DLL Template

DAILY LESSON School Grade Level
LOG USING &-E Teacher Learning Area

MODEL Teaching Dates and Time Quarter
Monday Tuesday Wednesday Thursday Friday
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 the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards The Learner demonstrates understanding that organisms have feedback mechanisms which are coordinated by the nervous and endocrine
systems
B. Performance Standards The Learner create a campaign advertising video about the common and effective contraceptive measures use in family planning, in line with
the Reproductive Health Law.
C. Learning Competency
D. Specific Objectives At the end of the lesson At the end of the lesson At the end of the lesson At the end of the lesson At the end of the lesson
the students should be the students should be the students should be the students should be the students should be
able to assess the able to identify the parts able to Describe the able to Measure the able to:
knowledge of the of the nervous system function of neurons and length of time of response a. attain 75% and above
students on the unit. each parts. to catch a dropped object. score in weekly quiz/
performance task;
b. collaboratively work with
other students during
cooperative learning; and
c.
Pre– Assessment and Break it Down Nerve Cells How fast is your reaction? Cooperative Learning/
Introduction of the Unit Weekly Quiz/
II. CONTENT
Performance Task
Activity/ Remedial
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 166 167-168 168-169 172
2. Learner’s Materials 226-267 228-231 232-233 233-235
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. ELICIT Ask students on the Show picture of the What are the different How are impulses sent to  Explanation of the
Reviewing previous different systems which different parts of the parts of nervous system? the neurons?
they were able to discuss nervous system using a directions of the activity/
lesson or presenting the
in their previous grades. flash car. quiz
new lesson
 Grouping of the class.
Let the stuents identify Let the students look at Throw a candy into a  Cooperative learning
the pictures of the ifferent the different parts of the group of students or drop activity/Performance
B. ENGAGE parts of the nervous nerve cell or neurons a metal rod on the floor to Task/ Proper
Establishing a purpose system, make a noise.  Analysis of activities/quiz
for the lesson Ask the students on how and output of the
they react to such students
different situation?  Checking of the outputs
Let the students watch a Ask the students to Integrate the situation to of the students.
C. ENGAGE
short video clip showing identify an label the three the activity that they will  Remedial instruction
Presenting
animated visual main parts of the perform. proper for student who
examples/instances of
exploration of the neurons. did not get 75% and
the new lesson
nervous system. above.
D. EXPLORE Discuss the anatomy an Explain the how nerve Perform Activity 2 – How
Discussing new structure of the nervous impulse travels along fast is your Reaction
concepts and practicing system. neuron.
new skills #1
Answer Activity 1 – Break Explain the difference Discuss the result of their
E. EXPLORE It Down between a stimulus and a activity.
Discussing new response.
concepts and practicing
new skills #2
Answer Guide questions Describe how an Answer Guide questions
F. EXPLAIN
organism respond to
Developing mastery
stimulus. Differentiate a
(leads to Formative
neurotransmitter to a
Assessment 3)
nerve impulse.
What might happen to Tell the students that their Give practical examples
G. ELABORATE the body if one part of the thoughts, emotions, of knowing one’s reaction
Finding practical nervous system fails to learning and many boy time, Example, in sports
applications of concepts carry out its function functions are controlled and driving a car.
and skills in daily living properly? by nerve impulses carried
by the neuron.
H. ELABORATE What are the different What are the different Explain why a message
Making generalizations parts of the nervous parts of a neuron moving along nerve
and abstractions about system? pathways take time.
the lesson
Map the anatomy an Draw and label the parts The activity serves as the
structure of the nervous of a neuron. assessment tool for the
I. EVALUATE system using your own Discuss briefly the day
Evaluating learning graphic organizer. functions of each part.

