SENIOR HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES:
A. Content Standards:
B. Performance Standard:
C. Learning Competencies:
* CODE:
II. CONTENT
III. LEARNING
RESOURCES
Instructional Materials:
1. References Learner's Guide:
2. Textbook :
3. Textbook Pages
. Online References:
. Youtube Videos:
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
School: San Guillermo National High School Grade Level: Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Instructor: JENNY A. OBIANO Learning Area: PHYSICAL SCIENCE
Inclusive Teaching Dates: OCTOBER 17-20, 2022 Quarter: 1st. SEM. :1st Quarter: WEEK
SESSION 1 SESSION 2 SESSION 3 SESSION 4
To be able to develop critical thinking on How the properties of matter relate to their chemical structure
The learner demonstrates understanding of: how energy is harnessed from different sources.
The learners shall be able to illustrate how energy is produced and managed from different sources.
(LC#1) The learners describe how energy is (LC#1) The learners describe how energy is (LC#1) From product labels, identify the
(LC#1) Give the use of other ingredients in
produced and managed from different produced and managed from different active ingredient(s) of cleaning products
cleaning agents
sources: sources: used at home
(S11/12PS-IIIi-29) (S11/12PS-IIIi-30) (S11/12PS-IIIi-j-31) (S11/12PS-IIIi-j-32)
Household Chemicals and Personal Household Chemicals and Personal
How Energy is Produced and Manage How Energy is Produced and Manage Care Products Care Products
• Laboratory supplies (refer to
experiments/demonstrations below) Whitten, K. W., Davis, R. E., Peck, M. L., & Stanley, G. G., (2005).
General Chemistry 7th ed. Singapore: Thomson/ Brooks/ Cole;
PHYSICAL SCIENCE TEXTBOOK Manual for Senior High School 2008
pages 125 pages 127-128 pages 129 pages 131-133
https://www.physscieweb.net/files/26081_kp1concepphysicalscience1.pdf http://www.wikipedia.physicalscienceancientphilosophers.pdf
https://www.youtube.com/user/physicalScie YOUTUBE LINK: https://www.youtube.com/watch?v=OBZitH8VFEc
Presentation of objectives and
Communicate learning objectives and important
terms, review of previous knowledge . SALIENT POINTS! Teacher Presentation of objectives and
Student will say: a. We will Presentation of objectives and
describe the different sources of energy. Communicate learning objectives and will call a student to give a Communicate learning objectives
b. We will learn how energy is harnessed important terms, review of previous short summary of the lesson and important terms, review of
c. We will differentiate between renewable and non- knowledge .
renewable sources of energy .
yesterday. previous knowledge .
d. We will identify the pros and cons of each energy
source .
 Presentation of objectives and
Communicate learning objectives and important
terms, review of previous knowledge . SALIENT POINTS! Teacher Presentation of objectives and
Student will say: a. We will Presentation of objectives and
A. Reviewing previous lesson describe the different sources of energy. Communicate learning objectives and will call a student to give a Communicate learning objectives
or presenting the new lesson b. We will learn how energy is harnessed important terms, review of previous short summary of the lesson and important terms, review of
c. We will differentiate between renewable and non- knowledge .
renewable sources of energy .
yesterday. previous knowledge .
d. We will identify the pros and cons of each energy
source .

Introduce the list of important terms:

B. Establishing a purpose for
the lesson:
a. Renewable energy Presentation of objectives and terms.
MOTIVATION: Zumba Dancercise: Communicate learning objectives and important Introduce the list of important terms:
b. Non-renewable energy
c. Biomass Present and term: ntroduce the following list of important
d. Fossil fuel Communicate learning objectives of the day. A. terms that learners will encounter:
MOTIVATION: Calculate the percent yield of a chem. reaction a. Biodegradable e. Emulsifier MOTIVATION: VIDEO CLIP
Have the learners recall how electricity is generated via c. Determine the limiting reactant in a reaction b. Non-biodegradable f. Buffer
electromagnetism (taken in Grade 9
(Household Chemicals and
and calculate the amount of product formed. c. Oxo-biodegradable g. Emollient
Science). Emphasize how a changing magnetic flux is able to Personal Care Products)
d. Surfactants h. Oxidizer
create electricity.

C. Presenting examples/
instances of the new lesson:
to always conserve electricity? Will electricity run out
Short discussion of what learners know about THINK - PAIR- SHARE ACTIVITY:
electricity Present Stoichiometric calculation,
Ask the learners if they ever wondered where the
- mole concept
electricity in their power outlet comes from. How
is electricity generated? What is the main source of - calculating molar mass
electricity in the Philippines? Why are we asked - mass to mole conversion .
( LEARNING BUDDY.- refer to the worksheet they
or is it from a perpetual source? have as their agreement )
Products in My World Activity Before the groups proceed with their independent
Products in My World. Assign research, give them an overview of the terms that they
three to four learners for each of the products listed will encounter. Instruct the learners to research on the
below to be brought to class. Have those assigned to mode of action of the major/active ingredient in their
each product agree to bring different brands so they can chosen/ assigned product. The fact sheet they will
be compared. Make sure they bring the products in their
make from their research will be in the form of a
original containers with labels intact.
poster. It can either be electronic or handwritten.
• Bath soap • Powdered detergent
Provide the fact sheet guidelines for the project as listed
• Bleach • Baby powder
• Hand and body lotion • Shampoo below.

