Identify the sub atomic particles that consist of an atom;
Science. 2. Attends closely to the classroom activities such 3. Locate the sub-atomic particles of an atom
2. Re – compute the checked as playing Thermo Sci-Dama to hasten skills and to
scores. develop critical thinking.
Instructional Strategies Checking 1. Experiential Instruction (playing). 1. Direct instruction (compare & contrast, lecture)
2. Direct instruction (lecture). 2. Indirect Instruction (concept formation, reflective
discussion)
Instructional Materials Copy of the test paper Copy of the rules in playing Thermo Sci-Dama 1. Traditional Resources (textbooks, worksheets, modules,
Sci-Dama Board and Chips supplemental reading materials, workbooks, laboratory manuals)
2. Graphic Organizers/2D (charts, pictures, maps, diagrams, graphs,
tables)
A. References G9 Science – Learner Materials G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials & Teachers Guide
& Teachers Guide
1. Teacher’s Guide pp. pp. pp.
pages
2. Learners Material pp. pp. pp.
pages
3. Textbook pages
from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
74
lesson or presenting What difficulty/difficulties did you Review on the different set of rules in playing Sci- What is matter?
the new lesson. encounter during the exam? Dama and checking of board and chips.
in this section will
evoke or draw out prior
concepts of or
students)
B. Establishing a Distribution of the test paper The students will make their own sci-dama board Engage the students in presenting the new lesson by
purpose for the lesson. and chips asking the following questions.
C. Presenting
examples/instances of 1. What is the smallest part of matter?
the new lesson. 2. What is an atom?
ENGAGE (The 3. What are the three main parts of an atom?
activities in this section 4. Where are these parts located in an atom?
will stimulate their
thinking and help them
access and connect
prior knowledge as a
jumpstart to the
present lesson.)
D. Discussing the new Reading and understanding of The students will play the Thermo Sci-Dama based The students will do the activity on ‘The atomic Structure’
concepts and the questions and giving on the n the set of rules given using sci-dama board and for them to identify the different parts of the atom and for
practicing new skills #1 correct answers. chips. them to determine the location of each part and their
E. Discussing the new charges.
concepts and
practicing new skills #2
EXPLORE (In this
be given time to think,
plan, investigate, and
organize collected
75
performance of the
planned/prepared
activities from the
data gathering and
Guide questions)
F. Developing mastery Explain that: Explain that in playing they will develop their Explain the timeline in the development of the atomic
(Leads to formative mastery in playing Sci-Dama in preparation for the theory of matter:
assessment 3) Emphasize that it is important to School, District, Division, Regional and National
EXPLAIN (In this read the different instruction Level Sci-Dama competition. 1. Democritus thought that atoms were small, hard
section, students will given in every types. particles of a single material and in different shapes and
be involved in an sizes.
analysis of their Also, they must have to read, 2. John Dalton claimed that
exploration. Their understand and analyze a. All substances are made of atoms. Atoms are small
understanding is carefully the given questions particles that cannot be created, divided, or destroyed.
clarified and modified before they will write their b. Atoms of the same element are exactly alike, and
because of reflective answer. atoms of different elements are different.
activities)/Analysis of c. Atoms join with other atoms to make new substances.
the gathered data and 3. J.J Thomson proposed a model of an atom called the
results and be able to “plum-pudding” model, in which negative electrons are
answer the Guide scattered throughout soft blobs of positively charged
Questions leading to material.
topic of the day.
G. Finding practical Elaborate further that: For the students to develop their critical thinking  The three main subatomic particles that form an
application of concepts analysis and speed in playing specifically it will test atom are protons, neutrons, and electrons. The
and skills in daily Elaborate further that for them how they play efficiently and effectively in any given center of the atom is called the nucleus.
living. to get high score in the test they game.
H. Making must have to review and  Protons have a positive electrical charge, so they
generalization and understand the different learning are often represented with the mark of a "+" sign.
abstraction about the competencies that were given to
lesson. them.  Neutrons have no electrical charge and are said
ELABORATE to help hold the protons together (protons are
( This section will give positively charged particles and should repel each
students the other).
76
and solidify /  Neutrons have no electrical charge.
concretize their
concept and / or apply
it to real –world
situation)
I. Evaluating learning Evaluate students understanding of the topic by giving
EVALUATION Test scores Scores in playing Thermo Sci-Dama formative assessment.
( This section will
provide for concept 1. The nucleus of the atom describe as ____
check test items and a. tiny, negatively charged
answer key which are b. dense, negatively charged
aligned to the learning c. mostly empty space, positively charged
objectives - content d. dense, positively charged
and performance 2. In Thomson's plum-pudding model of the atom, the
standards and address plums represent.
misconceptions – if a. neutrons
any) b. protons
c. atoms
d. electrons
3. What did J.J. Thomson discover?
a. proton
b. neutron
c. atom
d. electron
J. Additional activities  The discovery of the atomic theory led to amazing
for application or scientific breakthroughs in areas from modern
remediation. chemistry to nuclear energy.
EXTEND ( This
sections give situation  The importance of atomic theory examines the
that explains the topic core idea behind the theory how it developed, and
in a new context , or the many ways that atomic theory has influenced
integrate it to another daily life, culture, science, and societal change.
77
concern)
V. REMARKS
DLP Reflection for August 6-10, 2018
August 6 (Monday) 7 (Tuesday) 8 (Wednesday) 9 (Thursday) 10 (Friday)
A. No. of learners who No formative evaluation given There are 74/80 No formative assessment examination day – test examination day – test
earned 80% in the learners who earned given – review period paper are not yet checked paper are not yet checked
evaluation 80% in the formative
evaluation
B. No. of learners who No remediation given No remediation given No remediation given No remediation given No remediation given
below 80%
C. Did the remedial lesson No remediation given No remediation given No remediation given No remediation given No remediation given
the lesson
D. No. of learners who None None None None none
continue to require
remediation
E. Which of my teaching Indirect Instruction where Indirect Instruction individual learning individual learning individual learning
strategies worked well? students are able to solve where students are able
Why did this work? problems involving co- to solve problems
dominance in human blood involving co-dominance
typing. in human blood typing.
F. What difficulties did I Some students don’t know how Some students do not none none none
encounter which my to write the alleles of the know how to
principal or supervisor different blood types. distinguish between
can help me solve?
homozygous and
heterozygous blood
type specifically the
78
blood type A and B.
G. What innovation or activity sheets activity sheets none copy of the examination copy of the examination
localized material did I paper paper
to share with other
teachers?


GRADES 1 to 12
DAILY LESSON LOG
August 20 (Monday) August 21 (Tuesday) August 22 – 24 (Wednesday- Friday)
I. OBJECTIVES
Subject Matter THERMO SCI-DAMA No Classes – National Holiday DEVELOPMENT OF THE ATOMIC THEORY OF MATTER
(EDI’L ADHA) AND THE SUB-ATOMIC PARTICLES OF AN ATOM
Specific Objectives 1. Apply the different set of rules in 1. Trace the development of the atomic theory of matter;
79
playing Thermo Sci-Dama to 2. Identify the sub atomic particles that consist of an atom;
achieve success; 3. Locate the sub-atomic particles of an atom
2. Attends closely to the classroom
activities such as playing Thermo
Sci-Dama to hasten skills and to
develop critical thinking.
Instructional Strategies 1. Experiential Instruction (playing). 1. Direct instruction (compare & contrast, lecture)
2. Direct instruction (lecture). 2. Indirect Instruction (concept formation, reflective discussion)
Instructional Materials Copy of the rules in playing Thermo Sci- 1. Traditional Resources (textbooks, worksheets, modules, supplemental reading
Dama materials, workbooks, laboratory manuals)
Sci-Dama Board and Chips 2. Graphic Organizers/2D (charts, pictures, maps, diagrams, graphs, tables)
A. References G9 Science – Learner Materials & G9 Science – Learner Materials & G9 Science – Learner Materials & Teachers Guide
Teachers Guide Teachers Guide G9 Science – Learner Materials & Teachers Guide
pages pp.
pages pp.
3. Textbook pages
lesson or presenting Review on the different set of rules What is matter?
the new lesson. in playing Sci-Dama and checking of
ELICIT (The activities board and chips.
concepts of or
students)
80
B. Establishing a Engage the students in presenting the new lesson by asking the
purpose for the lesson. The students will make their own sci- following questions.
C. Presenting dama board and chips
examples/instances of 1. What is the smallest part of matter?
the new lesson. 2. What is an atom?
ENGAGE (The 3. What are the three main parts of an atom?
activities in this section 4. Where are these parts located in an atom?
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will play the Thermo The students will do the activity on ‘The atomic Structure’ for them to
concepts and Sci-Dama based n the set of rules identify the different parts of the atom and for them to determine the
practicing new skills #1 given using sci-dama board and location of each part and their charges.
E. Discussing the new chips.
concepts and
EXPLORE (In this
organize collected
performance of the
planned/prepared
activities from the
data gathering and
Guide questions)
F. Developing mastery Explain that in playing they will Explain the timeline in the development of the atomic theory of
(Leads to formative develop their mastery in playing Sci- matter:
assessment 3) Dama in preparation for the School,
EXPLAIN (In this District, Division, Regional and 1. Democritus thought that atoms were small, hard particles of a
81
section, students will National Level Sci-Dama single material and in different shapes and sizes.
be involved in an competition. 2. John Dalton claimed that
analysis of their a. All substances are made of atoms. Atoms are small particles that
exploration. Their cannot be created, divided, or destroyed.
understanding is b. Atoms of the same element are exactly alike, and atoms of
clarified and modified different elements are different.
because of reflective c. Atoms join with other atoms to make new substances.
activities)/Analysis of 3. J.J Thomson proposed a model of an atom called the “plum-
the gathered data and pudding” model, in which negative electrons are scattered throughout
results and be able to soft blobs of positively charged material.
answer the Guide
topic of the day.
G. Finding practical For the students to develop their  The three main subatomic particles that form an atom
application of concepts critical thinking analysis and speed are protons, neutrons, and electrons. The center of the
and skills in daily in playing specifically it will test how atom is called the nucleus.
living. they play efficiently and effectively in
H. Making any given game.  Protons have a positive electrical charge, so they are often
generalization and represented with the mark of a "+" sign.
abstraction about the
lesson.  Neutrons have no electrical charge and are said to help hold
ELABORATE the protons together (protons are positively charged particles
( This section will give and should repel each other).
students the
opportunity to expand Neutrons have no electrical charge.
and solidify /
concretize their
it to real –world
situation)
82
I. Evaluating learning Evaluate students understanding of the topic by giving formative
EVALUATION Scores in playing Thermo Sci-Dama assessment.
( This section will
provide for concept 1. The nucleus of the atom describe as ____
check test items and a. tiny, negatively charged
answer key which are b. dense, negatively charged
aligned to the learning c. mostly empty space, positively charged
objectives - content d. dense, positively charged
and performance 2. In Thomson's plum-pudding model of the atom, the plums
standards and address represent.
misconceptions – if a. neutrons
any) b. protons
c. atoms
d. electrons
3. What did J.J. Thomson discover?
a. proton
b. neutron
c. atom
d. electron
J. Additional activities  The discovery of the atomic theory led to amazing scientific
for application or breakthroughs in areas from modern chemistry to nuclear
remediation. energy.
EXTEND ( This
sections give situation  The importance of atomic theory examines the core idea
that explains the topic behind the theory how it developed, and the many ways that
in a new context , or atomic theory has influenced daily life, culture, science, and
integrate it to another societal change.
concern)
V. REMARKS
A. No. of learners who classes suspended due to monsoon classes suspended due to monsoon classes suspended due There are 63/77 no formative
83
earned 80% in the rains rains to monsoon rains learners who earned assessment given
evaluation 80% in the first
quarter examination
given
B. No. of learners who No remediation given No remediation given No remediation given No remediation given No remediation
given
below 80%
C. Did the remedial lesson No remediation given No remediation given No remediation given No remediation given No remediation
given
the lesson
D. No. of learners who None none None None none
continue to require
remediation
E. Which of my teaching none none none Different types of test individual learning
strategies worked well? was constructed – making of sci-
Why did this work? dama board and
chips
F. What difficulties did I none none none Low scores of the none
encounter which my students due to lack
principal or supervisor of study habits
can help me solve?
G. What innovation or none none none copy of the sci-dama board
localized material did I examination paper and chips
to share with other
teachers?

84
GRADES 1 to 12
DAILY LESSON LOG
August 27 (Monday) August 28-29 (Tuesday & Wednesday) August 30 – 31 (Thursday & Friday)
I. OBJECTIVES
Subject Matter No Classes-National
Holiday (NATIONAL SUB-ATOMIC PARTICLES ATOMIC STRUCTURE
HEROES DAY)
Specific Objectives 1. Explain that atoms are the smallest 1. Discuss atoms of different elements in terms of their mass number,
particles of matter and are made up of number of electrons, protons, and neutrons; and
protons, neutrons, and electrons; and 2. Calculate the number of neutrons based off the number of protons
2. Differentiate between protons, neutrons, and the atomic number.
and electrons in terms of their mass, electrical
charges, and locations within the atom.
Instructional Strategies 1. Direct instruction (compare & contrast, 1. Direct instruction (compare & contrast, lecture)
lecture) 2. Indirect Instruction (concept formation, reflective discussion)
2. Indirect Instruction (concept formation,
85
Instructional Materials 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks, worksheets, modules, supplemental reading
modules, supplemental reading materials, workbooks, materials, workbooks, laboratory manuals)
laboratory manuals) 2. Graphic Organizers/2D (charts, pictures, maps, diagrams, graphs, tables)
2. Graphic Organizers/2D (charts, pictures, maps, 3. Audio-Visual (power point)
diagrams, graphs, tables)
A. References G9 Science – Learner G9 Science – Learner Materials & Teachers G9 Science – Learner Materials & Teachers Guide
Materials & Teachers Guide G9 Science – Learner Materials & Teachers Guide
Guide
pages
pages
3. Textbook pages
lesson or presenting Simple review on the different scientists who 1. Enlighten the students by telling them that atoms are the
the new lesson. give significant contributions in the fundamental particles that make up matter. Everything consists of
ELICIT (The activities development of the atomic theory matter.
in this section will 2. Review the subatomic particles of an atom
evoke or draw out prior  What do you what to know about the
concepts of or particles in an atom?
students)
B. Establishing a Let some students draw their representation Engage the students in presenting the new lesson by asking the
purpose for the lesson. about an atom on the board and ask them to following questions.
C. Presenting label the location of protons, electrons and
examples/instances of neutrons. How is the atomic number of an element related to the number of
86
the new lesson. protons and electrons?
ENGAGE (The
activities in this section 1. What makes up an atom?
thinking and help them 2. How can particles in an atom be
access and connect described?
jumpstart to the
present lesson.)
D. Discussing the new The students will do the activity on The students will do the activity on ‘Atomic Structure’ for them to give
concepts and ‘Subatomic Particles’ for them to determine the number of protons, neutrons, electrons and mass number of an
practicing new skills #1 the location of each particle and their atom.
E. Discussing the new charges.
concepts and 1. Give the symbol and number of protons, electrons, neutrons and
mass number in one atom of:
EXPLORE (In this
section, students will 1. Lithium ___________________________
be given time to think, 2. Bromine __________________________
organize collected 3. Iron _____________________________
information ; or the 4. Copper ___________________________
performance of the 1. The subatomic particle with
planned/prepared no electrical charge is the ____
5. Oxygen __________________________
activities from the 2. The subatomic particle with a 6. Mercury ___________________________
student’s manual with positive charge is the ________
data gathering and 3. The subatomic particle with a 7. Arsenic ___________________________
negative charge is the _______
Guide questions) 8. Helium ____________________________
F. Developing mastery Explain that Explain that
(Leads to formative
assessment 3)  An atom is the smallest particle from 1. The number of protons an atom has determines what type of
EXPLAIN (In this which all elements are made. element it is.
section, students will  An atom consist of 3 subatomic
Example, all atoms that have only one proton are going to be atoms
be involved in an particles
of hydrogen.
analysis of their  An electrical charge is the power
87
exploration. Their given to each particle Each element has a different chemical symbol.
understanding is  The location of each particles do not
This indicates the number of protons that atoms of that element
clarified and modified change with different elements
have.
because of reflective
activities)/Analysis of You may quickly notice that this number is increasing by one as you
the gathered data and move from left to right and top to bottom on the periodic table.
results and be able to
answer the Guide So, helium has the number two, lithium has the number three, and so
Questions leading to on. This means that all atoms of helium have two protons and all
the focus concept or atoms of lithium have three protons.
topic of the day. 2. The number of protons is called the atomic number, and it is really
special because it gives the atom its identity
G. Finding practical  The three main subatomic  The number of protons an atom has determines what type
application of concepts particles that form an atom of element it is.
and skills in daily are protons, neutrons,
 The number of protons is called the atomic number, and it
living. and electrons. The center of the
is really special because it gives the atom its identity.
H. Making atom is called the nucleus.
generalization and  Neutrons are also located inside the nucleus of the atom.
abstraction about the  Protons have a positive electrical Neutrons also have a mass of about one amu. So protons
lesson. charge, so they are often represented and neutrons are both located inside the nucleus and they
ELABORATE with the mark of a "+" sign. both have a mass of about one amu
( This section will give
students the  Neutrons have no electrical charge
opportunity to expand and are said to help hold the protons
and solidify / together (protons are positively
concretize their charged particles and should repel
understanding of the each other).
it to real –world  Neutrons have no electrical charge.
situation)
88
I. Evaluating learning Evaluate students understanding of the topic Evaluate students understanding of the topic by giving formative
EVALUATION by giving formative assessment. assessment.
( This section will
provide for concept 1. What is the atomic number of oxygen (O)? _____
Name the three particles of the atom and their
check test items and 2. How many protons does an aluminum (Al) atom have? ____
answer key which are respective charges. 3. How many electrons does a calcium (Ca) atom have? _____
aligned to the learning For nos 4 - 6, consider a potassium (K) atom with a mass number of
1.
objectives - content 41:
and performance 2. 4. How many protons does this atom have? _____
standards and address 5. How many electrons does this atom have? _____
3.
misconceptions – if 6. How many neutrons does this atom have? _____
any)
for application or
remediation.
EXTEND ( This
that explains the topic
in a new context , or
concern)
V. REMARKS
A. No. of learners who checking of test papers - no No classes – National Holiday No formative assessment No formative assessment classes suspended due
earned 80% in the formative assessment given (EDI’L ADHA) given given to TD Luis
evaluation
below 80%
89
the lesson
continue to require
remediation
E. Which of my teaching none none sci –dama playing Indirect Instruction where none
strategies worked well? students were able to
Why did this work? appreciate the different
scientist who contributes in
the development of atom.
F. What difficulties did I none none none Absences of students due none
encounter which my to bad weather.
can help me solve?
G. What innovation or none none sci-dama board and chips ppt and worksheets none
to share with other
teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time September 3-7, 2018 Quarter Second Quarter
September 3-4 (Monday & Tuesday) September 5-6 (Wednesday & Thursday) September 7 (Friday)
I. OBJECTIVES
90
Subject Matter MASS NUMBER, NUMBER OF PROTONS,
ELECTRON CONFIGURATION VALENCE ELECTRON
ELECTRONS AND NEUTRONS
Specific Objectives 1. Discuss atoms of different elements in 1. Write the electron configuration of the elements; 1. Determine the valence electron of the
terms of their mass number, number of 2. Determine the pattern of filling the orbital’s elements; and
electrons, protons, and neutrons; and based on the given distribution; and 2. Determine the pattern in identifying the
2. Calculate the number of neutrons based 3. Devise rules in filling up the orbitals. valence electron of the elements.
off the number of protons and the atomic
number.
Instructional Strategies 1. Direct instruction (compare & contrast, 1. Direct instruction (compare & contrast, lecture) 1. Direct instruction (compare & contrast,
lecture) 2. Indirect Instruction (concept formation, reflective lecture)
2. Indirect Instruction (concept formation, discussion) 2. Indirect Instruction (concept formation,
Instructional Materials 1. Traditional Resources (textbooks, worksheets, 1. Traditional Resources (textbooks, worksheets, modules, 1. Traditional Resources (textbooks, worksheets,
modules, supplemental reading materials, workbooks, supplemental reading materials, workbooks, laboratory modules, supplemental reading materials, workbooks,
laboratory manuals) manuals) laboratory manuals)
2. Graphic Organizers/2D (charts, pictures, maps, 2. Graphic Organizers/2D (charts, pictures, maps, diagrams, 2. Graphic Organizers/2D (charts, pictures, maps,
diagrams, graphs, tables) graphs, tables) diagrams, graphs, tables)
A. References G9 Science – Learner Materials & Teachers G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials & Teachers
Guide Guide
G9 Science – Learner Materials & Teachers
Guide
91
pages
2. Learners Material pp. pp. 108-109 pp.
pages
3. Textbook pages
lesson or presenting 1. Enlighten the students by telling them that Review past lesson on sub atomic particles Review past lesson on electron configuration
the new lesson. atoms are the fundamental particles that
ELICIT (The activities make up matter. Everything consists of
in this section will matter.
evoke or draw out prior 2. Review the subatomic particles of an atom
concepts of or
students)
B. Establishing a Engage the students in presenting the new Let some students draw their representation about Engage the students in presenting the new
purpose for the lesson. lesson by asking the following questions. an atom on the board and ask them to label the lesson by asking the following questions.
C. Presenting location of protons, electrons and neutrons.
examples/instances of How is the atomic number of an element 1. What is electron configuration?
the new lesson. related to the number of protons and Recall that the elements are arranged in the 2. What are the rules in electron configuration?
ENGAGE (The electrons? periodic table in the order of increasing atomic
activities in this section number. This also means that the elements are Relate previous topic in the determination of
will stimulate their arranged according to the number of electrons. valence electron.
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will do the activity on ‘Atomic The students will do the activity on ‘Electron The students will do the activity on ‘Valence
concepts and Structure’ for them to give the number of Configuration’ for them to understand the Electron’ for them to understand its importance
practicing new skills #1 protons, neutrons, electrons and mass interpretation of Schrodinger’s treatment of the in chemical bonding.
E. Discussing the new number of an atom. atom.
92
concepts and The students will work with their group mates
practicing new skills #2 1. Give the symbol and number of protons, The students will work with their group mates to to write the electron configurations and
EXPLORE (In this electrons, neutrons and mass number in one write the electron configurations for the elements in determine the valence electrons for the
section, students will atom of: the third period of the periodic table. elements in the second period of the periodic
be given time to think, 1. Lithium table.
plan, investigate, and Compare the electron configurations of the second
2. Bromine
organize collected period and the third period elements. Compare the electron configurations and the
information ; or the 3. Iron valence electron of the first period and the
performance of the second period elements.
4. Copper
planned/prepared
activities from the 5. Oxygen
data gathering and
Guide questions)
F. Developing mastery Explain that Explain that Explain that
(Leads to formative
assessment 3) 1. The number of protons an atom  An orbital has a maximum of two opposite  An orbital has a maximum of two
EXPLAIN (In this has determines what type of element it is. spins. opposite spins that contain maximum
section, students will  An orbital in the same sublevels is filled of two electrons.
Example, all atoms that have only one
be involved in an with one spin before pairing.  An orbital in the same sublevels is
proton are going to be atoms of hydrogen.
analysis of their  Filling the orbitals with electrons starts filled with one spin before pairing. The
exploration. Their Each element has a different chemical from the lowest energy level to the highest spin are the electrons of the atom
understanding is symbol. energy level.  Filling the orbitals with electrons starts
clarified and modified  The total number of electrons on the from the lowest energy level to the
This indicates the number of protons that outermost energy level is the same as the highest energy level.
atoms of that element have. group number in the periodic table of  The total number of electrons on the
activities)/Analysis of
the gathered data and You may quickly notice that this number is elements. outermost energy level is the same as
results and be able to increasing by one as you move from left to the group number in the periodic table
answer the Guide right and top to bottom on the periodic table. of elements.
So, helium has the number two, lithium has
the number three, and so on. This means
topic of the day.
that all atoms of helium have two protons
and all atoms of lithium have three protons.
2. The number of protons is called
93
the atomic number, and it is really special
because it gives the atom its identity.
G. Finding practical  The number of protons an atom Elaborate that Elaborate that:
application of concepts has determines what type of
 The electrons in the outermost shell
and skills in daily element it is.  The properties of elements depend mainly
are the valence electrons - the
living. on the arrangement of electrons outside
 The number of protons is called electrons on an atom that can be
H. Making the nucleus. Although there are other
the atomic number, and it is really gained or lost in a chemical reaction.
generalization and known particles in an atom, only the
special because it gives the atom its
abstraction about the electron is located outside the nucleus.  Atoms can combine to achieve an
identity.
lesson. octet of valence electrons by sharing
ELABORATE  Neutrons are also located inside the  The arrangement of electrons in the electrons.
( This section will give nucleus of the atom. Neutrons also orbitals of an atom is called electron
configuration. It is important for us to work  The valence electrons are the
students the have a mass of about one amu. So
out electron arrangement to be able to electrons that determine the most
opportunity to expand protons and neutrons are both
understand more and predict the typical bonding patterns for an
and solidify / located inside the nucleus and they
properties of elements element.
concretize their both have a mass of about one amu
understanding of the  These electrons are found in the s and
concept and / or apply p orbitals of the highest energy level
it to real –world (row of the periodic table) for the
situation) element.
 Using the electron configuration for
each element we can determine
the valence electrons.
I. Evaluating learning Evaluate students understanding of the topic Evaluate students understanding of the topic by Evaluate students understanding of the topic
EVALUATION by giving formative assessment. giving formative assessment. by giving formative assessment.
( This section will
provide for concept 1. What is the atomic number of oxygen (O)? Determine the electron configuration of the Determine the valence electron of the following
check test items and 2. How many protons does an aluminum (Al) following elements: elements.
answer key which are atom have? 1. K
aligned to the learning 3. How many electrons does a calcium (Ca) 2. Mn 1. Na - Sodium 1s22s22p63s1
objectives - content atom have? 3. Y 2. P - Phosphorus 1s22s22p63s23p3
and performance For nos 4 - 6, consider a potassium (K) 4.Pb 3. Fe - Iron 1s22s22p63s23p64s23d6
standards and address atom with a mass number of 41: 5. Li 4. Bromine 1s22s22p63s23p64s23d104p5
misconceptions – if 4. How many protons does this atom have?
any) 5. How many electrons does this atom
94
have?
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
A. No. of learners who no formative assessment No classes – National No formative assessment There are 25 learners who No formative assessment
earned 80% in the given – sci dama Holiday (NATIONAL given earned 80% in the given
evaluation HEROES DAY) evaluation
below 80%
the lesson
continue to require
remediation
E. Which of my teaching none none Indirect Instruction where Indirect Instruction where Indirect Instruction where
strategies worked well? students were able to students were able to students were able to
Why did this work? appreciate the different appreciate the different determine the atomic
scientist who contributes in scientist who contributes in structure such as mass
95
the development of atom. the development of atom. number, atomic number,
number of protons,
electrons and neutrons.
F. What difficulties did I Absences of students due none Passive students Low score in the formative no periodic table of
encounter which my to bad weather. assessment elements
can help me solve?
G. What innovation or none none ppt ppt and worksheets ppt
to share with other
teachers?


