Science Grade 11

School Bucari National High School
Teacher Rufino C. Calawigan Jr.

Teaching Dates and Time Feb. 27-28 to Mar. 1-3, 2017; 9;30 to 11:30 AM
GRADES 1 to 12 Monday Tuesday

DAILY LESSON LOG Sections: St. Michael and St. Gabr
February 27, 2017 February 28, 2017
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be follow
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the lea
the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate an understanding of how gases behave based on the mo
B. Performance Standards
Prove that gases have the following

C. Learning Competencies/Objectives properties: mass, volume,
temperature, and pressure
Write the LC Code for each S10MT-Iva-b-21

Content is what the lesson all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a w
II. CONTENT Gas Laws 1.1 Kinetic Molecular Theory; 1.2

Volume, pressure, and temperature OB- Submit Financial Reports
relationship; 1.3 Ideal gas law
List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that ther
III. LEARNING RESOURCES learning promotes concept development.
A. References
1. Teacher's Guide Pages page 263-264
2. Learner's Materials pages page 359-362
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Videos
portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demon
IV. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning proc
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or

presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and Post-Discussion Activity
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2 Group Report
F. Developing Mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and Generalize the whole concept from

abstractions about the lesson Activity A to Activity D
I. Evaluating learning
J. Additional Activities for application
or remediation Multi-Media Presentation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs to be do
VI. REFLECTION you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the formative

assessment 55/55
B. No. of learners who require additional activities
for remediation 0
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require

remediation
E. Which of my teaching strategies work well? Why
did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers
School Grade Level Grade 10
Jr. Learning Area Science
-3, 2017; 9;30 to 11:30 AM Quarter Fourth
Wednesday Thursday Friday

Sections: St. Michael and St. Gabriel
March 1, 2017 March 2, 2017 March 3, 2017
To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
tive Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning
ding of how gases behave based on the motion and relative distances between gas particles
Investigate the relationship between

volume and pressure at constant
temperature of a gas
S10MT-Iva-b-21
er aims to teach. In the CG, the content can be tackled in a week or two.
Ecosystems 4.1 Flow of Energy and Matter

in Ecosystems; 4.2 Biodiversity and
NCAE NCAE Stability; 4.3 Population Growth and
Carrying Capacity
dren's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
page 265-267
page 362-369
so that students will learn well. Always be guided by demonstration of learning by the students which you van infer from formative assessment activities.
w things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life experiences and
Review the properties of gases
Activity 2 Boyle's Law
Multi-Media Presentation
' 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
Teaching Dates and Time Feb. 20-24, 2017; 9;30 to 11:30 AM

A. Content Standards The learners demonstrate an understanding of how gases behave based on the mo
Prove that gases have the

Ninety Five percent of the students will following properties: mass,
C. Learning Competencies/Objectives be able to get at least 80% passsing volume, temperature, and
score pressure
Write the LC Code for each S10MT-Iva-b-21

Gas Laws 1.1 Kinetic Molecular

II. CONTENT Theory; 1.2 Volume, pressure, and
SUMMATIVE TEST temperature relationship; 1.3 Ideal
gas law
A. References
1. Teacher's Guide Pages page 253 pages 258-261
2. Learner's Materials pages pages 345-346 pages 350-356
3. Textbook pages
4. Additional Materials from Learning Resource (LR) printed test questiions
portal
A. Reviewing previous lesson or Pre-Assessment

lesson
the new lesson
D. Discussing new concepts and Acitivity 1 Getting to Know
practicing new skills #1 Gases
E. Discussing new concepts and Perform Activity A. Gases and
practicing new skills #2 Its Mass
H. Making generalizations and

abstractions about the lesson
I. Evaluating learning Answer Q1-Q3
or remediation
V. REMARKS

assessment 55/55 55/55
for remediation 0 0

remediation
did these work?

teachers
30 to 11:30 AM Quarter Fourth

February 22, 2017 February 23, 2017 February 24, 2017
ding of how gases behave based on the motion and relative distances between gas particles
Prove that gases have the following Prove that gases have the following Prove that gases have the following
properties: mass, volume, properties: mass, volume, properties: mass, volume,
temperature, and pressure temperature, and pressure temperature, and pressure
S10MT-Iva-b-21 S10MT-Iva-b-21 S10MT-Iva-b-21

Ecosystems 4.1 Flow of Energy and Ecosystems 4.1 Flow of Energy and Ecosystems 4.1 Flow of Energy and Matter
Matter in Ecosystems; 4.2 Biodiversity Matter in Ecosystems; 4.2 Biodiversity in Ecosystems; 4.2 Biodiversity and
and Stability; 4.3 Population Growth and and Stability; 4.3 Population Growth and Stability; 4.3 Population Growth and
Carrying Capacity Carrying Capacity Carrying Capacity
pages 261-262 page 262 page 263-264

pages 356-357 pages 357-359 page 359-362
Review of Activity A. Review of Activity B
Activity B Gases and Its Volum Activity c. Gases and Its Pressure Activity D Gases and Its Pressure
Discussion
Discussion Discussion
Answer Q1-Q2 Answer Q1-Q2
55/55
55/55
0 0

The learners demonstrate the understanding of 1) the influence of biodiversity on the stability of eco
A. Content Standards number of organisms
Suggest ways to minimize human Suggest ways to minimize human

C. Learning Competencies/Objectives impact on the environment impact on the environment
Write the LC Code for each S10LT-IIIj-43 S10LT-IIIj-43

Ecosystems 4.1 Flow of Energy and Matter in Ecosystems 4.1 Flow of Energy and
II. CONTENT Ecosystems; 4.2 Biodiversity and Stability; Matter in Ecosystems; 4.2 Biodiversity
4.3 Population Growth and Carrying and Stability; 4.3 Population Growth
Capacity and Carrying Capacity
A. References
1. Teacher's Guide Pages pages 246-247 pages 248-249
3. Textbook pages
4. Additional Materials from Learning Resource (LR)
portal
A. Reviewing previous lesson or Environmental Problems and

presenting the new lesson Issues
lesson
the new lesson
D. Discussing new concepts and Activity 3 Analyzing Environmental Acitivity 4 Biodiversity Status
practicing new skills #1 Issues in the Community
practicing new skills #2 Group Discussion Group Activity
G. Finding practical applications of Video presentation on the effects of
concepts and skills in daily living environmental problems

I. Evaluating learning Answer Problems 1-3
or remediation
V. REMARKS

assessment 55/55
for remediation 0

remediation
E. Which of my teaching strategies work well? Why using of multi-media draw the attention of
did these work? the students

use/discover which I wish to share with other citing environmental issues in their own
teachers community

uence of biodiversity on the stability of ecosystem; 2) an ecosystem as being capable of supporting a limited
number of organisms
Suggest ways to minimize human Suggest ways to minimize human Suggest ways to minimize human
impact on the environment impact on the environment impact on the environment
S10LT-IIIj-43 S10LT-IIIj-43 S10LT-IIIj-43

Ecosystems 4.1 Flow of Energy and Ecosystems 4.1 Flow of Energy and Ecosystems 4.1 Flow of Energy and Matter
Matter in Ecosystems; 4.2 Biodiversity Matter in Ecosystems; 4.2 Biodiversity in Ecosystems; 4.2 Biodiversity and
and Stability; 4.3 Population Growth and and Stability; 4.3 Population Growth and Stability; 4.3 Population Growth and
Carrying Capacity Carrying Capacity Carrying Capacity
pages 248-249 pages 249-252 page 252

pages 340-341 pages 341-344 page 344
Presentation of Outputs Activity 5 Product Creation Activity 5 Showcasing of Products
Post Discussion Presentation of Outputs

