School: GULAC INTEGRATED SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Grade Level: VIII
Teacher: MS. SEI JANE R. MARQUEZ Learning Area: SCIENCE
Teaching Dates and Time: Daily (10:45- 11:45) Quarter: THIRD
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be meet 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 using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of: the identity of a substance according to its atomic structure.
The learners shall be able to: conduct a forum on mitigation and disaster risk reduction.
S8MT-IIIef-10: determine S8MT-IIIef-10: S8MT-IIIef-10: S8MT-IIIef-10:
the number of protons in determine the number determine the number determine the number
a particular atom; of neutrons in a of electrons in a of protons, neutrons,
particular atom; particular atom; and electrons in a
particular atom;
Content is what the lesson is 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.
Protons Neutrons Electrons Protons
Neutrons
Electrons
Lists the 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 learning promotes concept development.

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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 conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
The students should have their The students should have The students should have The students should have
periodic table. their periodic table. their periodic table. their periodic table.

B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Each student will choose 1
atom and present it in front of
the class.
Show different atoms and
let them observe the
difference among them.
Discuss the protons of the
elements or atoms.
Using their knowledge
about elements they will
be asked on what are the
other components of an
atom’s nucleus.
Show a picture of
nucleus.
Discussing the nucleus
and its function.
Using two ropes show the
motion of the ropes with
different speed. Let the
students observe.
Discuss the amplitude and
the wavelength of the
motion of two types of
eaves
Discussing on the Lesson
Presented.
Showing the parts of
waves let the students
label the parts of the
waves.
Give examples wherein
frequency involves.
Discussing on the lesson
presented

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
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 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 conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
What is the relationship of What is the relationship
How atomic number and How longitudinal move the wavelengths and of the wavelengths and
protons related to each or propagate? amplitude that affects the frequency that affects
other? What is the difference motion of the waves? the motion of the
between transverse waves?
and longitudinal wave?

F. Developing Mastery With an activity, the students The students will The students will differentiate The students will
(Leads to Formative Assessment will race in counting or giving demonstrate the the wavelength and amplitude differentiate the wavelength
3) the number of proton of the motion of longitudinal of the waves. and frequency of the
given atom. wave using a slinky. waves.

G. Finding Practical Applications Relate the effect of the Relate the intensity of the Relate the frequency of
of Concepts and Skills in Daily movement of the waves on how to handle the wave on making
Living waves in their daily temper as they deal with deeds with other people.
living. their problems.

V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
VI. REMARKS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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 conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
The number of proton in an The particles of the Amplitude is the distance Frequency is the number
atom is the same with its transverse wave moves of crest and trough from of waves passed a fixed
atomic number. perpendicular to the the midpoint. point per second.
direction of the wave Wavelength is the
travels like the light distance between crest to
while longitudinal or crest or trough to trough.
mechanical waves
moves parallel to the
direction of the wave
travels like sound
waves and earthquake.
In the table given, put the Explain the difference Using pictures the Use worksheet in tracing
exact amount of the protons of the two waves. students will measure the the frequency of a wave
of each atom. wavelength of each wave. and make a table out of it.
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies Introducing the subject in the happiest mode creates the idea of “I can make it” to the students. Teacher may start with “who among you here
work well? Why did these work? experience……?, Who loves to…..? and a lot more.

F. What difficulties did I encounter Students are participative and willing to learn but some classes have lower level of proficiency thus some classes with the same subject lessons are
which my principal or supervisor way too behind
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Prepared by: SEI JANE R. MARQUEZ Checked by:

MAXIMO M. PADRIGO
SUBJECT TEACHER PRINCIPAL II