GRADES 1 to 12
DAILY LESSON LOG
September 10 (Monday) September 11-12 (Tuesday & Wednesday) September 13-14 (Thursday & Friday)
I. OBJECTIVES
Subject Matter ELECTRON CONFIGURATION VALENCE ELECTRON CHEMICAL BONDING – IONIC BONDING
96
Specific Objectives 1. Write the electron configuration of the 1. Determine the valence electron of the elements; 1. Give the scientific definition of ionic bonding;
elements; and 2. Explore the interactions between positive
2. Determine the pattern of filling the orbital’s 2. Determine the pattern in identifying the valence and negative ions; and
based on the given distribution; and electron of the elements. 3. Discover how positive and negative ions
3. Devise rules in filling up the orbitals. combine together to create ionic compounds.
lecture) 2. Indirect Instruction (concept formation, reflective lecture)
2. Indirect Instruction (concept formation, discussion) 2. Indirect Instruction (concept formation,
Guide Guide
Guide
pages
pages
3. Textbook pages
lesson or presenting Review past lesson on sub atomic particles Review past lesson on electron configuration Review past lesson on valence electron
the new lesson.
97
concepts of or
students)
B. Establishing a Let some students draw their representation Engage the students in presenting the new lesson Engage the students in presenting the new
purpose for the lesson. about an atom on the board and ask them to by asking the following questions. lesson by asking the following questions.
C. Presenting label the location of protons, electrons and
examples/instances of neutrons. 1. What is electron configuration? 1. What do you understand on the word
the new lesson. 2. What are the rules in electron configuration? bonding?
ENGAGE (The Recall that the elements are arranged in the 2. What then is a chemical boning?
activities in this section periodic table in the order of increasing Relate previous topic in the determination of 3. How does a chemical bond form?
will stimulate their atomic number. This also means that the valence electron.
thinking and help them elements are arranged according to the
access and connect number of electrons.
jumpstart to the
present lesson.)
D. Discussing the new The students will do the activity on ‘Electron The students will do the activity on ‘Valence The students will do activity on ionic bonding.
concepts and Configuration’ for them to understand the Electron’ for them to understand its importance in Tell the students to predict what may happen
practicing new skills #1 interpretation of Schrodinger’s treatment of chemical bonding. when positive charges interact with other
E. Discussing the new the atom. positive charges, negative charges interact
concepts and The students will work with their group mates to with other negative chargers, and positive
practicing new skills #2 The students will work with their group mates write the electron configurations and determine the charges interact with negative charges.
EXPLORE (In this to write the electron configurations for the valence electrons for the elements in the second
section, students will elements in the third period of the periodic period of the periodic table. Ask the questions
be given time to think, table.
plan, investigate, and Compare the electron configurations and the 1. What is an ionic bond?
organize collected Compare the electron configurations of the valence electron of the first period and the second 2. How do they occur?
information ; or the second period and the third period elements. period elements. 3. What types of elements form ionic bonds?
performance of the
planned/prepared
activities from the
data gathering and
Guide questions)
98
F. Developing mastery Explain that Explain that Explain that:
(Leads to formative
Ionic bonding is the complete transfer of
assessment 3)  An orbital has a maximum of two  An orbital has a maximum of two opposite
valence electron(s) between atoms.
EXPLAIN (In this opposite spins. spins that contain maximum of two
section, students will  An orbital in the same sublevels is electrons. It is a type of chemical bond that generates
be involved in an filled with one spin before pairing.  An orbital in the same sublevels is filled two oppositely charged ions.
analysis of their  Filling the orbitals with electrons with one spin before pairing. The spin are
starts from the lowest energy level to the electrons of the atom In ionic bonds, the metal loses electrons to
exploration. Their
the highest energy level.  Filling the orbitals with electrons starts
become a positively charged cation, whereas
understanding is
 The total number of electrons on the from the lowest energy level to the highest the nonmetal accepts those electrons to
outermost energy level is the same energy level. become a negatively charged anion.
activities)/Analysis of as the group number in the periodic  The total number of electrons on the Ionic bond, also called electrovalent bond,
the gathered data and table of elements. outermost energy level is the same as the type of linkage formed from the electrostatic
results and be able to group number in the periodic table of attraction between oppositely charged ions in a
answer the Guide elements. chemical compound.
The atom that loses the electrons becomes a
positively charged ion (cation), while the one
topic of the day.
that gains them becomes a negatively
charged ion (anion).
G. Finding practical Elaborate that Elaborate that: Elaborate that:
application of concepts
 The electrons in the outermost shell are
and skills in daily  The properties of elements depend Chemical compounds are formed by the
the valence electrons - the electrons on an
living. mainly on the arrangement of joining of two or more atoms. A stable
atom that can be gained or lost in a
H. Making electrons outside the nucleus. compound occurs when the total energy of the
chemical reaction.
generalization and Although there are other known combination has lower energy than the
abstraction about the particles in an atom, only the  Atoms can combine to achieve an octet of separated atoms.
lesson. electron is located outside the valence electrons by sharing electrons.
ELABORATE nucleus. In chemical bonds, atoms can either transfer or
 The valence electrons are the electrons share their valence electrons. In the extreme
 The arrangement of electrons in the that determine the most typical bonding case where one or more atoms lose electrons
students the
orbitals of an atom is called electron patterns for an element. and other atoms gain them in order to produce
and solidify / configuration. It is important for us to  These electrons are found in the s and p a noble gas electron configuration, the bond is
concretize their work out electron arrangement to be orbitals of the highest energy level (row of called an ionic bond. Typical of ionic bonds are
understanding of the able to understand more and predict the periodic table) for the element. those in alkali halides such as sodium chloride,
99
concept and / or apply the properties of elements  Using the electron configuration for each NaCl.
it to real –world element we can determine the valence
situation) electrons.
I. Evaluating learning Evaluate students understanding of the topic Evaluate students understanding of the topic by Evaluate students understanding of the topic
EVALUATION by giving formative assessment. giving formative assessment. by giving formative assessment.
( This section will
provide for concept Determine the electron configuration of the Determine the valence electron of the following Illustrate the ionic bonding of the following
check test items and following elements: elements. compounds.
answer key which are 1. K
aligned to the learning 2. Mn 1. Na - Sodium 1s22s22p63s1 1. KI
objectives - content 3. Y 2. P - Phosphorus 1s22s22p63s23p3 2. NaBr
and performance 4.Pb 3. Fe - Iron 1s22s22p63s23p64s23d6 3. MgN
standards and address 5. Li 4. Bromine 1s22s22p63s23p64s23d104p5 4. LiF
any)
for application or
remediation.
EXTEND ( This
100
concern)
V. REMARKS
DLP Reflection for September 3-7, 2018
September 3 (Monday) 4 (Tuesday) 4 (Wednesday) 5 (Thursday) 6 (Friday)
A. No. of learners who no formative assessment There are 36 learners who There are 38 learners who Not Carried – Intramural Not Carried – Intramural
earned 80% in the given earned 80% in the earned 80% in the Day Day
evaluation evaluation evaluation
below 80%
the lesson
D. No. of learners who none none none none none
continue to require
remediation
E. Which of my teaching Indirect Instruction where Indirect Instruction where Indirect Instruction where none none
strategies worked well? students were able to students were able to students were able to figure
Why did this work? determine that the atomic determine the atomic out that an atom has main
number of an atom is the structure such as mass energy level and sublevels
same as the number of number, atomic number,
protons and electron number of protons,
electrons and neutrons.
F. What difficulties did I no materials such as no materials such as no materials such as none none
encounter which my periodic table of elements periodic table of elements periodic table of elements
can help me solve?
G. What innovation or worksheets worksheets electron configuration chart none none
to share with other
teachers?