55/55 55/55
0 0

The learners demonstrate the understanding of 1) the influence of biodiversity on the stability of eco
A. Content Standards number of organisms
Explain how species diversity

increases the probability of
C. Learning Competencies/Objectives adaptation and survival of
organisms in changinf
environments
Write the LC Code for each S10LT-IIIh-41

Ecosystems 4.1 Flow of Energy and

II. CONTENT Matter in Ecosystems; 4.2 Biodiversity
OB-Division Accounting and Stability; 4.3 Population Growth
and Carrying Capacity
A. References
1. Teacher's Guide Pages pages 240-244
2. Learner's Materials pages pages 338-334
3. Textbook pages
portal

lesson
the new lesson
D. Discussing new concepts and Acitivity 1 Classifying the
practicing new skills #1 Value of Biodiversity
practicing new skills #2 Group Activity

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

uence of biodiversity on the stability of ecosystem; 2) an ecosystem as being capable of supporting a limited
number of organisms
Explain how species diversity Explain the relationship between

increases the probability of populationm growth and carrying
adaptation and survival of capacity
organisms in changinf environments
S10LT-IIIh-41 S10LT-IIIi-42
Ecosystems 4.1 Flow of Energy and Ecosystems 4.1 Flow of Energy and
Matter in Ecosystems; 4.2 Biodiversity Matter in Ecosystems; 4.2 Biodiversity
and Stability; 4.3 Population Growth and and Stability; 4.3 Population Growth and OB-Submit Reports to LBP
Carrying Capacity Carrying Capacity
pages 240-244 pages 245-246

pages 338-334 pages 335-336
Post Activity Discussion
Reporting
Activity 2 Dependent or
Independent?
Group Discussion
Discussing the concepts
Answer Q1-Q4 Complete table 1 and 2
55/55
55/55
0 0
Teaching Dates and Time January 30-31; Feb. 1-3, 2017; 9;30 to 11:30 AM

January 30, 2017 January 31, 2017
A. Content Standards The learners demonstrate the understanding of how evolution through na
B. Performance Standards The learners write an essay or make a multimedia presentation on the importance of a
Explain how fossil records,

Explain how fossil records, comparative comparative anatomy, and
C. Learning Competencies/Objectives anatomy, and genetic information genetic information provide
provide evidence for evolution. evidence for evolution.
Write the LC Code for each S10LT-IIIf-39 S10LT-IIIf-39

II. CONTENT
Biodiversity and Evolution Biodiversity and Evolution
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Evidence from Embryonic Post Activity Discussion

presenting the new lesson Development
lesson
the new lesson
D. Discussing new concepts and Activity 4 Let's Compare Group Reporting
E. Discussing new concepts and Complete the 4 table on page 314-
practicing new skills #2 315
H. Making generalizations and Generalize the concept of the

abstractions about the lesson activity
or remediation
V. REMARKS

assessment 55/55
for remediation 0

remediation
did these work?

teachers
1-3, 2017; 9;30 to 11:30 AM Quarter Fourth

nderstanding of how evolution through natural selection can result to biodiversity
media presentation on the importance of adaptation as a mechanism for survival of a species.
Ninety Five percent of the students

Explain the occurrence of Evolution Explain the occurrence of Evolution will be able to get at least 80%
passsing score
S10LT-IIIg-40 S10LT-IIIg-40
Biodiversity and Evolution Biodiversity and Evolution SUMMATIVE TEST
pages 232-233 pages 233-235

pages 316-319 pages 319-321 page 323-325
printed test questions

Theories of Evolution
Darwinian Theory
Activity 5 Follow the Track Activity 6 Survivor
Group Discussion
Reporting
Creating a story base on the

diagram presented
55/55
55/55 55/55
0 0 0
Teaching Dates and Time January 23-27, 2017; 9;30 to 11:30 AM

A. Content Standards The learners demonstrate the understanding of how evolution through na
B. Performance Standards The learners write an essay or make a multimedia presentation on the importance of a
Explain how fossil records, comparative

C. Learning Competencies/Objectives anatomy, and genetic information
provide evidence for evolution.
Write the LC Code for each S10LT-IIIf-39

II. CONTENT
Biodiversity and Evolution OB - Submit Reports to LBP
A. References
3. Textbook pages
portal
B. Other Learning Resources online materials
A. Reviewing previous lesson or Pre-Assessment/ Sources of

presenting the new lesson Evidence for Evolution
lesson
the new lesson
D. Discussing new concepts and Activity 1A Where Do I Belong
practicing new skills #2 Acitivity 1B What's My Age

I. Evaluating learning Answer Q1 - Q7
or remediation Additional Information from the portal of The
Virtual Petrified Wood Museum
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
; 9;30 to 11:30 AM Quarter Fourth

January 25, 2017 January 26, 2017 January 27, 2017
nderstanding of how evolution through natural selection can result to biodiversity
media presentation on the importance of adaptation as a mechanism for survival of a species.
Explain how fossil records, Explain how fossil records, Explain how fossil records,
comparative anatomy, and genetic comparative anatomy, and genetic comparative anatomy, and genetic
information provide evidence for information provide evidence for information provide evidence for
evolution. evolution. evolution.
S10LT-IIIf-39 S10LT-IIIf-39 S10LT-IIIf-39

Biodiversity and Evolution Biodiversity and Evolution Biodiversity and Evolution
pages 221-226 pages 227-229 pages 229-230

Hint of Evolution from Comparative Evidence from Embryonic

Anatomy Development
Reporting of Previous Activity

Activity 2 AHA! Analogous! Activity 3 So, Who is My Relative
Homologous!
Discussing the Answers to the

Activity
Discuss and generalize after
reporting Reporting
55/55
55/55 55/55
0 0 0

The learners demonstrate understanding of 1) the information stored in DNA as being used to make
A. Content Standards its product; 3) mutations that occur in sex cells as
Ninety Five percent of the

C. Learning Competencies/Objectives OB- Submit Reports students will be able to get at
least 80% passsing score
Write the LC Code for each

II. CONTENT 3rd Periodic Assessment

(1st Day)
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
portal
B. Other Learning Resources printed test questions

lesson
the new lesson
D. Discussing new concepts and

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
; 9;30 to 11:30 AM Quarter Third

ation stored in DNA as being used to make proteins; 2) how changes in DNA molecule may cause changes in
uct; 3) mutations that occur in sex cells as being inherited
Ninety Five percent of the students

will be able to get at least 80%
passsing score
District Evaluation of 3rd Periodic Assessment (2nd Checking of

Secondary Schools day) Papers/Feedbacking
printed test questions


Explain how protein is made using Explain how protein is made

C. Learning Competencies/Objectives information from DNA using information from DNA
Write the LC Code for each S10LT-IIId-37 S10LT-IIId-37

II. CONTENT 2. Heredity: Inheritance and 2. Heredity: Inheritance

Variation and Variation
A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Encarta Encyclopedia Encarta Encyclopedia
portal
B. Other Learning Resources downloaded videos downloaded videos
A. Reviewing previous lesson or Activity 4 - Relay the Message Activity 5 - Trace the Code
lesson
the new lesson DNA Translation

abstractions about the lesson Complete the table
I. Evaluating learning Answer Q13-Q19 Answer Q20 - Q21
J. Additional Activities for application additional information through multi- reinforce lesson through video
or remediation media presentation
V. REMARKS

assessment
for remediation


remediation
E. Which of my teaching strategies work well? Why Using multi-media captured the
did these work? attention of the students

teachers
9;30 to 11:30 AM Quarter Third

Explain how mutations may cause Explain how mutations may cause Ninety Five percent of the students
changes in the structure and changes in the structure and will be able to get at least 80%
function of a protein function of a protein passsing score
S10LT-IIIe-38 S10LT-IIId-37
2. Heredity: Inheritance and 2. Heredity: Inheritance and SUMMATIVE TEST