LECTURETTE: Class discussion. Fact Sheet Guidelines

D. Discussing new concepts
practicing new skills :
E. Developing Mastery
(Leads to Formative Assessment)
Randomly call student/Learning
buddy to solve and answer the
LECTURE: Present the four major steps in
problem on the board.)
the conversion of energy to electricity:
LET THEM RATIONALIZE
THEIR WORK.
GROUP ACTIVITY: Split the class into seven (7) groups
and assign one source of energy for each group to research and
report on. Teacher may either provide them the printouts of the
resources below or have them research from the library. Guide
questions are written below. Give the learners time for
independent research/ reading and collaboration in the
classroom (45 minutes).
Allow 4 to 5 minutes for each group to report. Clarify,
elaborate, and correct concepts.
Reinforcement and Critiquing:
the teacher will Determine which part
of the topic the learners remember most
touching as they may have harmful effects upon contact.
and least. Reinforce certain topics as
needed. Involve the comments of the othee
group.
1. Data on active/ major ingredient:
a. Chemical formula (and structure if available)
b. Mode of action
c. Where the ingredient comes from
d. How the ingredient should be handled, what are its precautionary
measures?
e. Other uses of the chemical
f. How does the chemical affect the environment? (if available)
g. Is the chemical biodegradable or not? (if available)
h. Is the chemical natural or synthetically derived? (if available)
i. Are there alternatives for this chemical? What are the alternatives?
(if available)
Product exploration (30 minutes)
The learners will fill the table below using the products
they brought to class. The “Mode of
Check multiple sources and make sure to cite them.
Action” in the last column will be filled out AFTER the
learners have conducted independent Learners may use MSDS sheets (Material Safety Data
research. During the activity, remind them to observe Sheet) which should be available online. Sharing (30
the products with caution, particularly in smelling and minutes) .
When the groups are done with their fact sheets, have
them share their work in to their classmates. Each
learner should read the work of others to try and find
similarities and differences in the ingredients.

E. Developing Mastery
(Leads to Formative Assessment)
F. Finding practical application
of concepts and skills in daily living
G. Making generalizations and
abstractions about the lesson
H. Evaluating Learning
J. Additional Activities for
V. REMARKS:
application or remediation
V. REFLECTION
A. No. of learners who earned 80% on the
formative assessment.
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 localized materials
did I used/ discover which I wich to share with the
teachers?
GROUP ACTIVITY: Split the class into seven (7) groups
and assign one source of energy for each group to research and
report on. Teacher may either provide them the printouts of the
resources below or have them research from the library. Guide
questions are written below. Give the learners time for
independent research/ reading and collaboration in the
classroom (45 minutes).
Allow 4 to 5 minutes for each group to report. Clarify,
elaborate, and correct concepts.
Guide Questions:
Fossil fuel: GUIDE QUESTIONS>
- What are fossil fuels? What are the different examples of
fossil
fuels? Electrochemical Cells
- What are electrochemical energy sources? Geothermal
- What is the source of geothermal energy?
- How is geothermal energy harnessed from the earth?
Group discussion and creation of checklists on how to
conserve electricity.
Assign the learners to bring their electric bills to class as a
prerequisite to this exercise. The electric bills will serve to
make the learners aware of how much energy their own
household utilizes.
.>> The teacher evaluates the learner's ability and confidence to express their thoughts ( in making a sound conclusion \ abstraction ) from the Learning Activity Cell to the discussion \ presentation part.
Everyone in the class participated well during the class discussions and group Activity ( LB Session) .
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Reinforcement and Critiquing:
the teacher will Determine which part
of the topic the learners remember most
and least. Reinforce certain topics as
needed. Involve the comments of the othee
group.
call student to summarize what he/she have learned
today and how that skill can be applied to is/her day to
day life/ future work.
(Perfect 7): In making generalization,encourage ENRICHMENT: Have them research to create/replicate
(Perfect 7): In making generalization,encourage the
learners to summarize what they have learned in
seven words/ phrases relative to the concept.
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Students need an extra cooling fan for ventilation and to facilitate better learning environment.
Product exploration (30 minutes)
The learners will fill the table below using the products
they brought to class. The “Mode of
Action” in the last column will be filled out AFTER the
learners have conducted independent
research. During the activity, remind them to observe
the products with caution, particularly in smelling and
touching as they may have harmful effects upon contact.
INSTRUCTION / DELIVERY / PRACTICE /
Having read the fact sheets and after conducting their own
Independent research / Sharing Recall,
research, ask the learners to create their
Review the activity from the previous day. Ask the
own guidelines in choosing a safer, healthier and
learners what products they looked into and the
environmentally friendlier product.
specific information that they needed to get from
the different products.
ENRICHMENT ( Healthy Options
Inform the learners that they will have to conduct
Activity Divide the class in groups of 3-4 members and
independent research to determine the mode of
have them explore homemade alternative products for
action of the different ingredients that they have
their personal hygiene and their household cleaning use.
seen.
the alternative product. Each group will have to demonstrate
the learners to summarize what they have
learned in seven words/ phrases relative to the the process to the class, describe the creation, use, mode of
concept. (Energy is released or absorbed during
action and disposal of the homemade product. The
demonstration can span 5-6 minutes, including a short
a chemical reaction.) question and answer portion.
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
Grade- 12 HE/ICT/ABM/IA/HUMSS - 3 Grade- 12 HE/ICT/ABM/IA/HUMSS - 3
G. What innovation localized materials
did I used/ discover which I wich to share with the
teachers?

Core Subject Description: Disaster Readiness & Risk reduction: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is designed to bridge the gap between theoretical science and
daily living.

Prepared by: Checked by:

JENNY A. OBIANO, LPT,MAEd JENNELYN JABALLA EdD JOSEPHINE RAGUINI PhD.

Phys. Scie TEACHER SHS_ Coordinator School Principal