101
GRADES 1 to 12
DAILY LESSON LOG
September 24 - 25 (Monday & Tuesday) September 26-27 (Wednesday & Thursday) September 28 (Friday)
I. OBJECTIVES
Subject Matter CHEMICAL BONDING – COVALENT
VALENCE ELECTRON CHEMICAL BONDING – IONIC BONDING
BONDING
Specific Objectives 1. Determine the valence electron of the 1. Give the scientific definition of ionic bonding; 1. Give the scientific definition of covalent
elements; and 2. Explore the interactions between positive and bonding;
2. Determine the pattern in identifying the negative ions; and 2. Explore the interactions between negative
valence electron of the elements. 3. Discover how positive and negative ions and negative ions; and
combine together to create ionic compounds. 3. Discover how negative and negative ions
combine together to create covalent
compounds.
lecture) 2. Indirect Instruction (concept formation, lecture)
2. Indirect Instruction (concept formation, reflective discussion) 2. Indirect Instruction (concept formation,
102
2. Graphic Organizers/2D (charts, pictures, maps, 2. Graphic Organizers/2D (charts, pictures, maps, 2. Graphic Organizers/2D (charts, pictures, maps,
diagrams, graphs, tables) diagrams, graphs, tables) diagrams, graphs, tables)
Guide Guide Guide
Guide
pages
pages
3. Textbook pages
lesson or presenting Review past lesson on electron configuration Review past lesson on valence electron Review past lesson on valence ionic bonding
the new lesson.
concepts of or
students)
B. Establishing a Engage the students in presenting the new Engage the students in presenting the new Engage the students in presenting the new
purpose for the lesson. lesson by asking the following questions. lesson by asking the following questions. lesson by asking the following questions.
C. Presenting
examples/instances of 1. What is electron configuration? 1. What do you understand on the word 1. What do you think is the difference
the new lesson. 2. What are the rules in electron configuration? bonding? between ionic and covalent bonding?
ENGAGE (The 2. What then is a chemical boning? 2. What kind of atoms/elements are involved
activities in this section Relate previous topic in the determination of 3. How does a chemical bond form? in covalent bonding?
will stimulate their valence electron.
103
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will do the activity on ‘Valence The students will do activity on ionic bonding. The students will do activity on covalent
concepts and Electron’ for them to understand its importance bonding.
practicing new skills #1 in chemical bonding. Tell the students to predict what may happen
E. Discussing the new when positive charges interact with negative Tell the students to predict what may happen
concepts and The students will work with their group mates to charges. when negative charges interact with other
practicing new skills #2 write the electron configurations and determine negative charges.
EXPLORE (In this the valence electrons for the elements in the
section, students will second period of the periodic table. Ask the questions Ask the questions
plan, investigate, and Compare the electron configurations and the 1. What is an ionic bond? 1. What is a covalent bond?
organize collected valence electron of the first period and the 2. How do they occur? 2. How do they occur?
information ; or the second period elements. 3. What types of elements form ionic bonds? 3. What types of elements form covalent
performance of the bonds?
planned/prepared
activities from the
data gathering and
Guide questions)
F. Developing mastery Explain that Explain that: Explain that:
(Leads to formative
 Ionic bonding is the complete transfer of  Covalent bonding is the complete
assessment 3)  An orbital has a maximum of two
valence electron(s) between atoms. transfer of valence electron(s)
EXPLAIN (In this opposite spins that contain maximum of
between atoms.
section, students will two electrons.  It is a type of chemical bond that
be involved in an  An orbital in the same sublevels is filled generates two oppositely charged ions.  It is a type of chemical bond that
analysis of their with one spin before pairing. The spin generates two the same
are the electrons of the atom  In ionic bonds, the metal loses electrons
exploration. Their charged ions.
 Filling the orbitals with electrons starts
to become a positively charged cation,
understanding is
from the lowest energy level to the whereas the nonmetal accepts those  In covalent bonds, the nonmetal
highest energy level. electrons to become a negatively elements share their valence
 The total number of electrons on the
charged anion. electrons to another nonmetal
104
the gathered data and outermost energy level is the same as  Ionic bond, also called element to become stable.
results and be able to the group number in the periodic table electrovalent bond, type of
 In covalent bonding the use of dash
answer the Guide of elements. linkage formed from the electrostatic
or dashes symbolizes the sharing of
Questions leading to attraction between oppositely
electrons in covalent bonding.
the focus concept or charged ions in a chemical compound.
topic of the day.
 The atom that loses the electrons
becomes a positively
charged ion (cation), while the one that
gains them becomes a negatively
G. Finding practical Elaborate that: Elaborate that: Elaborate that:
 The electrons in the outermost shell are
and skills in daily Chemical compounds are formed by the joining Chemical compounds are formed by the
the valence electrons - the electrons on
living. of two or more atoms. A stable compound occurs joining of two or more atoms. A stable
an atom that can be gained or lost in a
H. Making when the total energy of the combination has compound occurs when the total energy of
chemical reaction.
generalization and lower energy than the separated atoms. the combination has lower energy than the
abstraction about the  Atoms can combine to achieve an octet separated atoms.
lesson. of valence electrons by sharing In chemical bonds, atoms can either transfer or
ELABORATE electrons. share their valence electrons. In the extreme In chemical bonds, atoms can either transfer or
( This section will give case where one or more atoms lose electrons share their valence electrons. In the extreme
 The valence electrons are the electrons and other atoms gain them in order to produce a case where one or more atoms share
students the
that determine the most typical bonding noble gas electron configuration, the bond is electrons from other atoms in order to
patterns for an element. called an ionic bond. Typical of ionic bonds are produce a noble gas electron configuration,
and solidify /
concretize their  These electrons are found in the s and those in alkali halides such as sodium chloride, the bond is called a covalent bond. Typical of
understanding of the p orbitals of the highest energy level NaCl. covalent bonds are those in family VIA and
concept and / or apply (row of the periodic table) for the VIIA such as the halogen gas.
it to real –world element.
situation)
 Using the electron configuration for
each element we can determine
the valence electrons.
105
I. Evaluating learning Evaluate students understanding of the topic by Evaluate students understanding of the topic by Evaluate students understanding of the topic
EVALUATION giving formative assessment. giving formative assessment. by giving formative assessment.
( This section will
provide for concept Determine the valence electron of the following Illustrate the ionic bond formation of the following Illustrate the covalent bond formation of the
check test items and elements. compounds. following compounds.
aligned to the learning 1. Na - Sodium 1s22s22p63s1 1. KI 1. FI
objectives - content 2. P - Phosphorus 1s 22s22p63s23p3 2. NaBr 2. OF
and performance 3. Fe - Iron 1s 22s22p63s23p64s23d6 3. MgN 3. BrCl
standards and address 4. Bromine 1s 2s 2p 3s 3p 4s 3d 4p
2 2 6 2 6 2 10 5 4. LiF 4. NO
any)
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
A. No. of learners who There are 37 learners No formative assessment There are 38 learners who Not Carried – No classes Not Carried – Classes were
earned 80% in the who earned 80% in the given earned 80% in the (PD. No. ____Cordillera suspended due to typhoon
evaluation evaluation evaluation Administrative Region) Ompong.
below 80%
106
the lesson
continue to require
remediation
E. Which of my teaching Indirect Instruction where Indirect Instruction where Indirect Instruction where none none
strategies worked well? students are able to students are able to students are able to
Why did this work? determine the electron determine the electron determine the valence
configuration of an atom. configuration of an atom. electron of an atom based
on their electron
configuration
F. What difficulties did I no materials such as no materials such as no materials such as none none
encounter which my periodic table of elements periodic table of elements periodic table of elements
can help me solve?
G. What innovation or worksheets and electron worksheets and electron worksheets and electron none none
localized material did I configuration chart configuration chart configuration chart
to share with other
teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time October 1 - 5, 2018 Quarter Second Quarter
October 1 & 2 (Monday & Tuesday) October 3 & 4 (Wednesday & Thursday) October 5 (Friday)
I. OBJECTIVES
107
Subject Matter CHEMICAL BONDING – COVALENT
LEWIS ELECTRON DOT STRUCTURE CHEMICAL BONDING – IONIC BONDING
BONDING
Specific Objectives 1. Write the Lewis Symbol of the common 1. Give the scientific definition of ionic bonding; 1. Give the scientific definition of covalent
metals and non-metals; 2. Explore the interactions between positive and bonding;
2. Show the relationship among the number of negative ions; and 2. Explore the interactions between negative
valence electrons, electro negativity, and 3. Discover how positive and negative ions and negative ions; and
ionization energy. combine together to create ionic compounds. 3. Discover how negative and negative ions
compounds.
diagrams, graphs, periodic tables) diagrams, graphs, tables) diagrams, graphs, tables)
Guide Guide Guide
Guide
1. Teacher’s Guide pp. 92 pp. 93 pp. 93-94
pages
pages
3. Textbook pages
108
the new lesson. and valence electron
concepts of or
students)
C. Presenting
examples/instances of What is chemical symbol? Give example of 1. What do you understand on the word 1. What do you think is the difference
the new lesson. chemical symbol. bonding? between ionic and covalent bonding?
ENGAGE (The 2. What then is a chemical boning? 2. What kind of atoms/elements that are
activities in this section Relate previous topic on valence electron in the 3. How does a chemical bond form? involved in covalent bonding?
will stimulate their determination of Lewis Symbol.
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will do the activity on ‘Lewis The students will do activity on ionic bonding. The students will do activity on covalent
concepts and Symbol’ for them to understand its importance bonding.
practicing new skills #1 in relation to chemical bonding. Tell the students to predict what may happen
concepts and The students will work on Lewis Symbols of charges. when negative charges interact with other
practicing new skills #2 Some Elements. They will determine the family, negative charges.
EXPLORE (In this electro negativity and ionization energy of some
109
section, students will elements. Ask the questions Ask the questions
plan, investigate, and 1. What is an ionic bond? 1. What is a covalent bond?
organize collected 2. How do they occur? 2. How do they occur?
information ; or the 3. What types of elements form ionic bonds? 3. What types of elements form covalent
planned/prepared
activities from the
data gathering and
Guide questions)
(Leads to formative
assessment 3)  As the number of valence electron
EXPLAIN (In this increases, electro negativity, and
between atoms.
section, students will ionization energy also increases.  It is a type of chemical bond that
be involved in an  Non-metals have the greatest tendency generates two oppositely charged ions.  It is a type of chemical bond that
analysis of their to attract electrons because they have generates two the same
high electro negativity.  In ionic bonds, the metal loses electrons
exploration. Their charged ions.
 Non metals have high energy
to become a positively charged cation,
understanding is
requirement to pull its valence electrons whereas the nonmetal accepts those  In covalent bonds, the nonmetal
because they have high ionization electrons to become a negatively elements share their valence
energy. charged anion. electrons to another nonmetal
element to become stable.
the gathered data and  Ionic bond, also called
results and be able to electrovalent bond, type of  In covalent bonding the use of dash
answer the Guide linkage formed from the electrostatic or dashes symbolizes the sharing of
Questions leading to attraction between oppositely electrons in covalent bonding.
the focus concept or charged ions in a chemical compound.
topic of the day.
110
 Electrons move and atoms may gain or
and skills in daily  Chemical compounds are formed by the  Chemical compounds are formed by
lose electrons.
living. joining of two or more atoms. A stable the joining of two or more atoms. A
H. Making  There is an electrostatic force of compound occurs when the total energy stable compound occurs when the
generalization and attraction existing between and among of the combination has lower energy total energy of the combination has
abstraction about the atoms. than the separated atoms. lower energy than the separated
lesson. atoms.
ELABORATE  In chemical bonds, atoms can either
( This section will give transfer or share their valence electrons.  In chemical bonds, atoms can either
students the In the extreme case where one or more transfer or share their valence
opportunity to expand atoms lose electrons and other atoms electrons. In the extreme case where
and solidify / gain them in order to produce a noble one or more atoms share electrons
concretize their gas electron configuration, the bond is from other atoms in order to produce
understanding of the called an ionic bond. Typical of ionic a noble gas electron configuration,
concept and / or apply bonds are those in alkali halides such as the bond is called a covalent bond.
it to real –world sodium chloride, NaCl. Typical of covalent bonds are those
situation) in family VIA and VIIA such as the
halogen gas.
( This section will
provide for concept Determine the valence electrons and the Lewis Illustrate the ionic bond formation of the following Illustrate the covalent bond formation of the
check test items and Symbol of the following elements. compounds. following compounds.
objectives - content 2. P - Phosphorus 1s22s22p63s23p3 2. NaBr 2. OF
and performance 3. Fe - Iron 1s22s22p63s23p64s23d6 3. MgN 3. BrCl
standards and address 4. Bromine 1s22s22p63s23p64s23d104p5 4. LiF 4. NO
any)
for application or
remediation.
EXTEND ( This
111
concern)
V. REMARKS
A. No. of learners who No formative assessment No formative assessment There are 38 learners who No formative assessment There are 37 learners who
earned 80% in the given given earned 80% in the evaluation given earned 80% in the
evaluation evaluation
below 80%
the lesson
continue to require
remediation
E. Which of my teaching Indirect instruction where Indirect instruction where Indirect instruction where none none
strategies worked well? students are able to students are able to students are able to determine
Why did this work? determine the electron determine the electron the valence electron of an
configuration of an atom. configuration of an atom. atom based on their electron
configuration.
F. What difficulties did I no materials such as no materials such as no materials such as periodic none none
encounter which my periodic table of elements periodic table of elements table of elements
can help me solve?
G. What innovation or worksheets and electron worksheets and electron Worksheets and electron Worksheets and electron Worksheets and electron
localized material did I configuration chart configuration chart configuration chart. configuration chart configuration chart
to share with other
teachers?
112

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time October 8-12, 2018 Quarter Second Quarter
October 8 (Monday) October 9 & 10 (Tuesday & Wednesday ) October 11 & 12 (Thursday & Friday)
I. OBJECTIVES
Subject Matter BOND BETWEEN METAL & NON METAL BOND BETWEEN TWO NON METALS
LEWIS ELECTRON DOT STRUCTURE
- IONIC BONDING - COVALENT BONDING
Specific Objectives 1. Write the Lewis Symbol of the common 1. Give the scientific definition of ionic bonding; 1. Give the scientific definition of covalent
metals and non-metals; 2. Explore the interactions between positive and bonding;
2. Show the relationship among the number of negative ions; and 2. Explore the interactions between negative
valence electrons, electro negativity, and 3. Discover how positive and negative ions and negative ions; and
ionization energy. combine together to create ionic compounds. 3. Discover how negative and negative ions
compounds.
113
diagrams, graphs, periodic tables) diagrams, graphs, tables) diagrams, graphs, tables)
Guide Guide Guide
Guide
1. Teacher’s Guide pp. 92 pp. 93 pp. 93-94
pages
pages
3. Textbook pages
the new lesson. and valence electron
concepts of or
students)
C. Presenting
examples/instances of What is chemical symbol? Give example of 1. What do you understand on the word 1. What do you think is the difference
114
the new lesson. chemical symbol. bonding? between ionic and covalent bonding?
ENGAGE (The 2. What then is a chemical boning? 2. What kind of atoms/elements that are
activities in this section Relate previous topic on valence electron in the 3. How does a chemical bond form? involved in covalent bonding?
will stimulate their determination of Lewis Symbol.
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will do the activity on ‘Lewis The students will do activity on ionic bonding. The students will do activity on covalent
concepts and Symbol’ for them to understand its importance bonding.
practicing new skills #1 in relation to chemical bonding. Tell the students to predict what may happen
concepts and The students will work on Lewis Symbols of charges. when negative charges interact with other
practicing new skills #2 Some Elements. They will determine the family, negative charges.
EXPLORE (In this electro negativity and ionization energy of some
section, students will elements. Ask the questions Ask the questions
plan, investigate, and 1. What is an ionic bond? 1. What is a covalent bond?
information ; or the 3. What types of elements form ionic bonds? 3. What types of elements form covalent
planned/prepared
activities from the
data gathering and
Guide questions)
(Leads to formative
assessment 3)  As the number of valence electron
EXPLAIN (In this increases, electro negativity, and
between atoms.
section, students will ionization energy also increases.  It is a type of chemical bond that
be involved in an  Non-metals have the greatest tendency generates two oppositely charged ions.  It is a type of chemical bond that
analysis of their to attract electrons because they have generates two the same
high electro negativity.  In ionic bonds, the metal loses electrons
exploration. Their
115
understanding is  Non metals have high energy to become a positively charged cation, charged ions.
clarified and modified requirement to pull its valence electrons whereas the nonmetal accepts those
 In covalent bonds, the nonmetal
because of reflective because they have high ionization electrons to become a negatively
elements share their valence
activities)/Analysis of energy. charged anion.
electrons to another nonmetal
the gathered data and
 Ionic bond, also called element to become stable.
electrovalent bond, type of
answer the Guide  In covalent bonding the use of dash
linkage formed from the electrostatic
Questions leading to or dashes symbolizes the sharing of
attraction between oppositely
the focus concept or electrons in covalent bonding.
charged ions in a chemical compound.
topic of the day.
 Electrons move and atoms may gain or
and skills in daily  Chemical compounds are formed by the  Chemical compounds are formed by
lose electrons.
living. joining of two or more atoms. A stable the joining of two or more atoms. A
H. Making  There is an electrostatic force of compound occurs when the total energy stable compound occurs when the
generalization and attraction existing between and among of the combination has lower energy total energy of the combination has
abstraction about the atoms. than the separated atoms. lower energy than the separated
lesson. atoms.
ELABORATE  In chemical bonds, atoms can either
( This section will give transfer or share their valence electrons.  In chemical bonds, atoms can either
students the In the extreme case where one or more transfer or share their valence
opportunity to expand atoms lose electrons and other atoms electrons. In the extreme case where
and solidify / gain them in order to produce a noble one or more atoms share electrons
concretize their gas electron configuration, the bond is from other atoms in order to produce
understanding of the called an ionic bond. Typical of ionic a noble gas electron configuration,
concept and / or apply bonds are those in alkali halides such as the bond is called a covalent bond.
it to real –world sodium chloride, NaCl. Typical of covalent bonds are those
situation) in family VIA and VIIA such as the
halogen gas.
116
( This section will
provide for concept Determine the valence electrons and the Lewis Illustrate the ionic bond formation of the following Illustrate the covalent bond formation of the
check test items and Symbol of the following elements. compounds. following compounds.
objectives - content 2. P - Phosphorus 1s 22s22p63s23p3 2. NaBr 2. OF
and performance 3. Fe - Iron 1s 22s22p63s23p64s23d6 3. MgN 3. BrCl
standards and address 4. Bromine 1s 2s 2p 3s 3p 4s 3d 4p
2 2 6 2 6 2 10 5 4. LiF 4. NO
any)
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
DLP Reflection for October 1-5, 2018
October 1 (Monday) 2 (Tuesday) 3 (Wednesday) 4 (Thursday) 5 (Friday)
A. No. of learners who There are 31/40 learners No formative assessment There are 34/39 learners who No formative assessment – No formative assessment
earned 80% in the who earned 80% in the given earned 80% in the evaluation not carried due to the – not carried due to the
evaluation evaluation celebration of the teachers celebration of the teachers
day – students teachers for day – students teachers
the day for the day
below 80%
117
the lesson
continue to require
remediation
E. Which of my teaching Indirect instruction where Indirect instruction where Indirect instruction where none none
strategies worked well? students are able to students are able to students are able to determine
Why did this work? determine the electron determine the valence the Lewis symbol of an atom
configuration of an atom. electron of an atom. based on their valence
electron.
F. What difficulties did I no materials such as no materials such as no materials such as periodic none none
encounter which my periodic table of elements periodic table of elements table of elements and students
principal or supervisor and students absences absences
can help me solve?
G. What innovation or worksheets and electron worksheets and electron Worksheets and electron none none
to share with other
teachers?


GRADES 1 to 12
DAILY LESSON LOG
October 15 &16 (Monday & Tuesday) October 17 & 18 (Wednesday & Thursday) October 19 ( Friday)
I. OBJECTIVES
118
Subject Matter QUIZ – CHEMICAL BONDING (IONIC AND
POLAR- COVALENT BONDING NON POLAR- COVALENT BONDING
COVALENT BONDING)
Specific Objectives 1. Explain the characteristics of covalent 1. Explain the characteristics of non polar Illustrate the formation of ionic and covalent
bonding; covalent bond; bond
2. Identify the elements that formed polar- 2. Identify the elements that formed non polar-
covalent bond; and covalent bond; and
3. Illustrate the formation of polar covalent 3. Illustrate the formation of non polar covalent
bond. bond.
Instructional Strategies 1. Direct instruction (compare & contrast, 1. Direct instruction (compare & contrast, lecture) Reflective assessment
lecture) 2. Indirect Instruction (concept formation,
2. Indirect Instruction (concept formation, reflective discussion)
diagrams, graphs, tables) diagrams, graphs, tables) diagrams, graphs, tables)
Guide Guide Guide
Guide
1. Teacher’s Guide pp. 92 pp. 93 pp.
pages
2. Learners Material pp. 115-117 pp. 118-119 pp.
pages
119
3. Textbook pages
lesson or presenting Review past lesson on ionic bonding Review past lesson on polar covalent bond Give reminders and instructions about their
the new lesson. quiz.
concepts of or
students)
B. Establishing a Engage the students in presenting the new Engage the students in presenting the new Ask the students if they have any
purpose for the lesson. lesson by asking the following questions. lesson by asking the following questions. clarifications regarding their quiz.
C. Presenting
examples/instances of 1. What do you think is the difference between What do you think is the difference between
the new lesson. ionic and covalent bonding? polar and non-polar covalent bond?
ENGAGE (The 2. What kind of atoms/elements that are
activities in this section involved in covalent bonding?
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will do activity on polar - covalent The students will do activity on non polar - The students will answer their quiz on ionic
concepts and bonding. covalent bonding. and covalent bonding by showing the
practicing new skills #1 transferring and sharing of valence electrons
E. Discussing the new Tell the students to predict what may happen Tell the students to predict what may happen from one atom to another.
concepts and when negative charges interact with other when negative charges interact with other
practicing new skills #2 negative charges. negative charges.
EXPLORE (In this
120
section, students will Ask the questions Ask the questions
plan, investigate, and 1. What is a non covalent bond? 1. What is a non-polar covalent bond?
information ; or the 3. What types of elements form polar covalent 3. What types of elements form non polar
performance of the bonds? covalent bonds?
planned/prepared
activities from the
data gathering and
Guide questions)
(Leads to formative
 Covalent bonding is the complete  Covalent bonding is the complete  Covalent bonding is the complete
assessment 3)
sharing of valence electron(s) between sharing of valence electron(s) between sharing of valence electron(s)
EXPLAIN (In this atoms. atoms. between atoms.
be involved in an  It is a type of chemical bond that  It is a type of chemical bond that  Ionic bonding is the complete
analysis of their generates two the same charged ions. generates two the same charged ions. transferring and receiving of
exploration. Their electrons.
 In covalent bonds, the nonmetal  In covalent bonds, the nonmetal
understanding is
elements share their valence electrons elements share their valence electrons  Atoms bond together by transferring
to another nonmetal element to become to another nonmetal element to become or sharing their electrons to become
stable. stable. stable by achieving 8 valence
electrons in their outer shell.
the gathered data and  In covalent bonding the use of dash or  In covalent bonding the use of dash or
results and be able to dashes symbolizes the sharing of dashes symbolizes the sharing of
answer the Guide electrons in covalent bonding. electrons in covalent bonding.
topic of the day.
121
 In chemical bonds, atoms can either
and skills in daily  In chemical bonds, atoms can either  Chemical bond is an electrostatic
transfer or share their valence
living. transfer or share their valence electrons. attraction between two atoms to
electrons.
H. Making formed compounds.
generalization and  In the extreme case where one or  In the extreme case where one or more
 Atoms bond together by transferring
abstraction about the more atoms share electrons from other atoms share electrons from other atoms
or sharing their electrons to become
lesson. atoms in order to produce a noble gas in order to produce a noble gas electron
stable by achieving 8 valence
ELABORATE electron configuration, the bond is configuration, the bond is called a
electrons in their outer shell.
( This section will give called a covalent bond. covalent bond.
students the
 Typical of covalent bonds are those in  Typical of covalent bonds are those in
family VIA and VIIA such as the family VIA and VIIA such as the halogen
and solidify /
halogen gas. gas.
concretize their
it to real –world
situation)
( This section will
provide for concept Determine the polar covalent bond of the Illustrate the ionic bond formation of the following Illustrate the ionic and covalent bond
check test items and following elements. compounds. formation of the following compounds.
aligned to the learning 1. Cl2 1. H20 1. K and I
objectives - content 2. SI2 2. CO2 2. Sr and P
and performance 3. OF2 3. NH4 3. Mg and O
standards and address 4. N and H
misconceptions – if 5. Br2
any)
for application or
remediation.
EXTEND ( This
122
concern)
V. REMARKS
A. No. of learners who No formative assessment There are 35/40 learners No formative assessment There are 32/40 learners There are 37/40 learners
earned 80% in the given who earned 80% in the given who earned 80% in the who earned 80% in the
evaluation evaluation evaluation evaluation
below 80%
the lesson
continue to require
remediation
E. Which of my teaching Indirect instruction where cooperative learning Indirect instructions where Indirect instructions where Indirect instructions where
strategies worked well? students are able to students are able to illustrate students are able to students are able to
Why did this work? determine the orbital the formation of ionic illustrate the formation of illustrate the formation of
diagram of an atom based bonding of metals and non- ionic bonding of metals ionic bonding of metals
on its electron metals. and non-metals. and non-metals.
configuration.
F. What difficulties did I No materials such as There are still some students No materials such as periodic There are still some There are still some
encounter which my periodic table of elements, who cannot follow how to table of elements, learning students who cannot students who cannot
principal or supervisor learning materials and get the valence electron and materials and students illustrate the formation of illustrate the formation of
can help me solve?
students absences. orbital diagram of an absences. ionic bonding. ionic bonding.
element.
G. What innovation or none worksheets and electron none worksheets and electron worksheets and electron
to share with other
teachers?
123