Variation Variation
pages 210-212 pages 210-212 page 215

Encarta Encyclopedia Encarta Encyclopedia
downloaded videos downloaded videos printed test questions

Activity 6 - Chromie Change Post Activity Discussion

Group Report
Answer Q24-Q27

Explain how protein is made

C. Learning Competencies/Objectives HOLIDAY using information from DNA
Write the LC Code for each S10LT-IIId-37

II. CONTENT 2. Heredity: Inheritance

and Variation
A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Encarta Encyclopedia
portal
B. Other Learning Resources downloaded videos
A. Reviewing previous lesson or Pre-Assessment

lesson
C. Presenting examples/ instances of Activity 1 - Getting to Know
the new lesson DNA and RNA Structure

J. Additional Activities for application reinforce lesson through video
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
;30 to 11:30 AM Quarter Third

Explain how protein is made using OB - Submit Reports to Devision, Explain how protein is made using
information from DNA DBM and Region information from DNA
S10LT-IIId-37 S10LT-IIId-37
2. Heredity: Inheritance and 2. Heredity: Inheritance and

Variation Variation
pages 195-198 pages 199-202

pages 269-272 pages 273-275
Encarta Encyclopedia Encarta Encyclopedia
downloaded videos downloaded videos

Activity 2 - DNA Makes DNA Activity 3 - What's the Message
DNA Replication DNA Transcription

Let the students watch reinforce lesson through video
downloaded videos
Teaching Dates and Time December 12-16, 2016; 9;30 to 11:30 AM

December 12, 2016 December 13, 2016
The learners demonstrate understanding of: 1) the organisms as having feedback mechanisms, whi
A. Content Standards systems; 2.) how these feedback mechanisms help the organism maintain
The learners create a campaign advertising video about the common and effective contraceptive m
B. Performance Standards Health Law
Explain the role of hormones involved OB- Submit Financial Reports to

C. Learning Competencies/Objectives in the female and male reproductive Division Accounting
systems
Write the LC Code for each S10LT-IIIa-34

II. CONTENT 1. Coordinated Functions of the

Reproductive, Endocrine, and
Nervous Systems
A. References
1. Teacher's Guide Pages page 179
3. Textbook pages
portal
A. Reviewing previous lesson or Activity 5 - What Went Wrong

B. Establishing a purpose for the Present the objective of the

lesson activity
the new lesson

abstractions about the lesson Reporting of Output
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
16; 9;30 to 11:30 AM Quarter Third

December 14, 2016 December 15, 2016 December 16, 2016
nisms as having feedback mechanisms, which are coordinated by the nervous, endocrine, and reproductive
k mechanisms help the organism maintain homeostasis to reproduce and sruvive.
the common and effective contraceptive measures used in family planning, in line with the Reproductive
Health Law
Describe the feedback mechanisms Describe how the nervous system Ninety Five percent of the class will
involved in regulating processes in coordinates and regulates these be able to get at least 75% passing
the female reproductive system feedback mechanisms to maintain score
(e.g., menstrual cycle) homeostasis
S10LT-IIIa-35 S10LT-IIIa-36
1. Coordinated Functions of the 1. Coordinated Functions of the

Reproductive, Endocrine, and Reproductive, Endocrine, and SUMMATIVE TEST
Nervous Systems Nervous Systems
pages 180-182 pages 183-184 page 187

pages 247-254 page 255 pages 259
printed test materials

Nervous System Working Together

The Reproductive System with Endocrine System to Maintain
Homeostasis
Hormones in the male and female

reproductive systems
The Menstrual Cycle / Activity 6

- Mark my Calendar
Explain with the students the
answer in guide questions
Answer Q30-Q34 Answer Q35-39
Additional information through Submission of Performance Task -

video Video Making
Teaching Dates and Time December 5-9, 2016; 9;30 to 11:30 AM

December 5, 2016 December 6, 2016
The learners demonstrate understanding of: 1) the organisms as having feedback mechanisms, whi
A. Content Standards systems; 2.) how these feedback mechanisms help the organism maintain
The learners create a campaign advertising video about the common and effective contraceptive m
B. Performance Standards Health Law
Describe the parts of the reproductive OB-Division Accounting and DBM

C. Learning Competencies/Objectives system and their functions
Write the LC Code for each S10LT-IIIa-33

II. CONTENT 1. Coordinated Functions of the

Reproductive, Endocrine, and
Nervous Systems
A. References
3. Textbook pages
portal
B. Other Learning Resources downloaded videos
A. Reviewing previous lesson or Pre-Assessment / The Nervous

presenting the new lesson System
lesson
the new lesson Activity 1 - Break it Down!


abstractions about the lesson Reporting of Output
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
; 9;30 to 11:30 AM Quarter Third

December 7, 2016 December 8, 2016 December 9, 2016
nisms as having feedback mechanisms, which are coordinated by the nervous, endocrine, and reproductive
k mechanisms help the organism maintain homeostasis to reproduce and sruvive.
the common and effective contraceptive measures used in family planning, in line with the Reproductive
Health Law
Describe the parts of the Describe the parts of the Describe the parts of the
reproductive system and their reproductive system and their reproductive system and their
functions functions functions
S10LT-IIIa-33 S10LT-IIIa-33 S10LT-IIIa-33

1. Coordinated Functions of the 1. Coordinated Functions of the 1. Coordinated Functions of the

Reproductive, Endocrine, and Reproductive, Endocrine, and Reproductive, Endocrine, and
Nervous Systems Nervous Systems Nervous Systems

Activity 2 - How Fast Is Your

Reaction Activity 3 - A Nervous Trip Activity 4 - Who's in Control
Discuss the function of each

gland and their hormones in the
endocrine system
Explain with the students the
answer in guide questions
Answer Q3-Q7 Answer Q8 - Q14 Answer Q15-Q24
reinforce lessons through multi-
Provide enrichment activities media
Teaching Dates and Time November 28-30; Dec. 1-2, 2016; 9;30 to 11:30 AM

November 28, 2016 November 29, 2016
A. Content Standards The learners demonstrate an understanding of the images formed by the
B. Performance Standards The learners should be able to make informed choices on selecting the right ty
Apply ray diagramming

Apply ray diagramming techniques in techniques in describing the
C. Learning Competencies/Objectives describing the characteristics and characteristics and positions of
positions of images formed by lenses images formed by lenses
Write the LC Code for each S10FE-IIg-51 S10FE-IIg-51

II. CONTENT
2.1 Refraction of Light in Lenses 2.1 Refraction of Light in
Lenses
A. References
3. Textbook pages
portal
B. Other Learning Resources problem sets
A. Reviewing previous lesson or Post Activity Discussion The Lens Equation

lesson
the new lesson
D. Discussing new concepts and Reporting Discuss on how to use lens
practicing new skills #1 equation
E. Discussing new concepts and Discuss with the students the
practicing new skills #2 answer to table 9 Provide sample exercises

I. Evaluating learning Answer Problems 1 and 2
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
ec. 1-2, 2016; 9;30 to 11:30 AM Quarter Third

November 30, 2016 December 1, 2016 December 2, 2016
understanding of the images formed by the different types of mirrors and lenses
e informed choices on selecting the right type of mirrors or lenses for specific purposes
Identify ways in which the

properties of mirrors and lenses Ninety percent of the students get at
HOLIDAY - Bonifacio Day determine their use in optical least 75% passing score
instruments (e.g., cameras and
binoculars)
S10FE-IIg-52
2.1 Refraction of Light in SUMMATIVE ASSESSMENT