J. EXTEND Bring picture/illustration Ask the students to Research how body

of a neuron create their own nerve processes are controlled
Additional activities for
cell models out of through the nervous
application or
different materials such system.
remediation
as beads, strings or clay.
V. REMARKS
VI. REFLECTION
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 worked well? Why
did these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Checked by:
Noted by:
ELMO S. BERNARDINO, Ph. D.
Education Program Supervisor-Science
WEEK 2
DAILY School Grade Level
LESSON LOG Teacher Learning Area
USING &-E Teaching Dates and Quarter
MODEL Time
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 the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The Learner demonstrates understanding that organisms have feedback mechanisms which are coordinated by the
nervous and endocrine systems
B. Performance Standards The Learner create a campaign advertising video about the common and effective contraceptive measures use in
family planning, in line with the Reproductive Health Law.
C. Learning Competency Explain the role of hormone involve in the female and male reproductive systems
D. Specific Objectives At the end of the At the end of the At the end of the At the end of the At the end of the lesson
lesson the students lesson the students lesson the students lesson the students the students should be
should be able to should be able to should be able to should be able to able to:
explain how body identify the major identify the major explain the effects a. attain 75% and above
processes are endocrine glands in endocrine glands in of a particular score in weekly quiz/
controlled through the human body the human body hormone in the performance task;
the nervous system. and their functions. and their functions. body if not properly b. collaboratively work
regulated with other students
during cooperative
learning; and
c.
The Endocrine Who’s in control What went wrong Cooperative Learning/

A Nervous Trip System. Weekly Quiz/
II. CONTENT Performance Task
Activity/ Remedial

C. References
1. Teacher’s Guide 173-175 176 177-178 179
pages
2. Learner’s Materials 237-239 240-241 241-243 244-246
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
D. Other Learning
Resources
IV. PROCEDURES
Describe the nerve Recall how body Group Quiz (use Conduct a simple  Explanation of the
pathway. processes are show me board) review about the directions of the
controlled through activity/ quiz
Identify the location different
the nervous system.  Grouping of the class.
K. ELICIT endocrine glands.
Reviewing previous and the hormones  Cooperative learning
released by major Use quick drawings activity/Performance
lesson or presenting
the new lesson endocrine glands. to help them Task/ Proper
remember each  Analysis of
gland and its activities/quiz and
output of the students
function
 Checking of the
State the learning Why is the human If the Nervous Share experiences outputs of the students.
endocrine system system controls on the changes that
objectives of the  Remedial instruction
called “the system rapid body happens in their
lesson. proper for student who
L. ENGAGE of checks and processes, the
body from their did not get 75% and
Establishing a purpose balances?” Endocrine system is
childhood up to above.
for the lesson in control of the
body mechanisms present.
that controls slow
changes.
Play Message relay What causes the If a person’s blood Hold a picture of a
speed up of pulse sugar level midget and the very
M. ENGAGE
rate and heart rate becomes unstable, tall man.
Presenting
when you feel what glands might
examples/instances of
tense, nervous, be involved in the Ask for student’s Discuss the different
the new lesson
excited or problem? observations. diseases in the
threatened? endocrine system due
Explain the Enumerate the Differentiate the Explain the effects to hormonal imbalance.
N. EXPLORE
difference between major endocrine short term effects of hormones
Discussing new
the receptor and the glans in the human and the long term secreted by the
concepts and
effector. effects of hormones different glands in
practicing new skills #1 boy
in our body. our body.
Perform Activity 3,- Discuss the Answer Activity 4 – Answer Activity 5 -
O. EXPLORE
A Nervous Trip functions, locations, Who’s in Control? What Went Wrong?
Discussing new
and the hormones
concepts and
released by the
practicing new skills #2
endocrine glands
P. EXPLAIN Answer guide Answer guide Students will present
Developing mastery questions questions their output.
(leads to Formative
Assessment 3)
Q. ELABORATE Discuss how the Breastfeeding Enumerate ways on How does the baby
Finding practical activity depicts the releases oxytocin how to keep the benefit from the
applications of activity happening in and prolactin, Endocrine system production of
concepts and skills in the nervous system. hormones that relax healthy.
the mother and oxytocin an
make her feel more prolactin
daily living
nurturing toward her
baby.
Explain how body What are the Explain effects of What are the
R. ELABORATE
processes are different glans of particular gland, effects of hormones
Making generalizations
controlled through the endocrine according to its secreted by the
and abstractions about
the nervous system. system? function. different glands in
the lesson
our body.
The activity serves Give the location Complete the ff. Enumerate other
as the assessment and the hormones table. effects of hormones
S. EVALUATE tool for the day. release by the in our body.
Evaluating learning following endocrine
glands: a. pituitary
b. thyroid c. adrenal
d. ovaries e. testes
Research how Research on the Write a one- Research about
anesthesia enables different diseases paragraph essay Cushing’s
T. EXTEND
loss of sensation to caused by hormonal about the effect of
Additional activities for syndrome. Be
avoid the feeling of imbalance. hormonal imbalance
application or ready to share to
pain. to your life.
remediation the class your
researched work.
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional
activities for remediation
J. Did the remedial lessons work? No. of
learners who have caught up with the lesson
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies worked well?
Why did these work?
M. What difficulties did I encounter which my
principal or supervisor can help me solve?
N. What innovation or localized materials did I
teachers?
Prepared by:
Checked by:
Noted by:
NAME OF THE AFFECTED GLAND HORMONE EFFECTS/PHYSICAL