GRADES 1 to 12
DAILY LESSON LOG
October 22 (Monday) October 23 & 24 (Tuesday & Wednesday) October 25-26 (Thursday &
Friday)
I. OBJECTIVES
Subject Matter BONDING BY SHARING OF ELECTRONS BONDING AMONG METALS DISTRICT INSET
Specific Objectives 1. Explain how covalent bonding takes place; and 1.Make a model of a metallic bond; and
2. Illustrate the sharing of electrons. 2. Relate the properties of metals to the kind of bond they
. are made of.
.
Instructional Strategies 1. Direct instruction (compare & contrast, lecture and 1. Direct instruction (compare & contrast, lecture and drill
124
drill & practice) & practice)
2. Indirect Instruction (concept formation, reflective 2. Indirect Instruction (concept formation, reflective
discussion). discussion)
Instructional Materials 1. Traditional Resources (textbooks, worksheets, modules, 1. Traditional Resources (textbooks, worksheets, modules,
supplemental reading materials, workbooks, laboratory manuals) supplemental reading materials, workbooks, laboratory manuals)
2. Graphic Organizers/2D (charts, pictures, maps, diagrams, 2. Graphic Organizers/2D (charts, pictures, maps, diagrams, graphs,
graphs, tables) tables)
A. References G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials & Teachers Guide G9 Science – Learner
Materials & Teachers Guide
G9 Science – Learner
Materials & Teachers Guide
1. Teacher’s Guide pp. pp. 93 pp.
pages
pages
3. Textbook pages
lesson or presenting Review past lesson on ionic bonding Review past lesson on covalent bond
the new lesson.
concepts of or
students)
B. Establishing a Engage the students in presenting the new lesson by Engage the students in presenting the new lesson by
purpose for the lesson. asking the following questions. asking the following questions.
C. Presenting
125
examples/instances of How do covalent bonds form between atoms? Is it possible that metals form bonds with one another?
the new lesson.
ENGAGE (The
activities in this section
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will find out how covalent bonding takes The students will do activity on “Bonding among Metals.
concepts and place. The activity will ask the students to.
E. Discussing the new In the activity the students will show the sharing of a. make a representation on how metallic bond takes
concepts and electrons from covalent bond, determine the chemical place.
practicing new skills #2 formula, the Lewis Structure and type of covalent b. visualize what will happen to a group of metallic
EXPLORE (In this bond. atoms.
section, students will c. prepare a model that will represent a metallic bond.
be given time to think, The students will answer the guide questions of the
plan, investigate, and activity.
organize collected
information ; or the 1. What kind of element usually forms covalent bond?
performance of the 2. Why is it that diatomic molecules always form non
planned/prepared polar covalent bonds?
activities from the
data gathering and
Guide questions)
F. Developing mastery Explain that Explain that:
(Leads to formative
 Covalent bonds are bond between non-metal  One of the metallic properties of metals is luster,
assessment 3)
elements only. metals are lustrous because when light strikes
EXPLAIN (In this the surface of the metal, the loosely-bound
section, students will  Characterized by the sharing of electrons to
electrons near the surface move and reflect the
be involved in an become stable
light giving the metal a shiny appearance.
analysis of their
126
exploration. Their  Dash/es are symbols used in the sharing of  Copper is an example of metal element, it use as
understanding is electrons. electrical wiring, metal sculpture and component
clarified and modified of jewelry.
 Di atomic molecules always form non polar
covalent bonds because there is an un equal
sharing of electrons.
answer the Guide
topic of the day.
G. Finding practical Elaborate that: Elaborate that:
 Covalent bonds are the result of sharing of
and skills in daily  In chemical bonds, atoms can either transfer or
electrons, each of the atoms in the compound
living. share their valence electrons.
attains a stable configuration and a covalent
H. Making
compound is formed.
generalization and  In the extreme case where one or more
abstraction about the  Such compound could exist as independent atoms share electrons from other atoms in order
lesson. units called molecules. As a whole, the to produce a noble gas electron configuration,
ELABORATE molecule does not carry a charge. the bond is called a covalent bond.
students the
and solidify /
concretize their
it to real –world
situation)
I. Evaluating learning Evaluate students understanding of the topic by giving Evaluate students understanding of the topic by giving
EVALUATION formative assessment. formative assessment.
( This section will
provide for concept Illustrate the sharing of electrons from the following
check test items and compounds. Identify the types of chemical bonds involved in the
answer key which are following compounds
127
aligned to the learning 1. ammonia (NH3)
objectives - content 2. water (H2O) 1. BH3
and performance 3. Methane (CH4) 2. CaF2
standards and address 4. Nitrogen gas (N2) 3. CO
any)
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
A. No. of learners who No formative assessment There are 31/40 learners No formative assessment ON LEAVE ON LEAVE
earned 80% in the given who earned 80% in the given
below 80%
the lesson
D. No. of learners who none none none
continue to require
remediation
E. Which of my teaching Indirect instruction where Indirect instructions where Indirect instructions where
strategies worked well? students are able to have students are able to students are able to illustrate
Why did this work? concept formation on illustrate the formation of the formation of non-polar
covalent bond. polar covalent bond. covalent bond.
128
F. What difficulties did I No materials such as There are still some students No materials such as periodic
encounter which my periodic table of elements, who cannot follow how to table of elements, learning
principal or supervisor learning materials and illustrate the Lewis Structure materials and students
can help me solve?
students absences. of the elements. absences.
G. What innovation or none worksheets none
to share with other
teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time November 5-9, 2018 Quarter Second Quarter
November 5-6, (Monday & Tuesday) November 7-8 (Wednesday & Thursday) November 9-10 (Friday &
Saturday)
I. OBJECTIVES
Demonstrate understanding of the types of bonds that carbon atom forms resulting to the diversity of carbon compounds.
Standard 1. Perform guided experiments in determining the properties of common organic compounds.
2. Investigate the ability of acetylene to hasten the ripening of fruits such as bananas.
129
Subject Matter PROPERTIES OF COMMON ORGANIC SECOND QUARTER
ORGANIC COMPOUNDS
COMPOUNDS EXAMINATION
Specific Objectives Recognize the uses of common organic
compounds.
Instructional Strategies 1. Direct instruction (compare & contrast, lecture 1. Observe the properties of common organic
and drill & practice) compounds; and
2. Indirect Instruction (concept formation, reflective 2. Relate these properties to their uses.
discussion).
Instructional Materials 1. Traditional Resources (textbooks, worksheets, modules, 1. Traditional Resources (textbooks, worksheets, modules,
supplemental reading materials, workbooks, laboratory supplemental reading materials, workbooks, laboratory manuals)
manuals) 2. Graphic Organizers/2D (charts, pictures, maps, diagrams,
2. Graphic Organizers/2D (charts, pictures, maps, diagrams, graphs, tables)
graphs, tables)
A. References G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials &
Teachers Guide
G9 Science – Learner Materials &
Teachers Guide
1. Teacher’s Guide pp. pp. 93 pp.
pages
pages
3. Textbook pages
lesson or presenting Review past lesson on ionic bonding Review past lesson on covalent bond
the new lesson.
130
concepts of or
students)
B. Establishing a Engage the students in presenting the new lesson Engage the students in presenting the new lesson by
purpose for the lesson. by asking the following questions. asking the following questions.
C. Presenting
examples/instances of How do covalent bonds form between atoms? Is it possible that metals form bonds with one
the new lesson. another?
ENGAGE (The
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will find out how covalent bonding The students will do activity on “Bonding among
concepts and takes place. Metals. The activity will ask the students to.
E. Discussing the new In the activity the students will show the sharing of a. make a representation on how metallic bond takes
concepts and electrons from covalent bond, determine the place.
practicing new skills #2 chemical formula, the Lewis Structure and type of b. visualize what will happen to a group of metallic
EXPLORE (In this covalent bond. atoms.
section, students will c. prepare a model that will represent a metallic bond.
be given time to think, The students will answer the guide questions of the
plan, investigate, and activity.
organize collected
information ; or the 1. What kind of element usually forms covalent
performance of the bond?
planned/prepared 2. Why is it that diatomic molecules always form non
activities from the polar covalent bonds?
131
data gathering and
Guide questions)
F. Developing mastery Explain that Explain that:
(Leads to formative
 Covalent bonds are bond between non-  One of the metallic properties of metals is
assessment 3)
metal elements only. luster, metals are lustrous because when light
EXPLAIN (In this strikes the surface of the metal, the loosely-
section, students will  Characterized by the sharing of electrons
bound electrons near the surface move and
be involved in an to become stable
reflect the light giving the metal a shiny
analysis of their appearance.
 Dash/es are symbols used in the sharing of
exploration. Their
electrons.
understanding is  Copper is an example of metal element, it use
clarified and modified  Di atomic molecules always form non polar as electrical wiring, metal sculpture and
because of reflective covalent bonds because there is an un component of jewelry.
activities)/Analysis of equal sharing of electrons.
answer the Guide
topic of the day.
 Covalent bonds are the result of sharing of
and skills in daily  In chemical bonds, atoms can either transfer or
electrons, each of the atoms in the
living. share their valence electrons.
compound attains a stable configuration
H. Making
and a covalent compound is formed.
generalization and  In the extreme case where one or more
abstraction about the  Such compound could exist as independent atoms share electrons from other atoms in
lesson. units called molecules. As a whole, the order to produce a noble gas electron
ELABORATE molecule does not carry a charge. configuration, the bond is called a covalent
( This section will give bond.
students the
and solidify /
concretize their
132
it to real –world
situation)
I. Evaluating learning Evaluate students understanding of the topic by Evaluate students understanding of the topic by giving
EVALUATION giving formative assessment. formative assessment.
( This section will
provide for concept Illustrate the sharing of electrons from the following
check test items and compounds. Identify the types of chemical bonds involved in the
answer key which are following compounds
aligned to the learning 1. ammonia (NH3)
objectives - content 2. water (H2O) 1. BH3
and performance 3. Methane (CH4) 2. CaF2
standards and address 4. Nitrogen gas (N2) 3. CO
any)
for application or
remediation.
EXTEND ( This
133
concern)
V. REMARKS
below 80%
the lesson
continue to require
remediation
Why did this work? concept formation on illustrate the formation of the formation of non-polar
covalent bond. polar covalent bond. covalent bond.
principal or supervisor learning materials and illustrate the Lewis Structure materials and students
can help me solve?
students absences. of the elements. absences.
to share with other
teachers?
134

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time November 12-16, 2018 Quarter Third Quarter
November 12 (Monday) November 13-14 (Tuesday & Wednesday) November 15-16 (Thursday & Friday)
I. OBJECTIVES
The unit mole, that quantitatively measures the number of very small particles of matter.
Standard Analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition.
Competencies Write 1. Use the mole concept to express mass of substance; and S9MT-IIi-19
the LC code for each 2. Determine the percentage composition of a compound given its chemical formula and vice versa. S9MT-IIj-20
Subject Matter CHECKING OF SECOND QUARTER COMPILATION AND COMPLETION OF SECOND
MOLAR MASS/MOLECULAR WEIGTH
EXAMINATION QUARTER OUTPUTS
Specific Objectives Check students’ second quarter Compile and complete second quarter outputs. Determine the molar mass or molecular weight
examination. of the some compounds
Instructional Strategies Question and answer Independent learning 1. Direct instruction (lecture and drill & practice)
2. Indirect Instruction (concept formation,
reflective discussion).
Instructional Materials copy of the test paper activity sheets, score sheets 1. Traditional Resources (textbooks, worksheets,
modules, supplemental reading materials, workbooks,
laboratory manuals)
2. Graphic Organizers/2D (charts, pictures, maps,
diagrams, graphs, tables)
135
pages
2. Learners Material pp. pp. pp. 151-152
pages
3. Textbook pages
lesson or presenting Distribution of test paper Distribution of score sheet for the written and Review past lesson on organic compounds.
the new lesson. performance task output
concepts of or
students)
B. Establishing a Engage the students in presenting the new
purpose for the lesson. Give instruction in checking the test paper Give instruction in compiling and completing their lesson by asking the following questions.
C. Presenting second quarter outputs
examples/instances of Why element/atom does have certain mass?
the new lesson.
ENGAGE (The
access and connect
jumpstart to the
present lesson.)
136
D. Discussing the new The students will solve problems on
concepts and Individual students will read the given Individual students will arrange in order all their determining the mass of mole of a substance.
practicing new skills #1 questions and give the correct answer papers for the written works and performance task. .
E. Discussing the new
concepts and
EXPLORE (In this
organize collected
performance of the
planned/prepared
activities from the
data gathering and
Guide questions)
F. Developing mastery Explain the reason in checking the test Explain the reason in compiling and completing their Explain that:
(Leads to formative paper for them to check if their answer is second quarter outputs for them to check their
 In computing the molar mass of a
assessment 3) correct or not. performance.
compound, use the formula
EXPLAIN (In this
section, students will  (number of atom x mass of atom) +
be involved in an (number of atom x mass of atom) …..
analysis of their
 Ex. MgCl2 = (1 x 24. 21g) + ( 2 x 35.
exploration. Their
45g )
understanding is
answer the Guide
137
topic of the day.
G. Finding practical Elaborate that:
and skills in daily  Different kinds of materials with the
living. same number of particles have different
H. Making masses.
generalization and  Different substances with the same
abstraction about the number of moles have the same
lesson. number of particles but they have
ELABORATE different masses.
( This section will give  Molar mass is the mass of one mole of
students the a substance expressed in grams.
and solidify /
concretize their
it to real –world
situation)
I. Evaluating learning Evaluate students understanding of the topic by
EVALUATION Result of the second quarter examination Accumulated written and performance task scores giving formative assessment.
( This section will
provide for concept
check test items and Solve the molar mass involved in the following
answer key which are compounds
aligned to the learning
objectives - content 1. BH3
and performance 2. CaF2
standards and address 3. CO
any)
for application or
remediation.
138
EXTEND ( This
concern)
V. REMARKS
DLP Reflection for November 5-10, 2018
November 5 (Monday) 6 (Tuesday) 7 (Wednesday) 8 (Thursday) 9 (Friday)
below 80%
the lesson
continue to require
remediation
Why did this work? concept formation on illustrate the formation of the formation of
organic compounds. organic compounds. hydrocarbons.
principal or supervisor learning materials and illustrate the formation of materials and students
can help me solve?
students absences. organic compounds. absences.
to share with other
teachers?
139

GRADES 1 to 12
DAILY LESSON LOG
November 19 (Monday) November 13-14 (Tuesday & Wednesday) November 15-16 (Thursday & Friday)
I. OBJECTIVES
The unit mole, that quantitatively measures the number of very small particles of matter.
Standard Analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage
composition.
140
Competencies Write 1. Use the mole concept to express mass of substance; and S9MT-IIi-19
the LC code for each 2. Determine the percentage composition of a compound given its chemical formula and vice versa. S9MT-IIj-20
Subject Matter PERCENTAGE COMPOSITON OF A
MOLAR MASS/MOLECULAR WEIGHT MOLE CONCEPT
COMPOUND
Specific Objectives Compute for the molar mass of common Determine the percentage composition of a Use the mole concept to express mass of
substances. compound given its chemical formula and vice substance
versa.
Instructional Strategies 1. Direct instruction (lecture and drill & 1. Direct instruction (lecture and drill & practice) 1. Direct instruction (lecture and drill & practice)
practice) 2. Indirect Instruction (concept formation, reflective 2. Indirect Instruction (concept formation,
2. Indirect Instruction (concept formation & discussion). reflective discussion).
reflective discussion). 3. Problem Solving 3. Problem Solving
3. Problem Solving
modules, supplemental reading materials, supplemental reading materials, workbooks, laboratory modules, supplemental reading materials, workbooks,
workbooks, laboratory manuals) manuals) laboratory manuals)
Guide Guide
1. Teacher’s Guide pages pp. pp. pp.
2. Learners Material pages pp. 149-150 pp. 151- 152 pp. 152- 158
3. Textbook pages
lesson or presenting Review lesson in getting the atomic mass of Review past lesson on molar mass. Review past lesson on percentage composition
the new lesson. each element. of compounds
141
concepts of or
students)
B. Establishing a Engage the students in presenting the new Engage the students in presenting the new lesson Engage the students in presenting the new
purpose for the lesson. lesson by asking the following questions. by asking the following questions. lesson by asking the following questions.
C. Presenting
examples/instances of What is the atomic mass of H? How about Why does certain medicine have different
the new lesson. the atomic mass of Ne? percentage composition?
ENGAGE (The
activities in this section How much element is present in a compound?
will stimulate their Why element/atom does have certain mass?
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will solve problems on molar The students will solve problems on determining The students will solve problems in determining
concepts and mass of a compound. the percentage composition of a compound the mole concept to express mass of
practicing new skills #1 substance.
E. Discussing the new Ex. Solve for the molar Ex. Solve for the percentage composition of
concepts and mass of aluminum sulfate – Hydrogen (H) present in water (H2O). ex. 1. How many molecules are there in 4.0
practicing new skills #2 Al (SO4)2 moles of CO2?
EXPLORE (In this 2. How many atoms are in a 3.56 g sample
section, students will of Cu? Is this a mol of Cu?
organize collected
performance of the
planned/prepared
activities from the
data gathering and
142
Guide questions)
F. Developing mastery Explain that: Explain that: Explain that
(Leads to formative
 In computing the molar mass of a  In computing the percentage composition,  One mole is defined as the amount of
assessment 3)
compound, use the formula use the formula substance of a system which contains
EXPLAIN (In this as many entities like, atoms,
section, students will  (number of atom x mass of atom) +  % mass of element = Mass of element
molecules and ions as there are atoms
be involved in an (number of atom x mass of atom) in the compound/mass of the
in 12 grams of carbon - 12".
analysis of their ….. compound x 100 %
Avogadro number:
exploration. Their
Ex. MgCl2 = (1 x 24. 21g) + ( 2 x 35. 45g )
understanding is
answer the Guide
topic of the day.
 The number of the particles present in
and skills in daily  Different kinds of materials with the  Percentage composition of a compound
one mole of any substance =
living. same number of particles have tells the percentage of the mass made up
6.022x1023. This is called Avogadro’s
H. Making different masses. by each element in a compound.
number or Avogadro’s constant.
generalization and  Different substances with the same
No. Of particles in 1 mole
abstraction about the number of moles have the same
lesson. number of particles but they have 1. 1 mole of hydrogen atoms represents 6.022
ELABORATE different masses. × 1023 hydrogen atoms.
( This section will give  Molar mass is the mass of one
mole of a substance expressed in 2. 1 mole of hydrogen molecules represents
students the
grams. 6.022 × 1023 hydrogen molecules.
3. 1 mole of water molecules represents 6.022
and solidify /
× 1023 water molecules.
concretize their
143
it to real –world
situation)
I. Evaluating learning Solve the molar mass involved in the Evaluate students understanding of the topic by Evaluate students understanding of the topic by
EVALUATION following compounds giving formative assessment. giving formative assessment.
( This section will
provide for concept 1. BH3 Solve the percentage composition of the following How many moles are in the following:
check test items and 2. CaF2 compounds.
answer key which are 3. CO2 a. 1.29 x 1024 hydrogen atoms in HF
aligned to the learning 1. ammonia (NH3) b. 7.36 x 1024 free oxygen atoms
objectives - content 2. propane (C3H8) c. 3.28 x 1023 Na atoms in salt (NaCl)
and performance 3. Ethanol (C2H5OH)
standards and address
any)
J. Additional activities  Knowledge about percentage composition
for application or is useful in choosing the best fertilizer that
remediation. gives higher amount of nitrogen and
EXTEND ( This potassium in the soil.
that explains the topic  It will help us to be wise consumer
in a new context , or because it is a good basis for choosing the
integrate it to another food product we need to eat based on its
discipline / societal content.
concern)
144
V. REMARKS
A. No. of learners who Checking of Second Compilation and No formative assessment There are 31/40 learners No formative assessment
earned 80% in the Quarter Test Paper Completion of Second given who earned 80% in the given
evaluation Quarter Outputs evaluation
below 80%
the lesson
continue to require
remediation
strategies worked well? students are able to have students are able to students are able to
Why did this work? concept formation on mole illustrate the formation of compute for the molar
concept and percentage atomic mass. mass of the compounds.
composition of a compound
F. What difficulties did I Lack of periodic Table of Lack of periodic Table of Lack of periodic Table of
encounter which my Elements, and Calculator Elements, and Calculator Elements, and Calculator
can help me solve?
G. What innovation or Constructed Second Score Sheet Template worksheet worksheets worksheet
localized material did I Quarter Examination
to share with other
teachers?
145