Lenses
pages 158-160 page 160

pages 209-211 pages 215-218
materials for the activity printed test questions

Activity 9 - Making Improvised

Optical Device
Applications of mirros and lenses

Teaching Dates and Time November 21-25, 2016; 9;30 to 11:30 AM

Predict the qualitative characteristics Predict the qualitative characteristics

(orientation, type, and magnification) (orientation, type, and magnification)
C. Learning Competencies/Objectives of images formed by plane and curved of images formed by plane and
mirrors and lenses curved mirrors and lenses

II. CONTENT
2.1 Reflection of Light in Mirrors 2.1 Refraction of Light in
Lenses
A. References
3. Textbook pages
portal
B. Other Learning Resources materials for the activity
A. Reviewing previous lesson or The Mirror Equation Activity 7 - You can be

presenting the new lesson Magnified!
lesson
C. Presenting examples/ instances of Explain the process involve in
the new lesson mirror equation
practicing new skills #1 Provide sample problem
G. Finding practical applications of Cite application of the concept in

concepts and skills in daily living daily lives
Solve Problems 3 an4 Answer Q17 - Q20
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

November 23, 2016 November 24, 2016 November 25, 2016
Apply ray diagramming techniques

in describing the characteristics and TOWN FIESTA TOWN FIESTA
positions of images formed by
lenses
S10FE-IIg-51
2.1 Refraction of Light in

Lenses
pages 153-156
pages 198-203
Activity 8 - Are you L-O-S-T after

Refraction?
Discuss 3 useful rays in lenses
Cite application of the concept in

daily lives
Complete the Ray Diagram and
table 9

Predict the qualitative

Predict the qualitative characteristics characteristics (orientation, type,
(orientation, type, and magnification)
C. Learning Competencies/Objectives of images formed by plane and curved
and magnification) of images
formed by plane and curved
mirrors and lenses mirrors and lenses

II. CONTENT
2.1 Reflection of Light in Mirrors 2.1 Reflection of Light in
Mirrors
A. References
3. Textbook pages
portal
B. Other Learning Resources materials for the activity materials for the activity
A. Reviewing previous lesson or Activity 4 - Wo Wants to be a Activity 5 - Image Formed by

presenting the new lesson Millionaire Curved Mirrors
lesson
the new lesson
D. Discussing new concepts and Discuss Multiple Images and Types Discuss convex and concave
practicing new skills #1 of Reflection mirrors
G. Finding practical applications of Cite application of the concept in daily Cite application of the concept in
concepts and skills in daily living lives daily lives
H. Making generalizations and Students explain the result of the
abstractions about the lesson activity through reporting
J. Additional Activities for application Reinforce the lesson through
or remediation video
V. REMARKS

assessment 100% of the learners perform and
understand the concept presented
for remediation


remediation
did these work?

teachers

Predict the qualitative Predict the qualitative

characteristics (orientation, type, characteristics (orientation, type,
and magnification) of images and magnification) of images OB- LEPSTA II Meeting
formed by plane and curved mirrors formed by plane and curved mirrors
and lenses and lenses
S10FE-IIg-50 S10FE-IIg-50
2.1 Reflection of Light in 2.1 Reflection of Light in

Mirrors Mirrors
pages 144-147 pages 144-147

pages 185-189 pages 185-189
Activity 6 - Are you L-O-S-T after

Reflection Post Activity Discussion
Discuss 4 principal rays in ray Discuss the answer through

diagram filling up the table
Answer Q14 - Q16

Predict the qualitative characteristics

C. Learning Competencies/Objectives (orientation, type, and magnification) CDSA II MEET AT THE
of images formed by plane and curved MUNICIPALITY OF LEON
mirrors and lenses
Write the LC Code for each S10FE-IIg-50

II. CONTENT
2.1 Reflection of Light in Mirrors
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Activity 3 - Mirror Left-Right

presenting the new lesson Reversal
lesson
the new lesson
G. Finding practical applications of Cite application of the concept

H. Making generalizations and Students explain the result of the
abstractions about the lesson activity through reporting
or remediation
V. REMARKS

assessment 100% of the learners perform and
understand the concept presented
for remediation


remediation
did these work?

teachers

CDSA II MEET AT THE CDSA II MEET AT THE CDSA II MEET AT THE

MUNICIPALITY OF LEON MUNICIPALITY OF LEON MUNICIPALITY OF LEON
Teaching Dates and Time October 31; Nov. 1-4, 2016; 9;30 to 11:30 AM

October 31, 2016 November 1, 2016
C. Learning Competencies/Objectives HOLIDAY HOLIDAY - All Saints Day

II. CONTENT
A. References
3. Textbook pages
portal

lesson
the new lesson

or remediation
V. REMARKS

assessment

for remediation


remediation
did these work?

teachers
4, 2016; 9;30 to 11:30 AM Quarter Third

Predict the qualitative Predict the qualitative Predict the qualitative characteristics
characteristics (orientation, type, characteristics (orientation, type, (orientation, type, and magnification)
and magnification) of images and magnification) of images
of images formed by plane and
formed by plane and curved mirrors formed by plane and curved mirrors curved mirrors and lenses
and lenses and lenses
S10FE-IIg-50 S10FE-IIg-50 S10FE-IIg-50

2.1 Reflection of Light in 2.1 Reflection of Light in 2.1 Reflection of Light in

Mirrors Mirrors Mirrors

materials for the activity materials for the activity

Activity 1 - Mirror, mirror, on the Activity 2 Angle of Incidence vs.

wall Angle of Reflection
Present the objectives of the

activity
Complete table 1 and 2 Reporting
Discuss the result of the activity

Answer Q3 - Q4
Reinforce through multi-media

presentation
100% of the learners can

describe the image formed in
plane mirrors
Teaching Dates and Time October 24-28, 2016; 9;30 to 11:30 AM

October 24, 2016 October 25, 2016
A. Content Standards
C. Learning Competencies/Objectives INSET INSET

II. CONTENT
A. References
3. Textbook pages
portal

lesson
the new lesson

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

October 26, 2016 October 27, 2016 October 28, 2016
INSET INSET INSET

A. Content Standards The learners shall demonstrate an understanding of the different regio
B. Performance Standards The learners shall cite practical applications of the different regions of the electromagnetic sp
Explain the effects of EM radiation on Ninety percent of the class will be

C. Learning Competencies/Objectives living things and the environment
able to get at least 75% passing
score
Write the LC Code for each S10FE-Iia-b-49

II. CONTENT
1. Electromagnetic Spectrum SUMMATIVE TEST
A. References
3. Textbook pages
portal
B. Other Learning Resources printed test materials
A. Reviewing previous lesson or Activity 6 - Screen the UV out

lesson Present the objectives
the new lesson
G. Finding practical applications of Discuss uses/ applications of UV
concepts and skills in daily living raditaion, x-rays and gamma rays

J. Additional Activities for application Reinforce the lesson through
or remediation downloaded video
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
6; 9;30 to 11:30 AM Quarter Second

ate an understanding of the different regions of the electromagnetic spectrum
different regions of the electromagnetic spectrum and its effects to living things and the environment
One Hundred percent of the One Hundred percent of the

students get at least 75% students get at least 75% SCHOOL DO-DAY
passing grade. passing grade.
2nd GRADING EXAMINATION 2nd GRADING EXAMINATION
printed test materials printed test materials


Cite examples of practical

Cite examples of practical applications applications of the different
of the different regions of EM waves, regions
C. Learning Competencies/Objectives such as the use of radio waves in
of EM waves, such as the
use of radio waves in
telecommunications telecommunications
Write the LC Code for each S10FE-Iia-b-48 S10FE-Iia-b-48
II. CONTENT 1. Electromagnetic

1. Electromagnetic Spectrum Spectrum
A. References
3. Textbook pages
portal
B. Other Learning Resources materials for the activity
A. Reviewing previous lesson or Activity 4 - Then there was a Post Activity Discussion
presenting the new lesson sound….
lesson
the new lesson
D. Discussing new concepts and Group Report
G. Finding practical applications of Discuss the concepts as applied
concepts and skills in daily living to terrestrial communications