DISORDER OF THE RESPONSIBLE MANIFESTATIONS OF
ENDOCRINE FOR THE THE DISEASE
DISORDER
Diabetes __________ Insulin High blood sugar level
__________ Thyroid gland Thyroxin Swelling of the neck
Dwarfism ___________ Oxytocin Midget
WEEK 3
DAILY LESSON LOG USING &-E School Grade Level
MODEL
Teacher Learning Area
Teaching Dates and Time Quarter
guides.
A. Content Standards The Learner demonstrates understanding that organisms have feedback mechanisms which are coordinated by the nervous and endocrine
systems
B. Performance Standards The Learner create a campaign advertising video about the common and effective contraceptive measures use in family planning, in line with
the Reproductive Health Law.
able to describe the parts able to explain the role of able to describe able to able to:
and functions of the male certain hormones involved feedback mechanisms a. attain 75% and above
and female reproductive in the female and male involved in regulating score in weekly quiz/
system. reproductive systems. processes in the performance task;
female reproductive b. collaboratively work with
system
c.
Cooperative Learning/
Weekly Quiz/
II. CONTENT
Performance Task
Activity/ Remedial
E. References
1. Teacher’s Guide pages 180 181 181-183 187
2. Learner’s Materials 247-249 250 251-253 259
pages
3. Textbook pages
portal
F. Other Learning
Resources
IV. PROCEDURES
U. ELICIT Review the anatomy an Recall the parts of male What are the hormones  Explanation of the
Reviewing previous structure of Nervous and and female involved in regulating the For females, at what age directions of the activity/
lesson or presenting the Endocrine System reproductive system. processes in the male and o you experience quiz
new lesson female reproductive system menstruation?  Grouping of the class.
How does the nervous What are the functions of Name the hormones What causes menstrual  Cooperative learning
and endocrine system the hormones estrogen involved in regulating the cramps? activity/Performance
V. ENGAGE influence the functioning and progesterone Task/ Proper
processes in the female
Establishing a purpose of the male and female hormones?  Analysis of activities/quiz
for the lesson reproductive system?
reproductive system? and output of the
students
Show a What type of hormone is Watch an Audio – Video  Checking of the outputs
W. ENGAGE of the students.
picture/illustration of responsible for the Presentation about
Presenting  Remedial instruction
growth of facial hair? for menstrual cycle on their
examples/instances of Male and Female proper for student who
monthly period of respective computers.
the new lesson Reproductive System did not get 75% and
females?
X. EXPLORE Identify the parts of a Identify the hormones above.
Discussing new male and female involved in regulating the
concepts and practicing reproductive system. processes in the female
new skills #1 reproductive system
What causes the
Y. EXPLORE Describe the function of Discuss the roles of Answer Activity 6 – Mark
production of sperm cells
Discussing new each part of male and hormones in male and My Calendar
female reproductive and the release of semen?
concepts and practicing female reproductive
system. What controls the growth
new skills #2 systems.
and release of eggs from
Z. EXPLAIN Differentiate male and What are the roles of Answer Guide Questions
the ovaries?
Developing mastery female reproductive hormones in male and
(leads to Formative system. female reproductive
The pituitary gland
Assessment 3) systems? controls the function of
The role of the of the Show a picture of a Enumerate some recent . both the testes and the
male reproductive system pregnant mother. technological ovaries. These
AA. ELABORATE
is to prouce an transport Emphasize that the advancement that are hormones keep the
Finding practical
sperm cells while the female reproductive relate to pregnancy an reproductive system
applications of concepts
female reproductive system is designed for childbirth properly functioning
and skills in daily living
system is to prouce egg conception, pregnancy
cell an for chil bearing. and childbirth.
Explain the similarities an Explain the importance of Recapitulate the key points Recapitulate the key points
BB. ELABORATE differences between the hormones in the male and about the hormones about feedback mechanisms
male an female female reproductive involved in regulating the involved in regulating
reproductive organs. systems. processes in the female processes in the female
the lesson
reproductive system. reproductive system.
CC.EVALUATE Group Activity. Each Describe or explain the Make a flow chart that will
Evaluating learning group will label the parts. function of the following show the different events
The first group who finish hormones involve in the during the menstrual
wins. regulating process of cycle. Write the important
female reproductive events involve in the
organ/ menstrual cycle: menstrual cycle insie
1. Luteinizing Stimulating colorful flow chart
Hormone shapes. Link shapes with
2. FSH arrows to show which
3. Estrogen process leas to another.
4. Progesterone
5. Pituitary gland
DD.EXTEND Define hormone Research about how the
Additional activities for fluctuating hormone
application or levels in the female’s boy
remediation affect mood and behavior
V. REMARKS
VI. REFLECTION
O. No. of learners who earned 80% in the evaluation
P. No. of learners who require additional activities for
remediation
Q. Did the remedial lessons work? No. of learners who
R. No. of learners who continue to require remediation
S. Which of my teaching strategies worked well? Why
did these work?
T. What difficulties did I encounter which my principal or
U. What innovation or localized materials did I
teachers?
Prepared by:
Checked by:
Noted by:

WEEK 4
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 the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The Learner demonstrates understanding that the information stored in DNA as being used to make proteins, b.) how changes in DNA molecule may
cause changes in its product and c.) mutations that occur in sex cells as being inherited.
B. Performance Standards The learner makes a concept map summarizing how heritable characteristics can be observed in an organism’s phenotype (molecular or organism
level)
D. Specific Objectives At the end of the lesson the At the end of the lesson the At the end of the lesson the At the end of the lesson At the end of the lesson the
students should be able to students should be able to students should be able to the students be able to a.) students should be able to:
Compare the structures compare the structures make a model of a DNA make a model to show a. attain 75% and above
of the DNA and RNA of the DNA and RNA template to determine the how the order of bases in score in weekly quiz/
molecule molecule2 sequence of bases in the DNA determines the order performance task;
new DNA strand. of bases in mRNA b.) Infer b. collaboratively work with
why the structure of DNA other students during
enables it to be easily cooperative learning; and

copied. c.

Heredity: Inheritance and Heredity: Inheritance and Heredity: Inheritance and Cooperative Learning/
Variation( Pre-Assessment) Variation Variation Weekly Quiz/ Performance
II. CONTENT Replication Transcription Task Activity/ Remedial

G. References
1. Teacher’s Guide pages 191-193 193-195 195-198 199-202
2. Learner’s Materials pages 264-266 266-269 269272 273-275
3. Textbook pages
portal
H. Other Learning Resources
IV. PROCEDURES
Asking students about their Recall the work of Gregor What are the similarities What is DNA replication  Explanation of the
learnings about DNA in the Mendel. and differences of DNA and directions of the activity/
EE. ELICIT RNA? quiz
previous year.
Reviewing previous lesson  Grouping of the class.
or presenting the new
 Cooperative learning
lesson activity/Performance Task
Proper
 Analysis of activities/quiz
.Let the students present Play a video about DNA What happens during the and output of the students
FF. ENGAGE their family picture. replication process of cell cycle?
 Checking of the outputs o
Establishing a purpose for the students.
the lesson
 Remedial instruction
proper for student who did
Create a thumb mark on a Students will be given Students will be given not get 75% and above.
clean sheet of paper using paper strips. They will write paper strips. They will
GG. ENGAGE
the ink of your pen. a word/phrases that they write a word/phrases that
Presenting
Compare your thumb mark can relate to DNA they can relate to DNA
examples/instances of the
with your seatmate? Do you replication. transcription
new lesson
have fingerprint? Why or
why not?
Rea the given information Explain about DNA
HH.EXPLORE about DNA and RNA on replication
Discussing new concepts page 267.
and practicing new skills
#1
Lesson Proper: Perform Activity 1 - Getting Perform Activity 2 – DNA Perform Activity 3 –
Answering the Pre- to Know the DNA and makes DNA What’s the Message
II. EXPLORE Assessment. RNA Structure.
Discussing new concepts
and practicing new skills
#2
JJ. EXPLAIN Checking of Answers. Students present their Answer guide question Answer guide question
Developing mastery (leads output.
to Formative Assessment
3)
Everyday, you encounter How does the structure of
different people who DNA molecule help account
possess different traits. A for the great variety of life
variety of traits such as that exists on earth?
hair, eye color, height an
boy structure are influence
by genes which contain in
KK. ELABORATE the DNA.
Finding practical
What are the similarities Why does DNA replicate?