GRADES 1 to 12
DAILY LESSON LOG
November 26-27 (Monday & Tuesday) November 28 (Wednesday) November 29 - 30 (Thursday & Friday)
I. OBJECTIVES
volcanoes found in the Philippines.
Standard No Performance Standard Indicated in the CG.
Competencies Write 1. Describe the different types of volcanoes;
the LC code for each 2. Differentiate between active and inactive volcanoes;
3. Explain what happens when volcanoes erupt; and
4. Illustrate hoe energy from volcanoes may be tapped for human use.
146
Subject Matter MOLE CONCEPT VOLCANO CONCEPT CLASSIFICATION OF VOLCANOES
Specific Objectives Use the mole concept to express mass of 1. Describe volcano; and Classify volcanoes as active or inactive.
substance 2. Determine the classification of volcanoes.
Instructional Strategies 1. Direct instruction (lecture and drill & 1. Direct instruction (lecture) 1. Direct instruction (lecture)
practice) 2. Indirect Instruction (concept formation, reflective 2. Indirect Instruction (concept formation,
2. Indirect Instruction (concept formation, discussion). reflective discussion).
reflective discussion). 3. Experiential Learning – Group activity
3. Problem Solving
2. Graphic Organizers/2D (charts, pictures, maps, 2. Graphic Organizers/2D (pictures of a volcano, and concept 2. Graphic Organizers/2D (Tables, data, and Philippine
diagrams, graphs, tables) map,) map)
Guide Guide
1. Teacher’s Guide pages pp. 118-121 pp. 135-136 pp. 136-137
2. Learners Material pages pp. 149-150 pp. 165-166 pp. 166-167
3. Textbook pages
lesson or presenting Review past lesson on percentage Review the introduction of the module regarding Review past lesson on the description of
the new lesson. composition of compounds volcanoes. volcanoes and its classification.
concepts of or
147
students)
C. Presenting
examples/instances of 1. What is mole? What is a volcano? Since you were in elementary, Do you some examples of volcano here in the
the new lesson. you have heard about volcanoes. But do you know Philippines or in our localities that are
ENGAGE (The 2. How is the mole used to express the what is a volcano is? considered active and inactive volcano?
activities in this section mass of a substance?
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will solve problems on molar The students will do activity on “Volcano Concept The students will do activity “Volcanoes in the
concepts and mass of a compound. Map” Philippines” for them to identify what are the
practicing new skills #1 For the students to understand what volcano is different volcanoes that are classified as active
E. Discussing the new ex. 1. How many molecules are there in 4.0 and its classification. and in active.
concepts and moles of CO2?
practicing new skills #2 2. How many atoms are in a 3.56 g sample 1. Based on the picture given, the students will The students will answer the guide questions of
EXPLORE (In this of Cu? Is this a mol of Cu? give five descriptions of a volcano. the activity.
section, students will 2. After the description, the students will give the
be given time to think, classification of a volcano.
plan, investigate, and 1. Are all the volcanoes found in the same
organize collected location?
performance of the 2. How will you classify the volcanoes that have
planned/prepared records of eruptions?
activities from the
data gathering and
Guide questions)
F. Developing mastery Explain that: Explain that: Explain that
(Leads to formative
 One mole is defined as the amount A volcano has a different descriptions like:  Volcanoes are found in the different
assessment 3)
148
EXPLAIN (In this of substance of a system which  A volcano is a cone-shaped places in the Philippines
section, students will contains as many entities
 It has an opening at the top  Active volcanoes are those that have
be involved in an like, atoms, molecules and ions as
records of eruption or have erupted
analysis of their there are atoms in 12 grams of  Hot thick cloud of gas, molten rocks, ash
recently while inactive volcanoes are
exploration. Their carbon - 12". forming a cauliflower shaped-cloud comes
those that show no record of eruption.
understanding is Avogadro number: out of its opening.
answer the Guide
topic of the day.
 Volcanoes are classified as according
and skills in daily  The number of the particles present  A volcano is a natural opening in the
to:
living. in one mole of any substance = surface of the Earth where molten rocks,
H. Making 6.022x1023. This is called hot gases, some, and ash are ejected. a. record of eruption – as active or
generalization and Avogadro’s number or Avogadro’s inactive
 There are several ways by which
abstraction about the constant.
volcanoes can be classified. b. shape of volcanic cone – as shield,
lesson. No. Of particles in 1 mole
cinder, or composite.
ELABORATE  a. 1 mole of hydrogen atoms
 Active volcanoes are those that have a
( This section will give record of eruption within the last 600 years
represents 6.022 × 1023 hydrogen
students the or those that erupted 10,000 years ago
atoms.
opportunity to expand based on analyses of their materials.
and solidify /  b. 1 mole of hydrogen molecules
 Inactive volcanoes, on the other hand, are
concretize their represents 6.022 × 1023 hydrogen
those that have not erupted for the last
understanding of the molecules.
10,000 years and their physical form is
concept and / or apply 3. 1 mole of water molecules
being changed by agents of weathering
it to real –world represents 6.022 × 1023 water
and erosion through formation of deep and
situation) molecules.
long gullies.
149
I. Evaluating learning Solve the molar mass involved in the Evaluate students understanding of the topic by Evaluate students understanding of the topic by
EVALUATION following compounds giving formative assessment. giving formative assessment.
( This section will
provide for concept How many moles are in the following: What causes a shield volcano to be shaped like a In your own words. How will you differentiate
check test items and broad dome? active from inactive volcanoes?
answer key which are a. 1.29 x 10 24 hydrogen atoms in HF
aligned to the learning b. 7.36 x 1024 free oxygen atoms

objectives - content c. 3.28 x 1023 Na atoms in salt (NaCl)
and performance
any)
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
A. No. of learners who no formative assessment There are 33/39 who No formative assessment There are 31/39 learners No formative assessment
earned 80% in the given earned 80% in the given who earned 80% in the given
below 80%
150
the lesson
continue to require
remediation
E. Which of my teaching Indirect instruction where Indirect instruction where Indirect instruction where Indirect instruction where Indirect instruction where
strategies worked well? students are able to have students are able to have students are able to have students are able to have students are able to have
Why did this work? concept formation concept formation through concept formation through concept formation through concept formation in
through problem solving problem solving in problem solving in problem solving in getting the number of
in computing molar mass computing molar mass of computing percentage computing percentage moles through
of the compound using the compound using step composition of a compound composition of a dimensional analysis
step by step method. by step method. using step by step method. compound using step by method.
step method.
F. What difficulties did I Lack of periodic Table of Lack of periodic Table of Lack of periodic Table of Lack of periodic Table of Lack of periodic Table of
encounter which my Elements, and Calculator Elements, and Calculator Elements, and Calculator Elements, and Calculator Elements, and Calculator
can help me solve?
G. What innovation or none worksheets none worksheets none
to share with other
teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time December 3-7, 2018 Quarter Third Quarter
December 3 (Monday ) December 4-5 (Tuesday & Wednesday) December 6-7 (Thursday & Friday)
I. OBJECTIVES
Volcanoes found in the Philippines.
151
Subject Matter EFFECT OF TEMPARATURE IN THE
VOLCANO CONCEPT CLASSIFICATION OF VOLCANOES
FORMATION OF GAS
Specific Objectives 1. Describe volcano; and 1. Classify volcanoes as active or inactive; and Describe the effect of high temperature to the
2. Determine the classification of volcanoes. 2. Determine volcanoes that have record and no formation of gas.
record of eruption.
Instructional Strategies 1. Direct instruction (lecture) 1. Direct instruction (lecture) 1. Direct instruction (lecture)
2. Indirect Instruction (concept formation, 2. Indirect Instruction (concept formation, reflective 2. Indirect Instruction (concept formation,
reflective discussion). discussion). reflective discussion).
3. Experiential Learning – Group activity 3. Experiential Learning – Group activity
2. Graphic Organizers/2D (pictures of a volcano, and 2. Graphic Organizers/2D (Tables, data, Philippine map and 2. Graphic Organizers/2D (Tables, data, and Philippine
concept map,) pictures of volcanoes) map and pictures of volcanoes)
3. Others: triangular ruler and colored pens. 3. Others: regent , laboratory materials etc..
Guide Guide
3. Textbook pages
lesson or presenting Review the introduction of the module Review past lesson on the description of Review past lesson on the classification of
the new lesson. regarding volcanoes. volcanoes and its classification. volcanoes as active and inactive.
152
concepts of or
students)
C. Presenting
examples/instances of What is a volcano? Since you were in Do you some examples of volcano here in the What causes volcanoes to erupt?
the new lesson. elementary, you have heard about Philippines or in our localities that are considered
ENGAGE (The volcanoes. But do you know what is a active and inactive volcano?
activities in this section volcano is?
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will do activity on “Volcano The students will do activity “Volcanoes in the The students will do activity “Under Pressure”
concepts and Concept Map” for the students to Philippines” for the students to identify what are for the students to describe the effect of high
practicing new skills #1 understand the concept of volcano. the different volcanoes that are classified as active temperature to the formation of gas.
E. Discussing the new and in active.
concepts and 1. Based on the picture given, the students
practicing new skills #2 will give five descriptions of a volcano. The students will answer the guide questions of The students will answer the guide questions of
EXPLORE (In this 2. After the description, the students will the activity. the activity.
section, students will give the classification of a volcano.
be given time to think, 1. What did you observe in each bottle? Explain
plan, investigate, and 1. Are all the volcanoes found in the same your observation
organize collected location? 2. What is the role of hot water in the setup?
activities from the
153
data gathering and
Guide questions)
F. Developing mastery Explain that: Explain that Explain that:
(Leads to formative
A volcano has a different descriptions like:  Volcanoes are found in the different places  There was a fizzing of sound that was
assessment 3)
in the Philippines heard followed by the rushing out of
EXPLAIN (In this  A volcano is a cone-shaped
bubbles from the bottle dipped in hot
section, students will  Active volcanoes are those that have
 It has an opening at the top water because of the accumulation of
be involved in an records of eruption or have erupted
gas inside the bottle.
analysis of their  Hot thick cloud of gas, molten recently while inactive volcanoes are those
exploration. Their rocks, ash forming a cauliflower that show no record of eruption.  The hot water increases the
understanding is shaped-cloud comes out of its temperature of the soda drink inside the
clarified and modified opening. bottle. As the temperature increases,
because of reflective more gas is accumulated inside the
activities)/Analysis of bottle. This causes the fizzing sound.
answer the Guide
topic of the day.
154
G. Finding practical Elaborate that: Elaborate that: Elaborate that :
 Volcanoes are classified as according to:  The magma inside the volcano has
and skills in daily  A volcano is a natural opening in
high temperature. As the magma is
living. the surface of the Earth where a. record of eruption – as active or inactive
continuously heated, it goes up. As it
H. Making molten rocks, hot gases, some, and
b. shape of volcanic cone – as shield, rises, gas bubbles are developed. The
generalization and ash are ejected.
cinder, or composite. gas bubbles are trapped and expanded
 There are several ways by which causing the molten material to swell
lesson.
volcanoes can be classified. also, resulting in a gradual increase in
ELABORATE pressure within the volcano.
( This section will give  Active volcanoes are those that
students the have a record of eruption within the  When the pressure exceeds the
opportunity to expand last 600 years or those that erupted strength of the overlying rock, fracturing
and solidify / 10,000 years ago based on occurs. The resulting breaks lead to a
concretize their analyses of their materials. further drop in confining pressure,
understanding of the which in turn causes even more gas
 Inactive volcanoes, on the other
concept and / or apply bubbles to form
hand, are those that have not
it to real –world
erupted for the last 10,000 years
situation)
and their physical form is being
changed by agents of weathering
and erosion through formation of
deep and long gullies.
I. Evaluating learning Evaluate students understanding of the Evaluate students understanding of the topic by Evaluate students understanding of the topic by
EVALUATION topic by giving formative assessment. giving formative assessment. giving formative assessment.
( This section will
provide for concept What causes a shield volcano to be shaped In your own words. How will you differentiate active Which of the following characteristics of magma
check test items and like a broad dome? from inactive volcanoes? mainly affect the explosiveness of a volcanic
answer key which are eruption?
aligned to the learning a. color
objectives - content b. amount
and performance c. temperature
standards and address d. silica content
any)
155
J. Additional activities Lava may appear to be the primary material
for application or ejected from a volcano, but this is not always
remediation. the case. Aside from lava, broken rocks, lava
EXTEND ( This bombs, fine ash and dust are also ejected.
sections give situation Does this have any effect on the volcanic
that explains the topic shape?
concern)
V. REMARKS
A. No. of learners who No formative assessment There are 29/39 who No formative assessment There are 31/39 learners No classes – National
earned 80% in the given earned 80% in the given who earned 80% in the Holiday (Bonifacio day)
below 80%
the lesson
continue to require
remediation
E. Which of my teaching Indirect instruction where Indirect instruction where Not carried due to long re- Not carried due to long No classes
strategies worked well? Why students are able to have students are able to have teach the topic in computing discussion on the topic mole
did this work? concept formation in getting concept formation in getting percentage composition of a concept especially in
the number of moles through the number of moles through
compound. problem solving using
dimensional analysis method. dimensional analysis method.
dimensional analysis.
F. What difficulties did I Some students are being hard Some students are being hard not carried not carried no classes
encounter which my up in converting one unit to up in converting one unit to
principal or supervisor can another using dimensional another using dimensional
help me solve?
analysis in learning mole analysis in learning mole
concept. concept.
156
G. What innovation or none worksheets none none none
use/discover which I wish to
share with other teachers?


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time December 10-14, 2018 Quarter Third Quarter
December 10 - 11 (Monday & Tuesday ) December 12 (Wednesday) December 13-14 (Thursday & Friday)
I. OBJECTIVES
Volcanoes found in the Philippines.
Subject Matter EFFECT OF TEM/PARATURE IN THE
VOLCANO CONCEPT CLASSIFICATION OF VOLCANOES
FORMATION OF GAS
Specific Objectives 1. Describe volcano; and 1. Classify volcanoes as active or inactive; and Describe the effect of high temperature to the
2. Determine the classification of volcanoes. 2. Determine volcanoes that have record and no formation of gas.
record of eruption.
Instructional Strategies 1. Direct instruction (lecture) 1. Direct instruction (lecture) 1. Direct instruction (lecture)
2. Indirect Instruction (concept formation, 2. Indirect Instruction (concept formation, reflective 2. Indirect Instruction (concept formation,
reflective discussion). discussion). reflective discussion).
157
3. Experiential Learning – Group activity 3. Experiential Learning – Group activity
2. Graphic Organizers/2D (pictures of a volcano, and 2. Graphic Organizers/2D (Tables, data, Philippine map and 2. Graphic Organizers/2D (Tables, data, and Philippine
concept map,) pictures of volcanoes) map and pictures of volcanoes)
3. Others: triangular ruler and colored pens. 3. Others: regent , laboratory materials etc..
Guide Guide
3. Textbook pages
lesson or presenting Review the introduction of the module Review past lesson on the description of Review past lesson on the classification of
the new lesson. regarding volcanoes. volcanoes and its classification. volcanoes as active and inactive.
concepts of or
students)
C. Presenting
examples/instances of What is a volcano? Since you were in Do you some examples of volcano here in the What causes volcanoes to erupt?
the new lesson. elementary, you have heard about Philippines or in our localities that are considered
ENGAGE (The volcanoes. But do you know what is a active and inactive volcano?
activities in this section volcano is?
158
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will do activity on “Volcano The students will do activity “Volcanoes in the The students will do activity “Under Pressure”
concepts and Concept Map” for the students to Philippines” for the students to identify what are for the students to describe the effect of high
practicing new skills #1 understand the concept of volcano. the different volcanoes that are classified as active temperature to the formation of gas.
E. Discussing the new and in active.
concepts and 1. Based on the picture given, the students
practicing new skills #2 will give five descriptions of a volcano. The students will answer the guide questions of The students will answer the guide questions of
EXPLORE (In this 2. After the description, the students will the activity. the activity.
section, students will give the classification of a volcano.
be given time to think, 1. What did you observe in each bottle? Explain
plan, investigate, and 1. Are all the volcanoes found in the same your observation
organize collected location? 2. What is the role of hot water in the setup?
activities from the
data gathering and
Guide questions)
F. Developing mastery Explain that: Explain that Explain that:
(Leads to formative
A volcano has a different descriptions like:  Volcanoes are found in the different places  There was a fizzing of sound that was
assessment 3)
in the Philippines heard followed by the rushing out of
EXPLAIN (In this  A volcano is a cone-shaped
bubbles from the bottle dipped in hot
section, students will  Active volcanoes are those that have
 It has an opening at the top water because of the accumulation of
be involved in an records of eruption or have erupted
gas inside the bottle.
analysis of their  Hot thick cloud of gas, molten recently while inactive volcanoes are those
exploration. Their rocks, ash forming a cauliflower that show no record of eruption.  The hot water increases the
understanding is shaped-cloud comes out of its temperature of the soda drink inside the
clarified and modified opening. bottle. As the temperature increases,
because of reflective more gas is accumulated inside the
159
activities)/Analysis of bottle. This causes the fizzing sound.
answer the Guide
topic of the day.
G. Finding practical Elaborate that: Elaborate that: Elaborate that :
 Volcanoes are classified as according to:  The magma inside the volcano has
and skills in daily  A volcano is a natural opening in
high temperature. As the magma is
living. the surface of the Earth where a. record of eruption – as active or inactive
continuously heated, it goes up. As it
H. Making molten rocks, hot gases, some, and
b. shape of volcanic cone – as shield, rises, gas bubbles are developed. The
generalization and ash are ejected.
cinder, or composite. gas bubbles are trapped and expanded
 There are several ways by which causing the molten material to swell
lesson.
volcanoes can be classified. also, resulting in a gradual increase in
ELABORATE pressure within the volcano.
( This section will give  Active volcanoes are those that
students the have a record of eruption within the  When the pressure exceeds the
opportunity to expand last 600 years or those that erupted strength of the overlying rock, fracturing
and solidify / 10,000 years ago based on occurs. The resulting breaks lead to a
concretize their analyses of their materials. further drop in confining pressure,
understanding of the which in turn causes even more gas
 Inactive volcanoes, on the other
concept and / or apply bubbles to form
hand, are those that have not
it to real –world
erupted for the last 10,000 years
situation)
and their physical form is being
changed by agents of weathering
and erosion through formation of
deep and long gullies.
I. Evaluating learning Evaluate students understanding of the Evaluate students understanding of the topic by Evaluate students understanding of the topic by
EVALUATION topic by giving formative assessment. giving formative assessment. giving formative assessment.
( This section will
provide for concept What causes a shield volcano to be shaped In your own words. How will you differentiate active Which of the following characteristics of magma
check test items and like a broad dome? from inactive volcanoes? mainly affect the explosiveness of a volcanic
answer key which are eruption?
160
aligned to the learning a. color
objectives - content b. amount
and performance c. temperature
standards and address d. silica content
any)
J. Additional activities Lava may appear to be the primary material
for application or ejected from a volcano, but this is not always
remediation. the case. Aside from lava, broken rocks, lava
EXTEND ( This bombs, fine ash and dust are also ejected.
sections give situation Does this have any effect on the volcanic
that explains the topic shape?
concern)
V. REMARKS
A. No. of learners who No formative assessment There are 29/39 who No formative assessment There are 31/39 learners No classes – National
earned 80% in the given earned 80% in the given who earned 80% in the Holiday (Bonifacio day)
below 80%
the lesson
continue to require
remediation
E. Which of my teaching Indirect instruction where Indirect instruction where Not carried due to long re- Not carried due to long No classes
strategies worked well? Why students are able to have students are able to have teach the topic in computing discussion on the topic mole
did this work? concept formation in getting concept formation in getting percentage composition of a concept especially in
the number of moles through the number of moles through
compound. problem solving using
161
dimensional analysis method. dimensional analysis method. dimensional analysis.
F. What difficulties did I Some students are being hard Some students are being hard not carried not carried no classes
encounter which my up in converting one unit to up in converting one unit to
principal or supervisor can another using dimensional another using dimensional
help me solve?
analysis in learning mole analysis in learning mole
concept. concept.
G. What innovation or none worksheets none none none


GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time January 7-11, 2019 Quarter Third Quarter
January 7-8 (Monday & Tuesday ) January 9 (Wednesday) January 10 - 11 (Thursday & Friday)
I. OBJECTIVES
The learners demonstrate understanding of the factors that affect climate, the effects of changing climate, and how to adapt to climate change.
Standard The learners should participate in activities that reduce risks and lessen the harmful effects of climate change.
Competencies Write 1. Explain how different factors affect the climate of an area.
the LC code for each 2. Describe certain climatic phenomena that occur on a global level.
3. Make a strategic plan to help mitigate and adapt to the effects of climate change.
Subject Matter RELATIONSHIP OF CLIMATE TO ITS LATITUDE
REVIEW THIRD PERIODICAL EXMINATION
AND LONGITUDE LOCATION
Specific Objectives 1. Define climate, longitude and latitude; Review past lesson in preparation of the To assess students understanding on the
2. Identify latitude and longitude using a globe or a exam. learning competencies/objectives of the
162
map; and assigned topic for the third quarter.
3. Locate the tropical region, temperate region and
polar region.
Instructional Strategies 1. Direct instruction (lecture) Independent Study (assigned questions) Independent Study (assigned questions)
2. Indirect Instruction (concept formation, reflective
discussion).
Instructional Materials 1. Traditional Resources (textbooks, worksheets, modules, Traditional Resources (textbooks, Copy of the test paper
supplemental reading materials, workbooks, laboratory manuals) worksheets, and modules)
2. Graphic Organizers/2D (pictures of a volcano, and concept
map,)
A. References G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials & G9 Science – Learner Materials & Teachers
2. Learners Material pages pp. pp. pp.
3. Textbook pages
A. Reviewing previous Give reminders before the answering of the
lesson or presenting Review previous lesson on typhoons how was it Review past topic on mole concept and test.
the new lesson. developed, how typhoons are affected by landforms volcanoes..
ELICIT (The activities and bodies of water, and why typhoons follow certain Give instructions regarding the test.
in this section will paths as the move within PAR.
concepts of or
students)
B. Establishing a In this topic the students will explore how different For the students to recall the previous To assess students understanding on the
purpose for the lesson. factors affect the climate of a certain place. topics in preparation for the exam learning competencies in science grade 9 for
C. Presenting the third quarter.
163
examples/instances of The students will also learn to distinguish climate from
the new lesson. weather
ENGAGE (The
activities in this section Students are also expected to understand the impacts
will stimulate their of climate change to people, animals and society.
access and connect
jumpstart to the
present lesson.)
D. Discussing the new The students will do activity on “When the Sun’s Rays
concepts and Strike” for the students to recall their knowledge about
practicing new skills #1 latitude and longitude.
concepts and
EXPLORE (In this
organize collected
performance of the
planned/prepared
activities from the
data gathering and
Guide questions)
F. Developing mastery Explain that:
(Leads to formative
 Climate is related to its latitude. When an area
assessment 3)
is farther from the equator, the air temperature
EXPLAIN (In this is lower resulting in a cold climate.
be involved in an  When the place is closer to the equator, the
analysis of their air temperature is higher which results in a
164
exploration. Their warm climate.
understanding is
 As the latitude increases, the greater the angle
the sun’s ray’s strike.
answer the Guide
topic of the day.
G. Finding practical Elaborate that:
and skills in daily  Due to the tilting of the Earth’s axis, places
living. near the equator receive more heat making the
H. Making air temperature higher.
generalization and
 When the area is farther from the equator, the
air temperature is lower resulting in a cold
lesson.
climate.
ELABORATE
( This section will give  When the place is closer to the equator, the air
students the temperature is higher which results in a warm
opportunity to expand climate.
and solidify /
concretize their
it to real –world
situation)
I. Evaluating learning Evaluate students understanding of the topic by giving no formative assessment third quarter examination
EVALUATION formative assessment.
( This section will
provide for concept 1. What are the factors that affect climate?
check test items and 2. What happens to the temperature of air when
165
answer key which are altitude increases?
objectives - content
and performance
any)
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
DLP Reflection for January 1-5, 2019
January 1 (Monday) – Part of 2 (Tuesday) – Part of 3 (Wednesday) – Part of 4 (Thursday) 5 (Friday)
Christmas Vacation Christmas Vacation Christmas Vacation
. No. of learners who No formative assessment given There are 73/80 learners who No formative assessment given No formative assessment given No formative assessment given
earned 80% in the earned 80% in the formative
evaluation assessment.
below 80%
the lesson
continue to require
remediation
E. Which of my teaching Cooperative learning where Cooperative learning where
strategies worked well? Why students are able to describe students are able to describe
did this work?
166
the effect of high temperature the effect of high
to the formation of gas. temperature to the
formation of gas.
F. What difficulties did I students extended Christmas students extended Christmas

encounter which my vacation absences vacation absences
principal or supervisor can
help me solve?
G. What innovation or picture

G9 – Science Teacher School Head

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time January 14-18, 2019 Quarter Fourth Quarter
January 14 (Monday) January 15-16 (Tuesday & Wednesday) January 17 - 18 (Thursday & Friday)
I. OBJECTIVES
The learners demonstrate understanding of uniformly accelerated motion, motion in two-dimensions using projectile motion as example, impulse
and momentum, and conservation of linear momentum.
Standard Propose ways to enhance sports related to projectile motion.
Competencies Write 1. Describe the uniformly accelerated motion qualitatively and quantitatively.
the LC code for each 2. Describe the horizontal and vertical motions of a projectile.
3. Investigate the relationship between the projection angle and the height and range of the projectile.
4. Describe momentum and impulse and relate it to collisions.
5. Observe that the total momentum before and after collision is equal.
6. Relate the effects of collisions in real-life situations.
167
Subject Matter COMPILATION AND COMPLETION OF THIRD GRADING UNIFORMLY ACCELERATED MOTION:
CHECKING OF TEST PAPER
OUTPUTS HORIZONTAL DIMENSION
Specific Objectives Check students’ test paper for the Compile and complete third quarter outputs. 1. Derive formulas of uniformly accelerated
third quarter. motion; and
2. Solve problems involving uniformly
accelerated motion.
Instructional Strategies Question and answer Independent learning Indirect Instruction (concept formation,
problem solving, and reflective discussion)
Instructional Materials Copy of the test papers Activity sheets, score sheets calculator
2. Learners Material pages pp. pp. pp. 234-237
3. Textbook pages
lesson or presenting Distribution of test paper Distribution of score sheet for the written and performance Review students’ prior knowledge about
the new lesson. task for the third grading outputs. speed, velocity, and acceleration.
in this section will The following questions may be asked:
evoke or draw out prior 1. What is speed? Velocity?
concepts of or 2. What is the difference between speed and
experiences from the velocity?
students) 3. What is acceleration?
B. Establishing a
purpose for the lesson. Give instruction in checking the test Give instruction in compiling and completing their third To introduce discussion on uniformly
C. Presenting paper quarter outputs accelerated motion, let the students imagine
examples/instances of the motion of an airplane starting to takeoff.
168
the new lesson. The following questions may be asked:
ENGAGE (The
activities in this section 1. What do you think should be the motion of
will stimulate their an airplane preparing for takeoff?
thinking and help them 2. How will you describe the speed of the
access and connect plane from rest until it takes off?
jumpstart to the
present lesson.)
D. Discussing the new The students will check their outputs for For the students to fully understand the
concepts and concept of UAM introduce the derivation of
practicing new skills #1 the following equations on velocity, average
E. Discussing the new velocity and acceleration. Present and derive
concepts and the equation for uniformly accelerated motion.
EXPLORE (In this Eqn A. V = d/t
section, students will Eqn B. Vave = Vf + Vi / 2
plan, investigate, and Eqn C. a = V f - Vi / t
organize collected
Eqn D. d = (Vf + Vi) / 2 ) t
performance of the Eqn E. d = Vit + at2 / 2
planned/prepared
Eqn. F. Vf2 + 2ad
activities from the
student’s manual with Where:
data gathering and
Guide questions) Vf = final velocity
Vi = initial velocity
V ave = average velocity
d = displacement
t = time
a = acceleration
F. Developing mastery Explain the reason in checking the Explain the reason in compiling and completing their third Guide the students to use the three equations
(Leads to formative test paper for them to check if their quarter outputs for them to check their written work and to derive the following equations.
assessment 3) answer is correct or not. performance task output.
Give sample problems applying the formula
169
EXPLAIN (In this given:
section, students will 1. An airplane from rest accelerates on a
be involved in an runway at 5.50m/s2 for 20.25 s until it finally
analysis of their takes off the ground. What is the distance
exploration. Their covered before takeoff?
understanding is
clarified and modified Given:
Vi = 0 m/s
the gathered data and Vf = 20 m/s
d = 150 m
answer the Guide
Questions leading to Find: a =?
topic of the day.
G. Finding practical
and skills in daily
living.
H. Making
generalization and
lesson.
ELABORATE
students the
and solidify /
concretize their
it to real –world
situation)
170
EVALUATION Result of the third quarter Accumulated written work and performance task scores. A train accelerates to a speed of 20m/s over a
( This section will examination. distance of 150 m. Determine the acceleration
provide for concept of the train.
check test items and
objectives - content
and performance
any)
for application or
remediation.
EXTEND ( This
concern)
V. REMARKS
January 7 (Monday) 8 (Tuesday) 9 (Wednesday) 10 (Thursday) 11 (Friday)
. No. of learners who There are 32 students who got 80% in the formative No formative assessment given No formative assessment given No formative assessment
earned 80% in the assessment given
evaluation
B. No. of learners who No remediation given No remediation given No remediation given No remediation given
below 80%
C. Did the remedial lesson No remediation given No remediation given No remediation given No remediation given
171
the lesson
D. No. of learners who none none none none
continue to require
remediation
E. Which of my teaching Direct and indirect instruction where students are able Review Third Periodical Examination Third Periodical Examination
strategies worked well? Why
to define climate, longitude and latitude, identify
did this work?
latitude and longitude using a globe or a map, and
locate the tropical region, temperate region and polar
region through lecture, concept formation and reflective
discussion.
F. What difficulties did I Student’s laziness in reading the given procedure of the Some students are not serious in none none
encounter which my the review given
activity
principal or supervisor can
help me solve?
G. What innovation or worksheet worksheet constructed grade 9 science test constructed grade 9 science
localized material did I questions test questions

172
GRADES 1 to 12
DAILY LESSON LOG Teacher ARACELI K. TAMIRAY Learning Area Science
Teaching Dates and Time January 21-25, 2019 Quarter Fourth Quarter
January 21 (Monday) January 22-23 (Tuesday & Wednesday) January 24-25 (Thursday & Friday)
I. OBJECTIVES
The learners demonstrate understanding of uniformly accelerated motion, motion in two-dimensions using projectile motion as example,
impulse and momentum, and conservation of linear momentum.
Standard Propose ways to enhance sports related to projectile motion.
Competencies Write the 1. Describe the uniformly accelerated motion qualitatively and quantitatively.
LC code for each 2. Describe the horizontal and vertical motions of a projectile.
Subject Matter UNIFORMLY ACCELERATED MOTION: UNIFORMLY ACCELERATED MOTION: UNIFORMLY ACCELERATED MOTION:
HORIZONTAL DIMENSION - SEATWORK VERTICAL DIMENSION VERTICAL DIMENSION
Specific Objectives Solve problems involving uniformly 1. Determine the initial velocity of an object Solve problems involving uniformly
accelerated motion in a horizontal dimension thrown upward; accelerated motion in a vertical dimension.
2. Record the time for the object to reach the
ground;
3. Record the time for the object to reach its
173
maximum height; and
4. Calculate the maximum height reached by the
object thrown vertically upward.
Instructional Strategies Indirect Instruction (problem solving) Indirect Instruction (concept formation and Indirect Instruction (problem solving)
Instructional Materials calculator Stopwatch calculator
Ball (e.g. tennis ball, sepak takraw, etc.)
Activity sheets
III. LEARNING RESOURCES. List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Guide Guide Guide
1. Teacher’s Guide pp. pp. 6-7 pp.
pages
2. Learners Material pp. pp. 14 pp.
pages
3. Textbook pages
4. Additional materials
from Learning Resource
(LR) portal.
5. Other Learning
Resource
IV. PROCEDURES These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
lesson or presenting the Review students’ on the different equations Review students on the key concept of UAM – Review students’ on the different equations
new lesson. for UAM – horizontal dimensions vertical dimension for UAM – vertical dimensions
ELICIT (The activities in
this section will evoke or
draw out prior concepts
of or experiences from
the students)
174
B. Establishing a
purpose for the lesson. Give instruction about their seatwork Introduce the concept of Uniformly Accelerated Explain the comparison of formula between
C. Presenting Motion (UAM) in vertical dimension by eliciting the horizontal and vertical formula from the table
examples/instances of students’ knowledge about free-fall. From their below. Show that the corresponding
the new lesson. learning in Grade 8, ask them the following: displacement (d) and acceleration (a) for
ENGAGE (The activities vertical dimension is height (h) and
in this section will 1. What is gravity? acceleration due to gravity (ag) respectively.
stimulate their thinking 2. What is the acceleration due to gravity on
and help them access earth?
and connect prior 3. Is the rate of gravity (acceleration) the same for
knowledge as a all objects on earth?
jumpstart to the present
lesson.)
D. Discussing the new The students will solve problems involving The students will do activity entitled “You Raise Derive the equation for UAM in vertical
concepts and practicing UAM in horizontal dimension. Me Up!” In this activity, the students will dimension.
new skills #1 determine the initial velocity and the maximum
E. Discussing the new Guide the students to use the equations in height of reach by the object thrown upward. Eqn A. V = d/t
concepts and practicing solving problems involving UAM in horizontal Eqn B. Vave = Vf + Vi / 2
new skills #2 dimension Instruct the students to throw the object vertically Eqn C. ag = V f - Vi / t
EXPLORE (In this upward and the timer to record the time Eqn D. d = (Vf + Vi) / 2 ) t
section, students will be accurately. Eqn E. d = Vit + agt2 / 2
given time to think, plan, Eqn. F. Vf2 + 2agd
investigate, and Remind students to answer the guide questions of Where:
organize collected the activity. Vf = final velocity
information ; or the Vi = initial velocity
performance of the Q1. What do you think happens to the speed of V ave = average velocity
planned/prepared the object as it reaches its maximum height? d = displacement
activities from the t = time
student’s manual with Q2. What will happen to the object’s velocity as it ag = acceleration due to gravity
data gathering and falls farther below the point of release?
Guide questions)
F. Developing mastery Explain that: Explain that: Give sample problems involving UAM in
(Leads to formative vertical dimension
175
assessment 3) 1. An airplane accelerates down a runway at 1. The speed of the object stops momentarily at
EXPLAIN (In this 3.20 m/s2 for 32.8 s until is finally lifts off the its maximum height. 1. Zed is playing with a ball on top of a
section, students will be ground. Determine the distance traveled building but the ball fell and hit the ground
involved in an analysis before takeoff. after
of their exploration. Given: 2. The objects velocity increases as it falls farther 2.6 seconds, what is the final velocity of the
Their understanding is a = +3.2 m/s2 below the point of release. ball just before it hits the ground and how
clarified and modified t = 32.8 s high is the building?
because of reflective vi = 0 m/s
activities)/Analysis of the Find: d =? 2. The Philippine tarsier is capable of jumping
gathered data and Formula: d = vi*t + 0.5*a*t2 to a height of 1.5 m in hunting for food.
results and be able to Solution: d = (0 m/s)*(32.8 s)+ Determine the takeoff speed of the tarsier.
answer the Guide 0.5*(3.20m/s2)*(32.8 s)2
Questions leading to the Ans. d = 1720 m
focus concept or topic of
the day.
G. Finding practical Elaborate that: Elaborate that: Students will solve problems involving UAM –
application of concepts Vertical Dimension.
and skills in daily living. 2. A car starts from rest and accelerates  The pull of gravity acts on all objects. So
H. Making generalization uniformly over a time of 5.21 seconds for a on Earth, when we throw something up, it Zed is playing with a ball on top of a building
and abstraction about distance of 110 m. Determine the will go down. but the ball fell and hit the ground after 2.6
the lesson. acceleration of the car.  Things thrown upward always fall at a seconds, what is the final velocity of the ball
ELABORATE Given: constant acceleration which has a just before it hits the ground and how high is
( This section will give d = 110 m magnitude of 9.8 m/s2 the building?
students the opportunity t = 5.21 s  This means that the velocity of an object
to expand and solidify / vi = 0 m/s in free fall changes by 9.8 m/s every Given:
concretize their Find: a =? second of fall. ag = -9.8 m/s2
understanding of the Formula: d = vi*t + 0.5*a*t2 assume vi = 0 m/s
concept and / or apply it Solution: t = 2.6 s
to real –world situation) 110 m = (0 m/s)*(5.21 s)+ 0.5*(a)*(5.21 s)2 Find: vf =? and h= ?
110 m = (13.57 s2)*a Formula: a. vf = vi + agt
a = (110 m)/(13.57 s2) b. d = vit + ½ agt2
ans. a = 8.10 m/ s2 Solution:
a. vf = 0 + (-9.8 m/s2)(2.6 s)
vf = -26 m/s
b. h = -d = -[ (0 m/s)(2.6 s)+ ½ (-9.8 m/s2)(2.6
s)2]
176
h = 33 m
EVALUATION Accumulated score in the given seatwork. 1. Calculate the initial velocity of the object using Accumulated score in the given seatwork.
( This section will provide the formula vi =vf -agt. Use -9.8m/s2 for ag.
for concept check test
items and answer key 2. Solve for the maximum height reached by the
which are aligned to the
object using h=vit + ½ agt. Use -9.8m/s2 for ag.
learning objectives -
content and performance
J. Additional activities for
application or remediation.
EXTEND ( This sections
give situation that explains
the topic in a new context ,
or integrate it to another
concern)
V. Remarks
VI. REFLECTION. Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify
what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
January 14 (Monday) 15 – 16 (Tuesday & Wednesday) 17 – 18 (Thursday & Friday)
177
No. of learners who earned There are 75% learners who passed the third There are 80% who passed the written works and No formative assessment given
80% in the evaluation quarter examination performance task.
B. No. of learners who No remediation given There are 8 learners who require additional activities No remediation given
require additional activities for remediation.
below 80%
C. Did the remedial lesson No remediation given Yes. The remedial lesson worked. There are 6 learners No remediation given
worked? No. of learners who who have caught up with the lesson.
have caught up with the
lesson
D. No. of learners who none There are 2 students who continue to require none
continue to require remediation.
remediation
E. Which of my teaching Independent learning where students are able to Independent learning where students are able to Indirect Instruction where students are able solve
strategies worked well? Why check their test papers compile and complete their third quarter outputs. problems involving Boyle’s Law
did this work?
F. What difficulties did I Student’s study habits. The difficulties that I have encountered are problems Students participation
encounter which my principal on students who are at risk of failing. They are not
or supervisor can help me present during the compilation and completion of their
solve? outputs.
G. What innovation or Constructed Third Quarter Exam Score Sheet Template worksheet