I. Evaluating learning Answer Q8
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

OB - Submit Financial Reports to Cite examples of practical Cite examples of practical

applications of the different regions applications of the different regions
LBP and HDMF-Pag-ibig of EM waves, such as the use of of EM waves, such as the use of radio
Conference radio waves in telecommunications waves in telecommunications
S10FE-Iia-b-48 S10FE-Iia-b-48
1. Electromagnetic Spectrum 1. Electromagnetic Spectrum
pages 126-127 pages 126-127

pages 157-159 pages 157-159
Activity 5 - It's getting hotter Post-Activity Discussion
Guide students in doing the

acfivity
Complete table in the activity

Group Report
Answer Q9 - Q13

Compare the relative wavelengths OB - Submit Financial Reports

C. Learning Competencies/Objectives of different forms of to DepEd-Regional Accounting
electromagnetic waves Office
Write the LC Code for each S10FE-Iia-b-47

II. CONTENT
1. Electromagnetic Spectrum
A. References
3. Textbook pages
portal
B. Other Learning Resources Activity Sheets
A. Reviewing previous lesson or Pre-Assessment/ Activity 1-The

presenting the new lesson Electromagnetic Wave Theory
lesson Present the objectives of Activity 1
the new lesson

abstractions about the lesson Group Report
Answer Q1
J. Additional Activities for application Reinforce the lesson through multi-
or remediation media presentation
V. REMARKS

assessment

for remediation


remediation
did these work?

teachers
9;30 to 11:30 AM Quarter Second

Cite examples of practical Cite examples of practical Cite examples of practical

applications of the different regions applications of the different regions applications of the different regions
of EM waves, such as the use of of EM waves, such as the use of of EM waves, such as the use of radio
radio waves in telecommunications radio waves in telecommunications waves in telecommunications
S10FE-Iia-b-48 S10FE-Iia-b-48 S10FE-Iia-b-48

1. Electromagnetic Spectrum 1. Electromagnetic Spectrum 1. Electromagnetic Spectrum
pages 121-122 pages 121-122 page 123

Materials for the activity Materials for the activity

Activity 2 - Now you go! Now you

won't Post Activity Discussion Activity 3 - Sound Check!
Guide students in doing the activity Group Report
Discuss answers to the table and

guide questions
Integrate the result of the activity to
the practical applications of radio
waves
Group Report
Complete the Table/Answer Guide
Questions Answer Q5 - Q7
90% of the learners understand

Teaching Dates and Time September 26-30, 2016; 9;30 to 11:30 AM

September 26, 2016 September 27, 2026
A. Content Standards The learners demonstrate an understanding of the relationship between electricity
B. Performance Standards The learners shall be able to assemble a simple model of the relationshi
C. Learning Competencies/Objectives
Explain the operation of simple Municipal Sports Meeting in
electric motor and generator Preparation to CDSA 2 Meet
Write the LC Code for each S10FE-Iii-54

II. CONTENT
3.1 Electromagnetic Effects
A. References
3. Textbook pages
portal
B. Other Learning Resources Materials for the activity
A. Reviewing previous lesson or Activity 11 - Principles of

presenting the new lesson Electromagnetic Induction
B. Establishing a purpose for the Present the objectives of the
lesson lesson
the new lesson
D. Discussing new concepts and Guide students in performing the
practicing new skills #1 activity

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

September 28, 2016 September 29, 2016 September 30, 2016
ng of the relationship between electricity and magnetism in electric motors and generators
assemble a simple model of the relationship between electricity and magnetism
Explain the operation of Ninety-five percent of the class

OB - Submit Reports to LBP simple electric motor and will be able to get at least 75%
generator passing score.
S10FE-Iii-54
3.1 Electromagnetic Effects SUMMATIVE ASSESSMENT
pages 105-108 pages 109-112

pages 121-128 pages 134-138
Post Activity Discussion of

Activity 11
Group Report
Answer Q47-Q54
Reinforce the lesson through

the video

Demonstrate the generation of Demonstrate the generation

C. Learning Competencies/Objectives electricity by movement of a of electricity by movement of
magnet through a coil a magnet through a coil
Write the LC Code for each S10FE-Iii-53 S10FE-Iii-53

II. CONTENT
3.1 Electromagnetic Effects 3.1 Electromagnetic Effects
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Activity 8 - Magnetic Field Around

presenting the new lesson Current-carrying Conductors

lesson lesson
the new lesson
D. Discussing new concepts and Guide students in performing the Group Report


abstractions about the lesson Discuss with the students the
answer to guide questions
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

Explain the operation of Explain the operation of

OB - Submit Reports to LBP simple electric motor and simple electric motor and
generator generator
pages 99-101 pages 101-104

pages 115-117 pages 117-120
Materials for the activity Materials for the activity

Activity 9 - Homopolar Motors Activity 10 - Let's Jump In!
Present the objectives of the Present the objectives of the

lesson lesson
Show example of improvised

motors in the class
Supervise students in doing the

To finish the motors, students activity
can bring their activity at home
Videos on DC Motor

Demonstrate the generation

C. Learning Competencies/Objectives Holiday - Eid'l Adha of electricity by movement of
a magnet through a coil

II. CONTENT
A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Offline Phet Simulations
portal
A. Reviewing previous lesson or Activity 6 - Electric Field

presenting the new lesson Simulation
lesson
the new lesson
E. Discussing new concepts and Discuss the concept through
practicing new skills #2 Phet Simulations

I. Evaluating learning Answer Table 8
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

Demonstrate the generation of

electricity by movement of a Municipal Meet Municipal Meet
magnet through a coil
S10FE-Iii-53
pages 93-94
pages 107-109
Offline Phet Simulations
Activity 7 - Magnetic Field

Simulation
Discuss the concept through

Phet Simulations
Answer Table 9



II. CONTENT
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Activity 5 - Oh Magnets, Continuation of Activity 5

presenting the new lesson Electromagnets…
lesson lesson
the new lesson
D. Discussing new concepts and Guide students in performing the

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers

Demonstrate the generation of

electricity by movement of a OB - Submit Reports to LBP District Family Day
magnet through a coil
S10FE-Iii-53
pages 84-92
pages 100-104
Materials for the activity


Discuss with the students their
answers to guide questions
Teaching Dates and Time August 29-31; Sept 1-2, 2016; 9;30 to 11:30 AM

August 29, 2016 August 30, 2016
Demonstrate the generation

C. Learning Competencies/Objectives Holiday of electricity by movement of
a magnet through a coil

II. CONTENT
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Activity 4 - Detecting and

presenting the new lesson Creating Magnetism
lesson lesson
the new lesson
D. Discussing new concepts and Guide students in performing
practicing new skills #1 the activity

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
1-2, 2016; 9;30 to 11:30 AM Quarter Second

August 31, 2016 September 1, 2016 September 2, 2016
Demonstrate the generation of Municipal Holiday -

electricity by movement of a Municipal Holiday
magnet through a coil Handuraw Celebration
S10FE-Iii-53
pages 80-84
pages 96-99


Discuss with the students their
answers to guide questions
Teaching Dates and Time August 22-26, 2016; 9;30 to 11:30 AM

August 22, 2016 August 23, 2016


II. CONTENT
A. References
3. Textbook pages
portal
A. Reviewing previous lesson or Post-Activity Discussion

presenting the new lesson Activity 2 - Test Mag…1,2!
lesson
the new lesson

practicing new skills #1 Inform students of safety precautions
in performing the activity
E. Discussing new concepts and Guide the students to perform
practicing new skills #2 correctly the procedure

Answer Q7 - Q11
or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
9;30 to 11:30 AM Quarter Second