LL. ELABORATE and differences of DNA and
Making generalizations RNA?
and abstractions about the
lesson
Make a Venn diagram DNA Replication Chart. Transcription Chart.

showing the similarities Cut, paste and label the Arrange the steps in the
pictures on the illustration process of transcription.
between DNA and RNA.
provided by the teacher,
based on the sequence of
DNA replication. Provie
short description for the
pictures to explain the
MM. EVALUATE process.
Evaluating learning
Bring a family picture Investigate how DNA is Construct a model of a
used in forensic analysis DNA molecule using
recyclable materials.
NN.EXTEND
application or remediation
V. REMARKS
VI. REFLECTION
V. No. of learners who earned 80% in the evaluation

W. No. of learners who require additional activities for
remediation
X. Did the remedial lessons work? No. of learners who have
caught up with the lesson
Y. No. of learners who continue to require remediation

Z. Which of my teaching strategies worked well? Why did
these work?
AA. What difficulties did I encounter which my principal or
BB. What innovation or localized materials did I use/discover

which I wish to share with other teachers?
Prepared by:
Checked by:
Noted by:

WEEK 5
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 and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The Learner demonstrates understanding that the information stored in DNA as being used to make proteins, b.) how changes in DNA
molecule may cause changes in its product and c.) mutations that occur in sex cells as being inherited.
B. Performance Standards The learner makes a concept map summarizing how heritable characteristics can be observed in an organism’s phenotype (molecular
or organism level)
D. Specific Objectives At the end of the At the end of the At the end of the At the end of the At the end of the lesson the
lesson the students lesson the students lesson the students lesson the students students should be able to:
should be able to a.) should be able to should able to a.) should be able to a. attain 75% and above score
make a model of the identify the amino illustrate the kinds of in weekly quiz/ performance
translation b.) simulate acids coded for by the chromosomal task;
the steps in translation mRNA codon using the mutations b.) b. collaboratively work with
Genetic Code Table. differentiate the kinds other students during
of chromosomal cooperative learning; and
mutations
Weekly Quiz/ Performance
II. CONTENT Task Activity/ Remedial

I. References
199-202 203-206 207-208
1. Teacher’s Guide pages
276-279 280-284 284-288

2. Learner’s Materials pages
3. Textbook pages

Learning Resource (LR) portal
J. Other Learning Resources

IV. PROCEDURES
OO. ELICIT
 Explanation of the directions
Reviewing previous lesson or of the activity/ quiz
presenting the new lesson  Grouping of the class.
 Cooperative learning
PP. ENGAGE activity/Performance Task/
Establishing a purpose for the Proper
lesson  Analysis of activities/quiz and
QQ. ENGAGE output of the students
Presenting examples/instances  Checking of the outputs of the
of the new lesson students.
RR.EXPLORE  Remedial instruction proper
Discussing new concepts and for student who did not get
practicing new skills #1 75% and above.
Perform Activity 4 – Perform Activity 2 – Perform Activity 3 –

SS. EXPLORE Relay the Message Trace the Code Chromic Change
Discussing new concepts and
practicing new skills #2
TT. EXPLAIN
Developing mastery (leads to
Formative Assessment 3)
UU.ELABORATE
Finding practical applications of
concepts and skills in daily
living
VV. ELABORATE
Making generalizations and
abstractions about the lesson
WW. EVALUATE
Evaluating learning
XX. EXTEND
application or remediation
V. REMARKS
VI. REFLECTION
CC.No. of learners who earned 80% in the evaluation