178
GRADES 1 to 12
Teaching Dates and Time January 28-31 & February 1, 2019 Quarter Fourth Quarter
January 28-29 (Monday & Tuesday) January 30-31 (Wednesday & Thursday) February 1 (Friday)
I. OBJECTIVES
B. Performance Standard The learners shall be able to:
Propose ways to enhance sports related to projectile motion.
C. Learning Competencies The learners shall be able to:
Write the LC code for each 1. Describe the uniformly accelerated motion qualitatively and quantitatively.
2. Describe the horizontal and vertical motions of a projectile.
179
Subject Matter UNIFORMLY ACCELERATED MOTION: UNIFORMLY ACCELERATED MOTION: VERTICAL NO CLASSES-OPENING
VERTICAL DIMENSION (ACTIVITY) DIMENSION – PROBLEM SOLVING PANAGBENGA FESTIVAL
Specific Objectives 1. Determine the initial velocity of an object thrown Solve problems involving uniformly accelerated
upward; motion in a vertical dimension.
2. Record the time for the object to reach the
ground;
3. Record the time for the object to reach its
maximum height; and
4. Calculate the maximum height reached by the
object thrown vertically upward.
Instructional Strategies Indirect Instruction (concept formation and Indirect Instruction (problem solving)
Instructional Materials Stopwatch Calculator
Ball (e.g. tennis ball, sepak takraw, etc.)
Activity sheets
A. References G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials & Teachers Guide G9 Science – Learner Materials
& Teachers Guide
2. Learners Material pages pp. 239-240 pp. 240-241 pp.
3. Textbook pages
IV. PROCEDURES These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
lesson or presenting the Review students on the key concept of UAM – Review students on the key concept of UAM – vertical
new lesson. vertical dimension dimension
180
ELICIT (The activities in
this section will evoke or
draw out prior concepts of
or experiences from the
students)
B. Establishing a purpose
for the lesson. Introduce the concept of Uniformly Accelerated Explain the comparison of formula between horizontal
C. Presenting Motion (UAM) in vertical dimension by eliciting the and vertical formula from the table below. Show that
examples/instances of the students’ knowledge about free-fall. From their the corresponding displacement (d) and acceleration
new lesson. learning in Grade 8, ask them the following: (a) for vertical dimension is height (h) and
ENGAGE (The activities in acceleration due to gravity (ag) respectively.
this section will stimulate 1. What is gravity?
their thinking and help them 2. What is the acceleration due to gravity on earth?
access and connect prior 3. Is the rate of gravity (acceleration) the same for
knowledge as a jumpstart all objects on earth?
to the present lesson.)
D. Discussing the new The students will do activity entitled “You Raise Me Derive the equation for UAM in vertical dimension.
concepts and practicing Up!” In this activity, the students will determine the
new skills #1 initial velocity and the maximum height of reach by V = d/t
E. Discussing the new the object thrown upward. Vave = Vf + Vi / 2
concepts and practicing ag = V f - Vi / t
new skills #2 Instruct the students to throw the object vertically d = (Vf + Vi) / 2 ) t
EXPLORE (In this section, upward and the timer to record the time accurately. d = Vit + agt2 / 2
students will be given time Vf2 + 2agd
to think, plan, investigate, Remind students to answer the guide questions of
and organize collected the activity. Where:
performance of the Q1. What do you think happens to the speed of the Vf = final velocity
planned/prepared activities object as it reaches its maximum height? Vi = initial velocity
from the student’s manual Vave = average velocity
with data gathering and Q2. What will happen to the object’s velocity as it d = displacement
Guide questions) falls farther below the point of release? t = time
ag = acceleration due to gravity
F. Developing mastery Explain that: Give sample problems involving UAM in vertical
(Leads to formative dimension
181
assessment 3) 1. The speed of the object stops momentarily at its
EXPLAIN (In this section, maximum height. 1. Zed is playing with a ball on top of a building but
students will be involved in the ball fell and hit the ground after
an analysis of their 2. The objects velocity increases as it falls farther 2.6 seconds, what is the final velocity of the ball just
exploration. Their below the point of release. before it hits the ground and how high is the building?
understanding is clarified
and modified because of 2. The Philippine tarsier is capable of jumping to a
reflective height of 1.5 m in hunting for food. Determine the
activities)/Analysis of the takeoff speed of the tarsier.
gathered data and results
and be able to answer the
Guide Questions leading to
the focus concept or topic
of the day.
application of concepts and
skills in daily living.  The pull of gravity acts on all objects. So Students will solve problems involving UAM – Vertical
H. Making generalization on Earth, when we throw something up, it Dimension.
and abstraction about the will go down.
lesson.  Things thrown upward always fall at a Zed is playing with a ball on top of a building but the
ELABORATE constant acceleration which has a ball fell and hit the ground after 2.6 seconds, what is
( This section will give magnitude of 9.8 m/s2 the final velocity of the ball just before it hits the
students the opportunity to  This means that the velocity of an object in ground and how high is the building?
expand and solidify / free fall changes by 9.8 m/s every second
concretize their of fall. Given:
understanding of the ag = -9.8 m/s2
concept and / or apply it to assume vi = 0 m/s
real –world situation) t = 2.6 s
Find: vf =? and h= ?
Formula: a. vf = vi + agt
b. d = vit + ½ agt2
Solution:
a. vf = 0 + (-9.8 m/s2)(2.6 s)
ans. vf = -26 m/s
b. h = -d = -[ (0 m/s)(2.6 s)+ ½ (-9.8 m/s2)(2.6 s)2]
ans. h = 33 m
182
EVALUATION 1. Calculate the initial velocity of the object using The acceleration of gravity on the moon is 1.62 m/s2.
( This section will provide for the formula vi =vf -agt. Use -9.8m/s2 for ag. If a ball is dropped on the moon from a height of
concept check test items and 1.50m, determine the time for the ball to fall to the
answer key which are aligned 2. Solve for the maximum height reached by the surface.
to the learning objectives -
object using h=vit + ½ agt. Use -9.8m/s2 for ag.
EXTEND ( This sections give
situation that explains the
topic in a new context , or
discipline / societal concern)
V. Remarks
January 21 (Monday) 22-23 (Tuesday & Wednesday) 24-25 (Thursday & Friday)
No. of learners who earned 80% There are 75% learners who passed the third quarter No formative assessment given – not carried due to students No formative assessment given – not
in the evaluation examination carried due to
B. No. of learners who require No remediation given No remediation given No remediation given
additional activities for
remediation who scored below
80%
worked? No. of learners who
have caught up with the lesson
D. No. of learners who continue none None none
to require remediation
E. Which of my teaching Experiential learning where students are able to work on Independent learning where students are able to solve none
strategies worked well? Why did the activity in determining a body who is accelerated problems involving uniformly accelerated motion in a
this work? uniformly. horizontal dimension
F. What difficulties did I Student’s active participation in the activity. Students difficulties in identifying the given and none
encounter which my principal or
supervisor can help me solve?
183
G. What innovation or localized Activity sheets worksheet none
material did I use/discover which
I wish to share with other
teachers?

GRADES 1 to 12 School Sto. Tomas National High School Grade Level Grade 9
Teaching Dates and Time February 4-8, 2019 Quarter Fourth Quarter
February 4 (Monday) February 5-6 (Tuesday & February 7-8 ( Thursday & Friday)
Wednesday)
I. OBJECTIVES
184
Subject Matter UNIFORMLY ACCELERATED MOTION: NO CLASSES – SPRING
VERTICAL DIMENSION – PROBLEM FESTIVAL/CHINESE NEW YEAR PROJECTIILE MOTION
SOLVING (Continuation) CELEBRATION
Specific Objectives Solve problems involving uniformly accelerated Describe the horizontal and vertical motion of a
motion in a vertical dimension. projectile by setting a ball in projectile motion to
match pre-drawn parabolic trajectories.
Instructional Strategies Indirect Instruction (problem solving) 1. Indirect Instruction (concept formation, inquiry
and reflective discussion)
3. Interactive Instruction (cooperative learning and
small group discussion.)
4. Experiential Instruction (experiments, field
observations and simulations)
Instructional Materials Calculator 1. Traditional Resources (textbooks, worksheets
workbooks and laboratory manuals)
2, Non-projected Display Materials (objects,
apparatus and tools)
3. Graphic Organizers/2D (charts, maps, diagrams,
graphs and tables)
4. 3D (models and experimental models)
A. References G9 Science – Learner Materials & Teachers G9 Science – Learner Materials & G9 Science – Learner Materials & Teachers Guide
Guide Teachers Guide
2. Learners Material pages pp. 240-241 pp. pp. 241- 245
3. Textbook pages
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
185
lesson or presenting the new Review students on the key concept of UAM – Review past lesson on UAM – vertical and
lesson. vertical dimension horizontal motion
ELICIT (The activities in this
section will evoke or draw
out prior concepts of or
students)
B. Establishing a purpose for Explain the comparison of formula between Present instances of the lesson like aside from
the lesson. horizontal and vertical formula from the table gravity, other forces such as normal and frictional
C. Presenting below. Show that the corresponding forces act on the marble, thus its acceleration is
examples/instances of the displacement (d) and acceleration (a) for smaller than the 9.8 m/s2 rate due to gravity. In
new lesson. vertical dimension is height (h) and acceleration spite of this, the trajectories are still a result of a
ENGAGE (The activities in due to gravity (ag) respectively. constant horizontal velocity and a “vertical motion”
this section will stimulate of constant acceleration.
their thinking and help them
access and connect prior Emphasize also that there are other examples of
knowledge as a jumpstart to motion in two dimensions. Projectile motion is only
the present lesson.) one example.
Tell that they will do the next activity to explore the

idea that projectile trajectories can be matched.
D. Discussing the new Derive the equation for UAM in vertical The students will do the activity on “Curve a Like”.
concepts and practicing new dimension. In this activity, students will match a ball’s trajectory
skills #1 to pre-drawn parabolas, showing that projectile
E. Discussing the new V = d/t motion characteristics can be matched or
concepts and practicing new Vave = Vf + Vi / 2 anticipated.
skills #2 ag = V f - Vi / t
EXPLORE (In this section, d = (Vf + Vi) / 2 ) t With the aid of the manila paper posted vertically,
students will be given time to d = Vit + agt2 / 2 instruct the students to give the ball an initial
think, plan, investigate, and Vf2 + 2agd velocity resulting in a path parallel to the paper.
organize collected Emphasize that the ball should not touch the paper
information ; or the Where: anytime during the flight. With the proper start,
performance of the Vf = final velocity students match the ball’s path (trajectories A and B)
planned/prepared activities Vi = initial velocity to the pre-drawn parabolas.
from the student’s manual Vave = average velocity
186
with data gathering and d = displacement Ask students to answer the guide questions of the
Guide questions) t = time activity.
ag = acceleration due to gravity
F. Developing mastery Give sample problems involving UAM in Explain that:
(Leads to formative vertical dimension  Projectile motion can be understood by
assessment 3) analyzing the horizontal and the vertical
EXPLAIN (In this section, 1. Zed is playing with a ball on top of a building components of the displacement and
students will be involved in but the ball fell and hit the ground after velocity which add as vectors.
an analysis of their 2.6 seconds, what is the final velocity of the ball  Vectors are quantities with magnitude and
exploration. Their just before it hits the ground and how high is the direction.
understanding is clarified building?  Any vector can be represented by a vector
and modified because of arrow, the length of which corresponds to
reflective activities)/Analysis 2. The Philippine tarsier is capable of jumping to the magnitude, while the arrow point in the
of the gathered data and a height of 1.5 m in hunting for food. Determine direction of the vector quantity.
results and be able to the takeoff speed of the tarsier.  For a horizontally projected object, the
answer the Guide Questions displacement and velocity vector has both
leading to the focus concept magnitude and direction that you can
or topic of the day. separate
G. Finding practical Students will solve problems involving UAM – Elaborate that:
application of concepts and Vertical Dimension.
skills in daily living.  Vertical displacements and velocities are
H. Making generalization Zed is playing with a ball on top of a building but taken positive upward and negative
and abstraction about the the ball fell and hit the ground after 2.6 downward from the point of release.
lesson. seconds, what is the final velocity of the ball just
ELABORATE before it hits the ground and how high is the  A projectile launched horizontally has no
( This section will give building? initial vertical velocity. Thus, its vertical
students the opportunity to motion is identical to that of a dropped
expand and solidify / Given: object. The downward velocity increases
concretize their ag = -9.8 m/s2 uniformly due to gravity as shown by the
understanding of the assume vi = 0 m/s vector arrows of increasing lengths. The
concept and / or apply it to t = 2.6 s horizontal velocity is uniform as shown by
real –world situation) Find: vf =? and h= ? the identical horizontal vector arrows.
Formula: a. vf = vi + agt
b. d = vit + ½ agt2
Solution:
a. vf = 0 + (-9.8 m/s2)(2.6 s)
187
ans. vf = -26 m/s
b. h = -d = -[ (0 m/s)(2.6 s)+ ½ (-9.8 m/s2)(2.6
s)2]
ans. h = 33 m
I. Evaluating learning The acceleration of gravity on the moon is 1.62 The initial velocity of Manuel playing “luksong tinik”
EVALUATION m/s2. If a ball is dropped on the moon from a has horizontal and vertical components that are
( This section will provide for height of 1.50m, determine the time for the ball equal in magnitude. What angle does his velocity
concept check test items and to fall to the surface. make with the horizontal?
answer key which are aligned a. 30° b. 45°
c. 60° d. 90°
situation that explains the topic
in a new context , or integrate it
to another discipline / societal
concern)
V. Remarks
DLP Reflection for January 28-31 and February 1, 2019
January 28-29 (Monday & Tuesday) 22-23 (Wednesday & Thursday) February 1 (Friday)
No. of learners who earned 80% in There are 72 % learners who earned 80% in the There are 68 % learners who earned No classes – Panagbenga Festival Opening
the evaluation given formative assessment 80% in the given formative assessment
188
additional activities for remediation
who scored below 80%
worked? No. of learners who have
caught up with the lesson
D. No. of learners who continue to none None None
require remediation
E. Which of my teaching strategies Experiential learning where students are able to work Independent learning where students are None
worked well? Why did this work? on the activity in determining a body who is able to solve problems involving
accelerated uniformly in a vertical direction uniformly accelerated motion in a vertical
dimension
F. What difficulties did I encounter Student’s active participation in the activity. Students difficulties in identifying the None
which my principal or supervisor given and
can help me solve?
G. What innovation or localized Activity sheets worksheet None
material did I use/discover which I
wish to share with other teachers?


GRADES 1 to 12
February 11 -12 (Monday & Tuesday) February 13-14 (Wednesday & Thursday) February 15 (Friday)
I. OBJECTIVES
189
Subject Matter PROJECTIILE LAUNCHED HORIZONTALY PROJECTILES LAUNCHED AT AN ANGLE INVESTIGATING MOMENTUM
Specific Objectives 1. Describe projectiles that are launched 1. Describe projectiles that are launched at an 1. Describe momentum; and
horizontally; and angle; and 2. Identify the factors that affect momentum.
2. Solve problems on projectiles that are 2. Solve problems on projectiles that are
launched horizontally. launched at an angle.
Instructional Strategies 1. Indirect Instruction (concept formation, 1. Indirect Instruction (concept formation, 1. Indirect Instruction (concept formation,
inquiry and reflective discussion) inquiry and reflective discussion) inquiry and reflective discussion)
2. Interactive Instruction (cooperative 2. Interactive Instruction (cooperative learning 3. Interactive Instruction (cooperative
learning and small group discussion.) and small group discussion.) learning and small group discussion.)
3. Indirect Instruction (problem solving) 3. Indirect Instruction (problem solving) 4. Experiential Instruction (experiments, field
observations and simulations)
Instructional Materials 1. Traditional Resources (textbooks, 1. Traditional Resources (textbooks, 1. Traditional Resources (textbooks,
worksheets workbooks and laboratory worksheets workbooks and laboratory worksheets workbooks and laboratory
manuals) manuals) manuals)
2, Non-projected Display Materials (objects, 2, Non-projected Display Materials (objects, 2, Non-projected Display Materials (objects,
apparatus and tools) apparatus and tools) apparatus and tools)
3. Graphic Organizers/2D (charts, maps, 3. Graphic Organizers/2D (charts, maps, 3. Graphic Organizers/2D (charts, maps,
diagrams, graphs and tables) diagrams, graphs and tables) diagrams, graphs and tables)
4. 3D (models and experimental models) 4. 3D (models and experimental models) 4. 3D (models and experimental models)
Guide Guide Guide
3. Textbook pages
190
lesson or presenting the new What is a projectile? What are the different components we are What makes things move? Why do some
lesson. going to consider in studying projectile launched objects move continuously while some
ELICIT (The activities in this What do you call the path travelled by a horizontally? moving objects stop suddenly?
section will evoke or draw projectile?
experiences from the What is a projectile motion?
students)
B. Establishing a purpose for
the lesson. What are those two dimensions to consider Why projectile launched at an angle? Consider a cargo truck with a mass of
C. Presenting in studying projectile? 10,000 kilograms traveling at a velocity of 40
examples/instances of the What is the difference between projectile kilometers per hour and a small car with a
new lesson. launched horizontally and a projectile launched mass of 2000 kilograms traveling at the
ENGAGE (The activities in at an angle? same velocity. If the two vehicles suddenly
this section will stimulate lose their breaks and crash against the brick
their thinking and help them wall, which do you think would be more
access and connect prior damaging? On what factor would the impact
knowledge as a jumpstart to of collision depend if their velocities are the
the present lesson.) same?
D. Discussing the new Let the students explore the sample of Let the students explore the sample of The students will do the activity on
concepts and practicing new projectiles launched horizontally. projectiles launched at an angle. “Investigating Momentum” to investigate the
skills #1 factors that effects the momentum.
concepts and practicing new Ask students to answer the guide questions
skills #2 of the activity.
EXPLORE (In this section,
students will be given time to 1. How will you compare their stopping
think, plan, investigate, and distances?
organize collected 2. Did the two toy vehicles immediately stop
information ; or the as they hit the block of wood? Describe the
performance of the stopping distances of the two toy cars.
191
planned/prepared activities 3. Which has a greater stopping distance,
from the student’s manual the small toy car or the big toy truck? How
with data gathering and the stopping distances of each one change
Guide questions) according to the point of release?
4. If momentum is a measure of how difficult
it is to stop a moving object, which of the
two vehicles had a greater momentum?
Velocity component vector diagram for Path of a projectile fired with initial velocity vi at
projectiles fired to its highest point equals
angle i to the horizontal. The trajectory is
the time it takes to fall from the highest point
shown in black dash, the velocity vectors are in
back to its original position.
solid arrows, and velocity components are
dashed.
F. Developing mastery Explain that: Explain that: Explain that:
(Leads to formative  The dashed black line represents  When a projectile is launched upward  The heavier one is more difficult to
assessment 3) the path of the object. The velocity at an angle, its velocity has two stop. This is because it possesses a
EXPLAIN (In this section, vector v at each point is in the components: greater inertia in motion which
students will be involved in direction of motion and thus is 1. a constant horizontal velocity that moves in depends on an object’s mass and
an analysis of their tangent to the path. the same direction as the launch, the velocity.
exploration. Their  The velocity vectors are solid acceleration of which is zero; and
understanding is clarified arrows, and velocity components 2. An upward positive vertical velocity
and modified because of are dashed. (A vertically falling component that is decreasing in magnitude until
reflective activities)/Analysis object starting at the same point is it becomes zero at the top of the trajectory
of the gathered data and shown at the left for comparison; vy (therefore it no longer goes up any further). But
results and be able to is the same for the falling because gravity makes it accelerates downward
answer the Guide Questions  For a projectile beginning and at a rate of 9.8 m/s per second or 9.8 m/s2,
leading to the focus concept ending at the same height, the time (therefore it stays at rest only for an instant) it
or topic of the day. it takes a projectile to rise (object will start to descend with an increasing negative
and the projectile.) vertical velocity until it is stopped by something.
 So as the projectile moves forward

horizontally with uniform velocity, its
192
vertical velocity is also accelerated
creating a trajectory that is a parabola.
application of concepts and
skills in daily living.  A projectile launched horizontally  Momentum depends on factors,
H. Making generalization has no initial vertical velocity. mass and velocity. Two cars of the
and abstraction about the  Thus, its vertical motion is identical same mass but different velocities
lesson. to that of a dropped object. will also have different momenta.
ELABORATE  The downward velocity increases  First Law of Motion? It is also known
( This section will give uniformly due to gravity as shown by as the Law of Inertia. An object’s
students the opportunity to the vector arrows of increasing momentum is also known as inertia
expand and solidify / lengths. in motion.
concretize their  The horizontal velocity is uniform as
understanding of the shown by the identical horizontal
concept and / or apply it to vector arrows.
real –world situation)
I. Evaluating learning Solve problems involving projectiles Solve problems involving projectiles launched at Evaluate students understanding by giving
EVALUATION launched horizontally. an angle. formative assessment.
( This section will provide for
concept check test items and A marble is thrown horizontally from a table A soccer ball is kicked at ground level with a 1. Which has more momentum, a huge truck
answer key which are aligned top with a velocity of 1.50 m/s. The marble speed of 20 m/s at an angle of 45 to the that is not moving or a small toy cart that is
falls 0.70 m away from the table’s edge. horizontal. How much later does it hit the moving?
standards and address a. How high is the lab table? ground? 2. A moving car has momentum. If it moves
misconceptions – if any) b. What is the marble’s velocity just before it twice as fast, its momentum would be
hits the floor? __________ as much.
3. Two cars, one twice as heavy as the
other, moves down a hill at the same time.
The heavier car would have a _________
momentum.
J. Additional activities for 1. Find out the operational definition of
application or remediation. momentum and its mathematical equation.
EXTEND ( This sections give 2. Give sample problems of momentum.
concern)
193
V. Remarks
DLP Reflection for February 4-8, 2019
February 4 (Monday) 5-6 (Tuesday & Wednesday) 7-8 (Thursday & Friday)
No. of learners who earned 80% in There are 68 % learners who earned 80% in the No classes – Chinese new year No formative assessment given
the evaluation given formative assessment
B. No. of learners who require No remediation given No remediation given
C. Did the remedial lesson No remediation given No remediation given
D. No. of learners who continue to none none
require remediation
E. Which of my teaching strategies Experiential learning where students are able to Experiential learning where students are able to
worked well? Why did this work? work on the activity in determining a body who learned concept on what is projectile motion
is accelerated uniformly in a vertical direction
F. What difficulties did I encounter Student’s participation in the activity. Student’s participation in discussion.
which my principal or supervisor
can help me solve?
G. What innovation or localized Activity sheets Activity sheets