August 24, 2016 August 25, 2016 August 26, 2016
Demonstrate the generation of Filipino - Culmination

electricity by movement of a School Intramural
magnet through a coil Program
S10FE-Iii-53
pages 78-79
pages 95-96

Activity 3 - Induced Magnetism
Present the objectives of the

lesson
Answer Q12-Q13, Sum it Up
Challenge

August 15, 2016 August 16, 2016


II. CONTENT
A. References
3. Textbook pages
portal Encarta Encyclopedia
B. Other Learning Resources The New Book of Popular Science Videos from YouTube
A. Reviewing previous lesson or Activity 1 - For the Record

presenting the new lesson Pre-Assessment
lesson
C. Presenting examples/ instances of Give overview of the entire
the new lesson topic
D. Discussing new concepts and Guide students in answering
practicing new skills #1 the activity

J. Additional Activities for application download and show videos from
or remediation Present the Performance Task to be Youtube
presented at the end of the module
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
9;30 to 11:30 AM Quarter First

Demonstrate the generation of Ninety-five percent of the class Ninetyfive percent of the class
electricity by movement of a will be able to get 75% passing will be able to get 75% passing
magnet through a coil score. score.
S10FE-Iii-53
3.1 Electromagnetic Effects 1st GRADING EXAMINATION 1st GRADING EXAMINATION
pages 65-73
pages 87-92
Videos from YouTube printed test materials printed test materials


Discuss the answer of guide
questions
reinforce learning through

videos

August 8, 2016 August 9, 2016
A. Content Standards The learners demonstrate an understanding of the relationship among the locations of vo
The learners shall be able to 1.) demonstrate ways to ensure disaster preparedness during earthqu
B. Performance Standards he/she can contribute to government efforts in reducing damage due to eart
Design a scheme to inform the

Enumerate the lines of evidence local folks in their hometown
C. Learning Competencies/Objectives about the posibilities of
that support plate movement earthquakes, tsunami, and other
geologic activities
Write the LC Code for each S10ES-Ia-j-36.6

II. CONTENT
1.6 Evidence of plate movement Performance Task
A. References
2. Learner's Materials pages pages 53-72 page 73
3. Textbook pages
B. Other Learning Resources The New Book of Popular Science

presenting the new lesson Review the causes of plate movement
B. Establishing a purpose for the Present the purpose of the
lesson activity
the new lesson

H. Making generalizations and Students can make informative

abstractions about the lesson Students should enumerate and explain the materials about ways to mitigate
evidences that support each of the plate the effects of tectonic activities-
movement related disasters
or remediation
V. REMARKS

assessment
for remediation


remediation

did these work?

teachers
9;30 to 11:30 AM Quarter First

the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
sure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; 2) suggest ways by which
ent efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
Ninety percent of the class will Familiarize the tectonic

be able to get 80% passing OB-Submit ACIC to LBP
score. activities-related disasters
SUMMATIVE ASSESSMENT Earthquake
pages 46-49
pages 74-76
Guide Questions for a movie

Students will present geologic
events in the movie and discuss the
possible ways to mitigate the effects
Students are very attentive in

watching the movie

August 1, 2016 August 2, 2016
A. Content Standards The learners demonstrate an understanding of the relationship among the locations of vo
The learners shall be able to 1.) demonstrate ways to ensure disaster preparedness during earthqu
B. Performance Standards he/she can contribute to government efforts in reducing damage due to eart
Describe the possible causes of Describe the possible causes

C. Learning Competencies/Objectives plate movement of plate movement
Write the LC Code for each S10ES-Ia-j-36.5 S10ES-Ia-j-36.5

II. CONTENT 1.5 Mechanism ( possible 1.5 Mechanism ( possible

causes of movement) causes of movement)
A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Encarta Encyclopedia Encarta Encyclopedia
portal
The New Book of Popular Science,
The New Book of Popular Science, videos
B. Other Learning Resources videos
A. Reviewing previous lesson or Post-Activity Discussion

presenting the new lesson Activity 6 - How fast does it go!
lesson
the new lesson
H. Making generalizations and Group Report

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
30 to 11:30 AM Quarter First

the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
sure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; 2) suggest ways by which
ent efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
Describe the possible causes of OB-Submit reports to Auditor Describe the possible causes of
plate movement and Division-Accounting plate movement
S10ES-Ia-j-36.5 S10ES-Ia-j-36.5
1.5 Mechanism ( possible 1.5 Mechanism ( possible

causes of movement) causes of movement)
pages 42-43 pages 42-43

Encarta Encyclopedia
The New Book of Popular Science,

videos
Activity 7 - Push me up and aside!

Post Activity Discussion of Activity 7
Students Summarize the topic
through group reporting
Answer Q31-Q33
Reinforce learning through
videos
Teacher Venus T. Caalem
Teaching Dates and Time July 17-21; 9;30 to 11:30 AM

DAILY LESSON LOG Sections: Daisy and Rose
July 17,2017 July 18,2017
A. Content Standards Elements and Compounds
The learners shall be able to 1.) demonstrate name elements that are listed in the Nutrition Facts of
B. Performance Standards Facts are not added as the elements itself; 3. infer the food ingredient that could be the source of
ingredients are examples of compoun
Recognize that substance are Recognize that substance are

C. Learning Competencies/Objectives classified into elements and classified into elements and
compound compound

II. CONTENT
Elements and Compounds Elements and Compounds
A. References
1. Teacher's Guide Pages pages pages
2. Learner's Materials pages pages 12-15 LM pages 12-15
3. Textbook pages
portal
A. Reviewing previous lesson or Perform Acivity 3 pp.12-15. LM Post Activity Discussion

B. Establishing a purpose for the more elements and compounds
lesson listed in food product labels.

the new lesson
E. Discussing new concepts and An example is sodium and one of its
practicing new skills #2 compounds. Sodium is an element
that flares when it comes in contact
with water
Formative Assessment 3) Discuss on Q1 &2

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

teachers
Learning Area Science
1:30 AM Quarter First

Sections: Daisy and Rose
July 19,2017 July 20,2017 July 21,2017
Elements and Compounds
nts that are listed in the Nutrition Facts of a food label; 2. recognize that the elements listed in the Nutrition
ood ingredient that could be the source of those listed elements; and 4. recognize that most of these food
ingredients are examples of compounds
Recognize that substance are Recognize that substance are Recognize that substance are
classified into elements and classified into elements and classified into elements and
compound compound compound
Elements and Compounds
Pages 16-19
Perform Acivity 4 pp.16-18. LM

Teaching Dates and Time July 10-14; 9;30 to 11:30 AM

DAILY LESSON LOG Sections:Rose & Daisy
July 10, 2017 July 11, 2017
I. OBJECTIVES
Get accustomed to The Periodic Table of elements
A. Content Standards The Elements in the Periodic Table
B. Performance Standards The learners shall be able to 1.) familiarize themselves with th
Recognize that substance are

C. Learning Competencies/Objectives classified into elements and
Recognize that substance are classified compound
into elements and compound
II. CONTENT
Elements Elements
A. References
1. Teacher's Guide Pages pages pages
2. Learner's Materials pages pages 4-8 M4 LM pages 4-8 M4 LM
3. Textbook pages
portal
A. Reviewing previous lesson or Post Activity Discussion

presenting the new lesson Perform Activity 2 M4 p.5-8
lesson
the new lesson
D. Discussing new concepts and Scientists agreed to give symbols for
practicing new skills #1 each element
E. Discussing new concepts and Elements that are in the same

practicing new skills #2 column tend to have similar
properties. For this, each column
F. Developing Mastery (Leads to is called a family and has a family
name.