DD.No. of learners who require additional activities for
remediation
EE. Did the remedial lessons work? No. of learners who have
caught up with the lesson
FF. No. of learners who continue to require remediation

GG. Which of my teaching strategies worked well?
Why did these work?
HH.What difficulties did I encounter which my principal or
II. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared by:
Checked by:
Noted by:
WEEK 5
guides.
A. Content Standards The Learner demonstrates understanding that the information stored in DNA as being used to make proteins, b.) how changes in DNA
molecule may cause changes in its product and c.) mutations that occur in sex cells as being inherited.
B. Performance Standards The learner makes a concept map summarizing how heritable characteristics can be observed in an organism’s phenotype (molecular or
organism level)
able to able to able to able to able to:
a. attain 75% and above
score in weekly quiz/
performance task;
b. collaboratively work with
c.
Weekly Quiz/
II. CONTENT
Performance Task
Activity/ Remedial
K. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
portal
L. Other Learning
Resources
IV. PROCEDURES
YY. ELICIT  Explanation of the
Reviewing previous directions of the activity/
lesson or presenting the quiz
new lesson  Grouping of the class.
ZZ. ENGAGE  Cooperative learning
Establishing a purpose activity/Performance
for the lesson Task/ Proper
AAA. ENGAGE  Analysis of activities/quiz
Presenting and output of the
examples/instances of students
the new lesson  Checking of the outputs
BBB. EXPLORE of the students.
Discussing new  Remedial instruction
concepts and practicing proper for student who
new skills #1 did not get 75% and
CCC. EXPLORE above.
Discussing new
concepts and practicing
new skills #2
DDD. EXPLAIN
Developing mastery
(leads to Formative
Assessment 3)
EEE. ELABORATE
Finding practical
FFF. ELABORATE
the lesson
GGG. EVALUATE
Evaluating learning
HHH. EXTEND
application or
remediation
V. REMARKS
VI. REFLECTION
JJ. No. of learners who earned 80% in the evaluation
KK. No. of learners who require additional activities for
remediation
LL. Did the remedial lessons work? No. of learners who
MM. No. of learners who continue to require
remediation
NN.Which of my teaching strategies worked well? Why
did these work?
OO. What difficulties did I encounter which my
principal or supervisor can help me solve?
PP. What innovation or localized materials did I
teachers?
Prepared by:
Checked by:
Noted by:

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DAILY LESSON School Grade Level

LOG USING &-E Teacher Learning Area

J. EXTEND Bring picture/illustration Ask the students to Research how body

ELMO S. BERNARDINO, Ph. D.

Education Program Supervisor-Science

The Endocrine Who’s in control What went wrong Cooperative Learning/

III. LEARNING RESOURCES

ELMO S. BERNARDINO, Ph. D.

Education Program Supervisor-Science

NAME OF THE AFFECTED GLAND HORMONE EFFECTS/PHYSICAL

__________ Thyroid gland Thyroxin Swelling of the neck

Dwarfism ___________ Oxytocin Midget

Teaching Dates and Time Quarter

Monday Tuesday Wednesday Thursday Friday

ELMO S. BERNARDINO, Ph. D.

Education Program Supervisor-Science

III. LEARNING RESOURCES

What are the similarities Why does DNA replicate?

Make a Venn diagram DNA Replication Chart. Transcription Chart.

V. No. of learners who earned 80% in the evaluation

Y. No. of learners who continue to require remediation

BB. What innovation or localized materials did I use/discover

ELMO S. BERNARDINO, Ph. D.

III. LEARNING RESOURCES

276-279 280-284 284-288

4. Additional Materials from

J. Other Learning Resources

Perform Activity 4 – Perform Activity 2 – Perform Activity 3 –

CC.No. of learners who earned 80% in the evaluation

FF. No. of learners who continue to require remediation

ELMO S. BERNARDINO, Ph. D.

Education Program Supervisor-Science

ELMO S. BERNARDINO, Ph. D.

Education Program Supervisor-Science

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