GRADES 1 to 12
February 18-19 (Monday & Tuesday) February 20-21 (Wednesday & Thursday) February 22 (Friday)
I. OBJECTIVES
194
Subject Matter INVESTIGATING MOMENTUM MOMENTUM – PROBLEM SOLVING CONSERVATION OF MOMENTUM
Specific Objectives 1. Describe momentum; and Solve problems involving momentum Describe how a balloon rocket works and
2. Identify the factors that affect momentum. how conservation of momentum explains
rocket motion.
Instructional Strategies 1. Indirect Instruction (concept formation, 1. Indirect Instruction (concept formation, 1. Indirect Instruction (concept formation,
inquiry and reflective discussion) inquiry and reflective discussion) inquiry and reflective discussion)
3. Interactive Instruction (cooperative 2. Indirect Instruction (problem solving) 3. Interactive Instruction (cooperative
learning and small group discussion.) learning and small group discussion.)
4. Experiential Instruction (experiments, field 4. Experiential Instruction (experiments, field
observations and simulations) observations and simulations)
Instructional Materials 1. Traditional Resources (textbooks, 1. Traditional Resources (textbooks, 1. Traditional Resources (textbooks,
worksheets workbooks and laboratory worksheets workbooks and laboratory worksheets workbooks and laboratory
manuals) manuals) manuals)
2, Non-projected Display Materials (objects, 2, Non-projected Display Materials (objects, 2, Non-projected Display Materials (objects,
apparatus and tools) apparatus and tools) apparatus and tools)
3. Graphic Organizers/2D (charts, maps, 3. Graphic Organizers/2D (charts, maps, 3. Graphic Organizers/2D (charts, maps,
diagrams, graphs and tables) diagrams, graphs and tables) diagrams, graphs and tables)
4. 3D (models and experimental models) 4. 3D (models and experimental models)
Guide Guide Guide
195
3. Textbook pages
lesson or presenting the new What makes things move? Why do some Which has more momentum, a huge truck that Review that in Grade 8, they have learned
lesson. objects move continuously while some is not moving or a small toy cart that is moving? that an external force is required to make an
ELICIT (The activities in this moving objects stop suddenly? object accelerate. Similarly, if they want to
section will evoke or draw change the momentum of an object, an
out prior concepts of or external force is required. There will be no
experiences from the change in momentum if there is no external
students) force.
B. Establishing a purpose for Consider a cargo truck with a mass of What affects momentum? Give instances to introduce the lesson
the lesson. 10,000 kilograms traveling at a velocity of 40
C. Presenting kilometers per hour and a small car with a Do you still remember Newton’s has a greater Two children on skateboards are initially at
examples/instances of the mass of 2000 kilograms traveling at the inertia in motion therefore a greater rest. They push each other so that
new lesson. same velocity. If the two vehicles suddenly momentum? eventually the boy moves to the right while
ENGAGE (The activities in lose their breaks and crash against the brick the girl moves in the opposite direction away
this section will stimulate wall, which do you think would be more Momentum depends on First Law of Motion. It from each other. Newton’s Third Law tells us
their thinking and help them damaging? On what factor would the impact is also known as the Law of Inertia. An object’s that the force that the girl exerts on the boy
access and connect prior of collision depend if their velocities are the momentum is also known as inertia in motion. and the force that makes the girl move in the
knowledge as a jumpstart to same? other direction are of equal magnitude but
the present lesson.) opposite direction. The boy and the girl
make up a system – a collection of objects
that affect one another. No net/unbalanced
external force acts on the boy-girl system,
thus, the total momentum of the system
does not change.
D. Discussing the new The students will do the activity on Present the mathematical equation for The students will do the activity on “Rocket
concepts and practicing new “Investigating Momentum” to investigate the momentum: Balloon” to observe the conservation of
196
skills #1 factors that effects the momentum. momentum.
E. Discussing the new Equation to use if you are If you know…
concepts and practicing new Ask students to answer the guide questions looking
for…
Ask students to answer the guide questions
skills #2 of the activity. 𝑝=𝑚𝑣 momentum mass and of the activity.
EXPLORE (In this section, speed
students will be given time to 1. How will you compare their stopping Mass momentum and 1. How do these momenta compare?
velocity
think, plan, investigate, and distances? velocity momentum and 2. How does the velocity of the air that is
organize collected 2. Did the two toy vehicles immediately stop 𝑝 mass pushed out of the rocket compare to the
information ; or the as they hit the block of wood? Describe the velocity of the balloon rocket?
performance of the stopping distances of the two toy cars.
planned/prepared activities 3. Which has a greater stopping distance,
from the student’s manual the small toy car or the big toy truck? How
with data gathering and the stopping distances of each one change
Guide questions) according to the point of release?
4. If momentum is a measure of how difficult
it is to stop a moving object, which of the two
vehicles had a greater momentum?
F. Developing mastery Explain that: Explain that: Explain that:
(Leads to formative
assessment 3)  The heavier one is more difficult to Exercises:  At the start, our system, which
EXPLAIN (In this section, stop. This is because it possesses a consists of the balloon and the air
students will be involved in greater inertia in motion which Given the following data, solve for momentum inside it are stationary so the total
an analysis of their depends on an object’s mass and using the formula p = mv. momentum of the system is zero.
exploration. Their velocity. Object Mass (kg) Velocity (m/s) Momentum
When the air inside the balloon out,
understanding is clarified (kg- the balloon moves. The force that
and modified because of m/s) causes the balloon to move comes
Bird 0.03 18
reflective activities)/Analysis from the air system is conserved
of the gathered data and Basketball 100 5 and must remain zero. If the balloon
player
results and be able to Bullet .004 600 has momentum in one direction, the
answer the Guide Questions Baseball .14 30
external force involved
leading to the focus concept Frog .9 12
or topic of the day.  Since the mass of the balloon is
greater than the mass of air, the
velocity of the air must be greater in
magnitude than the velocity of the
197
balloon, and must be opposite in
direction.
application of concepts and  Momentum depends on mass and
skills in daily living.  Momentum depends on factors, velocity.  There is no external force involved.
H. Making generalization mass and velocity. Two cars of the  Operationally, momentum is defined as Thus, the total momentum of the air
and abstraction about the same mass but different velocities the product of mass and the velocity of must have an equal and opposite
lesson. will also have different momenta. an object. In equation, momentum for the total momentum
ELABORATE  First Law of Motion? It is also known p = mv to remain zero.
( This section will give as the Law of Inertia. An object’s where p = is the momentum  Change in momentum = 0
students the opportunity to momentum is also known as inertia m = is the mass  Total Initial Momentum = Total Final
expand and solidify / in motion. v = is the velocity Momentum
concretize their  Moving objects have velocities which  0 = pballoon+ pair -pballoon= pair
understanding of the can be measured directly or indirectly. -(mv)balloon = -(mv)air
concept and / or apply it to For stationary objects where the  Momentum is a vector quantity. It
real –world situation) velocity is zero, the momentum is also must have both magnitude
zero. (numerical value) and direction. The
direction of the momentum vector is
always in the same direction as the
velocity vector. Like all vector
quantities, momentum vectors can
be added. For situations in which
the two vectors are in opposite
directions, one vector is considered
negative and the other positive.
I. Evaluating learning Evaluate students understanding by giving Solve problems involving momentum Evaluate students understanding by giving
EVALUATION formative assessment. formative assessment.
( This section will provide for 1. A bowling ball whose mass is 4.0 kg is rolling
concept check test items and 1. Which has more momentum, a huge truck at a rate of 2.5 m/s. What is its momentum? Two ice-skaters stand together. They “push
answer key which are aligned that is not moving or a small toy cart that is off” and travel directly away from each other,
moving? 2. A skateboard is rolling at a velocity of 3.0 m/s the boy with a speed of 0.50 m/s and the girl
standards and address 2. A moving car has momentum. If it moves with a momentum of 6.0 kg-m/s. What is its with a speed of 0.65 m/s. If the mass of the
misconceptions – if any) twice as fast, its momentum would be mass? boy is 60 kg, what is the girl’s mass?
__________ as much. (Consider the ice to be frictionless.)
3. Two cars, one twice as heavy as the 3. A pitcher throws a baseball with a mass of
198
other, moves down a hill at the same time. 0.5 kg and a momentum of 10 kg-m/s. What is
The heavier car would have a _________ its velocity?
momentum.
J. Additional activities for 1. Find out the operational definition of Suppose the entire world population gathers
application or remediation. momentum and its mathematical equation. in one spot and at the sounding of a
EXTEND ( This sections give 2. Give sample problems of momentum. prearranged signal, everyone jumps up.
situation that explains the topic While all the people are in the air, does
in a new context , or integrate it Earth gain momentum in the opposite
direction?
concern)
V. Remarks
February 11-12 (Monday & Tuesday) 13-14 (Wednesday & Thursday) 15 (Friday)
No. of learners who earned 80% in There are 68 % learners who earned 80% in the There are 65 % learners who earned 80% in the No formative assessment given – not carried JS
the evaluation given formative assessment given formative assessment Prom Preparation
D. No. of learners who continue to none none none
require remediation
E. Which of my teaching strategies Experiential learning and independent study Experiential learning and independent study where
worked well? Why did this work? where students are able to solve problems on students are able to solve problems on projectile
projectile motion launched horizontally. motion launched at an angle.
F. What difficulties did I encounter Student’s patience in dealing problem solving. Student’s patience in dealing problem solving.
which my principal or supervisor
can help me solve?
G. What innovation or localized Activity sheets Activity sheets
199

GRADES 1 to 12
Teaching Dates and Time February 25-28 & March 01, 2019 Quarter Fourth Quarter
February 25 (Monday) February 26 (Tuesday) February 27 February 28 and March 1 (Friday)

I. OBJECTIVES
200
Subject Matter ENERGY
NO CLASSES – EDSA
SUMMATIVE TEST COMPILATION OF OUTPUTS - POTENTIAL AND KINETIC
CELEBRATION
ENERGY
Specific Objectives 1. Choose and write the correct Compile fourth quarter written 1. Give the scientific definition of
answer from the given questions; work and performance task. energy potential and kinetic energy;
and and
2. Solve problems involving 2. Differentiate and give examples
motions by showing organize and of kinetic and potential energy.
complete solution.
Instructional Strategies Independent Learning Independent Learning 1. Indirect Instruction (concept
formation, inquiry and reflective
discussion)
3. Interactive Instruction
(cooperative learning and small
group discussion.)
4. Experiential Instruction
(experiments, field observations and
simulations)
Instructional Materials Copy of the summative test Written and performance task 1. Traditional Resources (textbooks,
outputs worksheets workbooks and
laboratory manuals)
2, Non-projected Display Materials
(objects, apparatus and tools)
3. Graphic Organizers/2D (charts,
maps, diagrams, graphs and tables)
4. 3D (models and experimental
201
models)
A. References G9 Science – Learner G9 Science – Learner Materials & G9 Science – Learner Materials &
Materials & Teachers Guide Teachers Guide Teachers Guide
2. Learners Material pages pp. pp. pp. 280-285
3. Textbook pages
A. Reviewing previous Distribution of summative test Distribution of outputs What is energy?
lesson or presenting the new
lesson.
ELICIT (The activities in this
section will evoke or draw
students)
B. Establishing a purpose for Where do we get energy?
the lesson.
C. Presenting What are the different forms of
examples/instances of the energy?
new lesson.
ENGAGE (The activities in
this section will stimulate
their thinking and help them
access and connect prior
knowledge as a jumpstart to
the present lesson.)
D. Discussing the new The students will explore the The students will fix their outputs The students will explore the
202
concepts and practicing new summative test by reading and by arranging their papers under different samples given after which
skills #1 understanding the questions written and performance task. they will categorize them as sample
E. Discussing the new before they will write their of kinetic or potential energy.
concepts and practicing new answers.
skills #2
EXPLORE (In this section,
students will be given time to
think, plan, investigate, and
organize collected
performance of the
planned/prepared activities
from the student’s manual
with data gathering and
Guide questions)
F. Developing mastery Summative test was given to Outputs should be compiled in an Energy is important. Everything
(Leads to formative check students understanding on organize manner for easy exists or cease to exist because of
assessment 3) the competencies under the recording and for easy locating its presence or absence. It is
EXPLAIN (In this section, concept of motion. what particular activities were stored in different forms and can
students will be involved in missing for probable remediation transfer and/or transform. It can be
an analysis of their transferred without being
exploration. Their transformed. It can also be
understanding is clarified transformed without being
and modified because of transferred. It can also be
reflective activities)/Analysis transformed during transfers.
of the gathered data and
answer the Guide Questions
leading to the focus concept
or topic of the day.
G. Finding practical Energy in matter due to
application of concepts and arrangements of its parts, its
skills in daily living. composition, location and structure.
H. Making generalization It is commonly considered as a
and abstraction about the stored energy having the potential
203
lesson. to do mechanical work.
ELABORATE
( This section will give The various forms of potential
students the opportunity to energy:
expand and solidify /
concretize their
concept and / or apply it to
real –world situation)
I. Evaluating learning accumulated score in the accumulated score in the written A picture frame falls off the wall.
EVALUATION summative test works and performance task Considering the presence of air,
( This section will provide for how does the kinetic energy (K) just
concept check test items and before striking the floor compare to
answer key which are aligned the potential energy (P) at its
hanging point?
standards and address a. K is equal to P.
misconceptions – if any) b. K is greater than P.
c. K is less than P.
d. It is impossible to tell.
concern)
V. Remarks
February 18-19 (Monday & Tuesday) 20-21 (Wednesday & Thursday) 22 (Friday)
No. of learners who earned 80% in There are 68 % learners who There are 72 % learners who earned 80% in the given formative assessment There are 63 % learners who earned
the evaluation earned 80% in the given 80% in the given formative assessment
formative assessment
204
D. No. of learners who continue to none none none
require remediation
E. Which of my teaching strategies Experiential learning where Experiential learning where students are able explore what are the factors that Experiential learning where students are
worked well? Why did this work? students are able to determine affect momentum like mass and acceleration to determine the law on conservation
what is impulse and of momentum.
momentum.
F. What difficulties did I encounter Student’s participation in the Motivation of students to read their module ahead of time so that if there are Lack of materials
which my principal or supervisor given activity – not everybody questions to be asked they know how to answer.
can help me solve? are active enough to participate
in the activity.
G. What innovation or localized Activity sheets Activity sheets Activity sheets

205
Strategies
1. Direct instruction (compare & contrast, demonstrations, didactic questions, drill & practice, guides for reading, listening & viewing, lecture, etc.)
2. Indirect Instruction (case study, cloze procedure, concept formation, inquiry, problem solving, reflective discussion, etc)
3. Interactive Instruction (brainstorming, debate, cooperative learning, interviewing, small group discussion, etc.)
4. Experiential Instruction (games, experiments, field trips, model building, field observations, role play, simulations, etc.)
5. Independent Study (assigned questions, correspondence lessons, computer-assisted instruction, essays, homework, learning contracts, reports, research projects, etc.)
6. Others
List of Instructional Materials:
1. Traditional Resources (textbooks, worksheets, modules, supplemental reading materials, workbooks, laboratory manuals)
2, Non-projected Display Materials (objects, apparatus, specimens, reagents, tools, machines)
3. Graphic Organizers/2D (charts, pictures, maps, diagrams, graphs, tables)
4. 3D (castings, models, experimental models)
5. Audio-Visual (motion pictures, video clips, power point, tape records, radio and TV broadcast)
7. Contextualized Materials
8. Others
206

Lesson Plan For Grade 9

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School Sto.

Tomas National High School Grade Level Grade 9

Prep. By: ARACELI K. TAMIRAY Checked By: ROSANNA D. DIZON

School Sto. Tomas National High School Grade Level Grade 9

Prep. By: ARACELI K. TAMIRAY Checked By: ROSANNA D. DIZON

School Sto. Tomas National High School Grade Level Grade 9

Prep. By: ARACELI K. TAMIRAY Checked By: ROSANNA D. DIZON

School Sto. Tomas National High School Grade Level Grade 9

ENGAGE (The The challenge is how they will be able to lead

EXPLORE (In this

Prepared By: ARACELI K. TAMIRAY Checked: ROSANNA D. DIZON

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

Q4. What are the possible

Afterward, have a discussion

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

Instructional 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources 1. Traditional Resources

Afterward, have a discussion

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

aligned to the learning b. 7.36 x 1024 free oxygen atoms

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: DANNY L. MARQUEZ

School Sto. Tomas National High School Grade Level Grade 9

F. What difficulties did I students extended Christmas students extended Christmas

Prepared By: ARACELI K. TAMIRAY Checked: ROSANNA D. DIZON

School Sto. Tomas National High School Grade Level Grade 9

Prepared By: ARACELI K. TAMIRAY Checked: ROSANNA D. DIZON

Prepared By: ARACELI K. TAMIRAY Checked: ROSANNA D. DIZON

Prepared By: ARACELI K. TAMIRAY Checked: ROSANNA D. DIZON

Tell that they will do the next activity to explore the

Prepared By: ARACELI K. TAMIRAY Checked: ROSANNA D. DIZON

School Sto. Tomas National High School Grade Level Grade 9

 So as the projectile moves forward

Prepared By: ARACELI K. TAMIRAY Checked: ROSANNA D. DIZON