Answer Q1-9
or remediation Memorize elements' symbols
V. REMARKS

assessment 44
for remediation 0
0
remediation
did these work?

teachers
1:30 AM Quarter First

Sections:Rose & Daisy
July 12, 2017 July 13, 2017 July 14, 2017
The Elements in the Periodic Table
e able to 1.) familiarize themselves with the Periodic Table of Elements
Recognize that substance are Describe the possible causes of

Recognize that substance are classified
into elements and compound classified into elements and plate movement
compound
Compound
ARBOR DAY/TREE GROWING

Elements Essential to life ACTIVITY with YES-O
Some of these minerals are
calcium, magnesium, zinc, and
selenium. Find these elements
in the periodic table. Can you
name more? Did you find
them?
food sources of some minerals

when preparing your meal
Be aware of the content of food
that we are eating
After the activity, let the students

answer the guide questions
Teaching Dates and Time July 3-7, 2017; 9;30 to 11:30 AM

July 3, 2017 July 4, 2017
I. OBJECTIVES
Distinguish Compounds from Elements
A. Content Standards Elemnts and Compounds
B. Performance Standards The learners shall be able to 1.) demonstrate understanding of classifying
Recognize that substances are OB- Submit Financial Reports

C. Learning Competencies/Objectives classified into elements and to Auditor and LBP
compounds

II. CONTENT
Elements and Compound
A. References
1. Teacher's Guide Pages pages
3. Textbook pages
portal
A. Reviewing previous lesson or Distinguish between substance and Distinguish Compounds from
presenting the new lesson Mixture Elements
lesson How are elements different from compounds? How are they similar?
the new lesson
D. Discussing new concepts and Elements are the simplest form of a substance
practicing new skills #2 Compounds are formed when two or more elements are chemically combined

H. Making generalizations and Students summarize the topic

I. Evaluating learning Give 5 examples of elements
or remediation Give 5 examles of compound
V. REMARKS

assessment 46
for remediation 0

remediation
did these work?

teachers
to 11:30 AM Quarter First

July 5, 2017 July 6, 2017 July 7, 2017
Elemnts and Compounds
) demonstrate understanding of classifying substances as elements or compounds
Describe the internal structure Describe the internal structure NAT Grade 7
of the Earth of the Earth
S10ES-Ia-j-36.4 S10ES-Ia-j-36.4
1.4 Internal Structure of the 1.4 Internal Structure of the

Earth Earth

pages pages 52-53
The New Book of Popular Science

Perform Activity 1 M4 p1-4 Perform Activity 2 M4 p.5-8
Water contains
hydrogen&Oxygen
know some information about

the elements that may be found
Hydrolysis of water is explained in the periodic table
identify the group number an

element it belongs to
Like compounds, the
elements are also substances.
However, unlike compounds,
Hydrogen & Water can be extracted from water during hydrolysis elements cannot be broken
down into simpler substances.
45
0
Teaching Dates and Time June 26-30, 2017; 9;30 to 11:30 AM

DAILY LESSON LOG Sections: Daisy & Rose
June 26, 2017 June 27, 2017
I. OBJECTIVES
In this activity, you should be able to collect distilled water and s
A. Content Standards Substance and mixture
B. Performance Standards The learners shall be able to 1.)Choose appropriate materials available in
Ninety percent of the class

Recognize that a substance has a
C. Learning Competencies/Objectives will be able to get 85%
unique set of properties. passing score.
II. CONTENT
Substance and mixture Substance and mixture
A. References
1. Teacher's Guide Pages pages page
3. Textbook pages Science & Technology Chemistry Texts
portal

presenting the new lesson HOLIDAY Perform Activity 1 P.2M3 LM
lesson How are mixtures different from substances? How are they similar?
the new lesson
H. Making generalizations and Separate the components of
abstractions about the lesson seawater through distillation and
evaporation.
I. Evaluating learning Differntiate between substance and mixtures

or remediation
V. REMARKS

assessment
for remediation


remediation
did these work?

use/discover which I wish to share with other Use of salt solution instead of sea
teachers water

Sections: Daisy & Rose
June 28, 2017 June 29, 2017 June 30, 2017
d be able to collect distilled water and salt from seawater.(Saline Water)
Substance and mixture
.)Choose appropriate materials available in the community for specific purposes.
Describe the internal structure Describe the internal structure of

HOLIDAY of the Earth the Earth
Substance and mixture Substance and mixture Substance and mixture
pages pages
Perform Activity 2A pp. 4-6 2M3 LM Perform Activity 2B P.7-9 M3 LM Perform Activity 3 P10-11 M3 LM
Differentiate substances from differentiate between

mixtures by observing their substances and mixtures based
behaviors while boiling and on how they appear as they
melting. melt
identify unknown samples as

mixtures or substances
What is your basis in identifying
n substance and mixtures the substance from mixtures?
40
Use of salt solution instead of sea water

Teaching Dates and Time June 19-23 2017; 9;30 to 11:30 AM

DAILY LESSON LOG Sections: St. Rose/Daisy
June 19, 2016 June 20, 2017
I. OBJECTIVES
At the end of lesson the students can answer the ff.How acidic or basic are common household solutions? Does water from different sources ha
A. Content Standards Acids and Bases
B. Performance Standards Interprets properly product labels of common acids and bases
Recognize common acids and Recognize common acids and

C. Learning Competencies/Objectives bases bases

II. CONTENT
Acids and Bases Acids and Bases
A. References
1. Teacher's Guide Pages pages 1-8 M2 LM
2. Learner's Materials pages pages 1-17 M2 LM pages 1-17 M2 LM
3. Textbook pages
portal Science Textbook Chemistry
A. Reviewing previous lesson or Post Activity Discussion

presenting the new lesson Perform Activity 1M2 p. 2-8
How will you know if a solution is an acid or a
B. Establishing a purpose for the ?base
lesson
Make your own acid-base indicator solution
the new lesson from plant.
Present the practical applications of
concepts in daily lives through current
G. Finding practical applications of Determining the acidity or occurrence of natural phenomena
concepts and skills in daily living basicity of some household
products.
H. Making generalizations and operationally distinguish between

abstractions about the lesson acids and bases using indicators. Students explain the 3 types of
plate boundaries
I. Evaluating learning Differentiate between acids & Bases
or remediation
V. REMARKS

assessment
for remediation


remediation Close supervision in doing the activity
did these work?

teachers Local materials and plant indicators, laboratory materials used are cups, bottles and plastic containers.

Sections: St. Rose/Daisy
June 21, 2017 June 22, 2017 June 23,2017
household solutions? Does water from different sources have the same acidity? What is the effect of acid on some familiar metals?
Acids and Bases
product labels of common acids and bases for safety and cost benefits.
Investigates action of acids on

Recognize the concept of pH Recognize the concept of pH the materials.
Acids and Bases Acids and Bases Acids and Bases
pages 1-17 M2 LM pages 1-17 M2 LM pages 1-17 M2 LM
Perform Activity 2M2 p.9 Post Activity Discussion Perform Activity 3M2 p.12
Another method can be used What happens to metals when

to distinguish acids from exposed to acids?
bases. It is through the use of
the pH scale.
Guide students in doing the activity

solution with pH 7 is neutral.
An acidic solution has a pH
that is less than 7. A basic Acids corrodes metals
solution has a pH that is
greater than 7. In general, Given the pH of some solutions indicate if its acidic or basic
the lower the pH, the more
acidic the solution and the
higher the pH, the more basic
is
40
yes
purchase of lab materials
ottles and plastic containers.

Teaching Dates and Time June 12-16, 2017; 9;30 to 11:30 AM

DAILY LESSON LOG Sections: Rose and Daisy
June 12, 2017 June 13, 2017
I. OBJECTIVES
1. determine how much a solid solute dissolves in the same volume or amount of water; and 2. find out patterns observed from a data table
A. Content Standards Demonstrate understanding of soluti
B. Performance Standards The learners shall be able to 1.) demonstrate /explain the difference between percentage by weight
determine how much a solid solute determine how much a solid solute
dissolves in the same volume or amount of dissolves in the same volume or
C. Learning Competencies/Objectives water; and 2. find out patterns observed amount of water; and 2. find out
from a data table patterns observed from a data table
Demonstrate understanding of solutions Demonstrate understanding of

solutions
II. CONTENT
A. References
3. Textbook pages

presenting the new lesson HOLIDAY/INDEPENDENCE DAY Perform Activity 4 p.12 LM
lesson

the new lesson
Describe a test you could conduct to find out which dissolves faster

practicing new skills #1 Identify variables that you need to control in order to have a fair test

practicing new skills #2 Identify the dependent and independent variable

Formative Assessment 3) Explain why smaller pieces of salt dissolve faster than larger ones?
List other solutions we use to mix through stirring

or remediation
V. REMARKS

assessment
for remediation


remediation Close supervision in doing the activity
did these work?

teachers Use of bottles and cups in the absence of bakers and other laboratory apparatus

Sections: Rose and Daisy
June 14, 2017 June 15, 2017 June 16, 2017
water; and 2. find out patterns observed from a data table
Demonstrate understanding of solutions
e difference between percentage by weight and by volume solutions/identify the factors affecting solubility.
determine how much a solid determine how much a solid determine how much a solid
solute dissolves in the same solute dissolves in the same solute dissolves in the same
volume or amount of water; and volume or amount of water; and volume or amount of water; and
2. find out patterns observed 2. find out patterns observed 2. find out patterns observed
from a data table from a data table from a data table
Demonstrate understanding of solutions Demonstrate understanding of solutions

Holt Science Spectrum

Perform Activity 5 p.13 LM Perform Activity 6 p.15 LM Post Activity Discussion
To find out how fast the coffee dissolved Does sugar dissolve faster in hot water than in cold water?
Explain your answer, based on

your observations from the
in hot or cold water investigation
Which is affected most

by increasing the
temperature of water?
hot solvent dissolve more increasing the temperature either
makes a solid dissolve faster or slower
in water. For some solutes, increasing
the temperature does have any effect
solute than cold solvent on how fast it will dissolve
47 48
0 0
0 0
School Bucari National High School Grade Level Grade 10
Teacher Venus T. Caalem Learning Area Science
Teaching Dates and Time June 5-9, 2017; 9;30 to 11:30 AM Quarter First
GRADES 1 to 12 Monday Tuesday Wednesday Thursday Friday

DAILY LESSON LOG Sections: Daisy/ Rose Grade 7
June 5, 2017 June 6, 2017 June 7, 2017 June 8, 2017 June 9, 2017
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning
A. Content Standards Identify common properties of solutions using different methods.
The learners shall be able to 1.) demonstrate and describe the observable characteristics or properties of common solutions found at home or in stores; and
2. present the data gathered in table form to show the different properties of common solutions.
compare the evidence gathered
with the predictions you made; compare the evidence gathered with the
Familiarize the grading system and the topic Investigates different types of predictions you made; and 2. describe
C. Learning Competencies/Objectives which will be learned for the entire grading solutions and 2. describe the properties the properties of solutions based on
period. of solutions based on observations.
observations.
Content is what the lesson all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Demonstration and Demonstration and Demonstration and Demonstration and
understanding of a solution understanding of a solution understanding of a solution understanding of a solution
II. CONTENT Orientation and Overview of
the Content of the Subject.
List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
A. References pages 1-10 pages 1-10

1. Teacher's Guide Pages G-7Science -Teacher's Guide Book. pages 1-10 pages 1-10 pages 1-10
2. Learner's Materials pages Science Learner's Material pages 1-10
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Additonal information through
portal internet
These steps should be done 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 van infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life experiences and
A. Reviewing previous lesson or Post Actvity Discussion
presenting the new lesson Introduction What is matter? Perform Activity 3 p. 7 LM
B. Establishing a purpose for the Discuss the objective of the
lesson Solution as a mixture. Activity
What common properties do solutions have?
What kind of mixture do you have at
the new lesson home? compare the evidence gathered with the predictions you made;

practicing new skills #1 Naturally Occurring Solutions Perform Activity 2 p. 4 LM
practicing new skills #2 Manufactured/Processed Solutions
Formative Assessment 3) Perform Activity 1 p. 2
Almost every household uses vinegar
for cooking and cleaning purposes.
G. Finding practical applications of Other solutions used at home.

abstractions about the lesson l solutions are found not only in nature; many solutions are made for a specific purpose
J. Additional Activities for application Use videos to enhance
or remediation learning
V. REMARKS
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

assessment 43
for remediation 0 0

remediation 0 0
did these work?
F. What difficulties did I encounter which my Some students have difficulty in
principal or supervisor can help me solve? understanding english terms.
teachers Use of bottles and cups in the absence of bakers and other laboratory apparatus Have students bring some materials from home

Science Grade 11

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science Grade 11

Uploaded by

Copyright:

Available Formats

School Bucari National High School

Teacher Rufino C. Calawigan Jr.

GRADES 1 to 12 Monday Tuesday

Prove that gases have the following

Write the LC Code for each S10MT-Iva-b-21

II. CONTENT Gas Laws 1.1 Kinetic Molecular Theory; 1.2

A. Reviewing previous lesson or

H. Making generalizations and Generalize the whole concept from

A. No. of learners who earned 80% on the formative

D. No. of learners who continue to require

G. What innovation or localized materials did I

Wednesday Thursday Friday

Investigate the relationship between

Ecosystems 4.1 Flow of Energy and Matter

Review the properties of gases

Activity 2 Boyle's Law

GRADES 1 to 12 Monday Tuesday

Prove that gases have the

Write the LC Code for each S10MT-Iva-b-21

Gas Laws 1.1 Kinetic Molecular

A. Reviewing previous lesson or Pre-Assessment

H. Making generalizations and

A. No. of learners who earned 80% on the formative

D. No. of learners who continue to require

G. What innovation or localized materials did I

Wednesday Thursday Friday

S10MT-Iva-b-21 S10MT-Iva-b-21 S10MT-Iva-b-21

pages 261-262 page 262 page 263-264

Review of Activity A. Review of Activity B

GRADES 1 to 12 Monday Tuesday

Suggest ways to minimize human Suggest ways to minimize human

Write the LC Code for each S10LT-IIIj-43 S10LT-IIIj-43

A. Reviewing previous lesson or Environmental Problems and

H. Making generalizations and

A. No. of learners who earned 80% on the formative

D. No. of learners who continue to require

G. What innovation or localized materials did I

Wednesday Thursday Friday

S10LT-IIIj-43 S10LT-IIIj-43 S10LT-IIIj-43

pages 248-249 pages 249-252 page 252

Presentation of Outputs Activity 5 Product Creation Activity 5 Showcasing of Products

Post Discussion Presentation of Outputs

GRADES 1 to 12 Monday Tuesday

Explain how species diversity

Write the LC Code for each S10LT-IIIh-41

Ecosystems 4.1 Flow of Energy and

A. Reviewing previous lesson or

H. Making generalizations and

A. No. of learners who earned 80% on the formative

C. Did the remedial lessons work? No. of learners

D. No. of learners who continue to require

G. What innovation or localized materials did I

Wednesday Thursday Friday

Explain how species diversity Explain the relationship between

pages 240-244 pages 245-246

Post Activity Discussion

GRADES 1 to 12 Monday Tuesday

Explain how fossil records,

Write the LC Code for each S10LT-IIIf-39 S10LT-IIIf-39

A. Reviewing previous lesson or Evidence from Embryonic Post Activity Discussion

H. Making generalizations and Generalize the concept of the

A. No. of learners who earned 80% on the formative