GRADES 1 TO 12 SCHOOL: QUIPAYO NATIONAL HIGH SCHOOL GRADE LEVEL: 9

MYLENE R. NEVIAR/GLADYS GRACE B. BORJA/CATHERINE P. LEARNING SCIENCE

DAILY LESSON TEACHER:
BLANCE AREA:
LOG TEACHING DATES:
TIME:
FEBRUARY 13-17, 2023 QUARTER: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
Objective 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
maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
The learners demonstrate an understanding of volcanoes found in the Philippines

The learners shall be able to Participates in the activities that reduce risks and lessen the effects of natural phenomenon such as volcanic eruption
B. Performance
Standards:

Describe the different types of volcanoes Describe the different types of Differentiate between active and Differentiate between active and Conduct Unit Test for Module
(S9ES -IIIa25) volcanoes (S9ES - IIIa-25) inactive volcanoes (S9ES -IIIa-27) inactive volcanoes. (S9ES -IIIa- 1
C. Learning
27)
Competencies/Objectives:
Write the LC code for each
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 in a week or two.
DIFFERENT TYPES OF LOCATING VOLCANO ACTIVE AND DORMANT
II. CONTENT VOLCANO VOLCANO
PARTS OF A VOLCANO

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an 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.
RESOURCES

A. References
1. Teacher’s Guide Pages 136 136 137 141
2. Learner’s Materials Unit 3 Module 1 Unit 3 Module 1 Unit 3 Module 1 Unit 3 Module 1
Pages
165 165 167 168

3. Text book Pages

Science Links 9 Science Links 9 Science Links 9 Science Links 9 Science Links 9
4. Additional Materials Estrelita A. Madriaga et.al Estrelita A. Madriaga et.al Estrelita A. Madriaga et.al Estrelita A. Madriaga et.al Estrelita A. Madriaga et.al
from Learning Pages Pages Pages Pages Pages
resources(LR)Portal

B. Other Learning Resources philstar.com

https://www.youtube.com/watch?
v=NkbsKVfbBsA
https://www.tes.com/teaching-resource/volca
no-worksheet-6388811
https://0.tqn.com/z/g/homeschooling/library/v
olcanocross.pdf1
 https://www.educationworld.com/a_lesson/T
M/WS_volcano_voca
bulary.shtml)https://0.tqn.com/z/g/ho
http://cybersleuth-kids.com/games/crossword
/volcanoES.htm

These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning the by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their
IV PROCEDURES learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing Previous Conduct a review of the past lesson Conduct a review of the previous Conduct a review of the Conduct a review of the Conduct a review of the
Lesson or Presenting lesson previous lesson previous lesson previous lesson
New Lesson
Group students into 4 or 5 depending on class -Teacher posts strips of paper with Teacher shows a video clip entitled Teacher reviews the previous
size Teacher shows a picture of Mayon “Introduction to Volcanoes” lesson by asking the following
jumbled letters written on it. -Call on
volcano and asks what they already know https://www.youtube.com/watch? questions: 1. What is a volcano?
students randomly for the answer.
about a volcano v=Be7o6BYVOzA&t=44s 2. What are the parts of a
(jumbled letters have connection to
volcano?
the parts of the volcanoes) (See
attachment)

B. Establishing a Purpose
Unit Test Part I
for the Lesson

C. Presenting Examples Based on the pictures, using manila paper,
Instances of the Lesson marker and the concept map template on LM
p.6, give five descriptions of a volcano -Each
group is given 2-3 mins to accomplish their
work
The teacher shows pictures of the
different volcanoes in the Bicol area
and asks the The teacher shows
pictures of the different volcanoes in
the Bicol area and asks the 9 students
if they have already seen them. Let
the students describe each volcan0
Ask students through think-pair-
share about what they think of the
video. Some students discuss their
insights to the class. Teacher leads
the discussion towards the presence
of these volcanoes in the
Philippines
The Philippine Institute of Unit Test Part I
Volcanology and Seismology
classifies volcanoes according to
its eruptive history Active -
Erupted within historical times
(within the last 600 years),
accounts of these eruptions were
documented by man erupted
within the last 10,000 years based
on the analyses of material from
young volcanic deposits.
Potentially active (DORMANT)-
Morphologically young-looking
but with no historical or
analytical records of eruption
Extinct An extinct volcano has
not had an eruption for at least
10,000 years and is not expected
to erupt again in a comparable
 time scale of the future
A video is shown to the class entitled: “The Groups students into 5. From the Use the Philippine map (fig. 3), plot Group students into 5. Based Unit Test Part I
Basic Parts of Volcano” attached template, students cut and the location of the following from the Philippine map on
D. Discussing New (https://www.youtube.com/watch? paste the parts of a volcano make a volcanoes. (LM pp. 166-167) volcanoes, classify the volcanoes
Concepts and Practicing v=NkbsKVfbB mini book. A. According to shape. – Assign colors for the volcanoes. as to active, inactive. (See
New Skills#1 (shape: curvetop/hill /triangular/flat) Indicate this in the legend. attached worksheet)
B. According to Internal
structure(conduit)
After watching, the students are given 10-12 -Allow students to color the parts of Checking of answers to the Laboratory activity proper Unit Test Part I
minutes to answer the attached worksheet. the volcano with the colorcoding following questions. 1. Are all the
E. Discussing New guide volcanoes found in the same
location? 2. Which of the volcanoes
Concepts and Practicing had the most number of eruptions?
New Skills#2 Least number of eruptions? No
record of eruption? 3. Why is the
Philippines rich in volcanoes?
Checking of answers. Teacher posts a Allow students in adding descriptions Teacher clarifies misconceptions Ask students about their Unit Test Part I
F. Developing Mastery diagram of a volcano and asks students to on each volcano. It may include the observations from the activity
(Leads to Formative give the correct answers. The teacher may shape and the internal structure -
Assessment 3) clarify misconceptions Discusses the rubric before activity
starts
G. Finding Practical Teacher discusses each part of the volcano Each group presents their output and Lead the discussion in relating the Ask students about what they Unit Test Part I
Application of and its description or function explain their observations on each location of the Philippines to the have learned from the activity
Concepts and Skills in picture of volcano in the mini book presence of many volcanoes and
ultimately to the Pacific Ring of
Daily Living
Fire. A video entitled “What is the
Pacific Ring of Fire?” Source:
https://www.youtube.com/watch?
v=HzX4eqYI_hw (Uploaded by:
mrgeocjhs)
Students identify the most
H. Making Generalization -Lead the clarification on the different potentially destructive volcanoes in Few students will be asked to
-Progressively runs through the slides to types of volcano. It can be classified the Philippines that can be found on Clear out misconceptions
and Abstractions about give a summary of the lab
impart all key points about volcanoe into 6 types based on their mini the so-called Pacific "Ring of Fire." (if there’s any)
the lesson It includes Taal and Mayon activity
books.
volcano.
Students are given a crossword puzzle and Show the pictures of the different Answer the question: What is the
they are to answer in 10 minute volcanoes in the Bicol area used on relationship between the locations
I. Evaluating Learning the Elicit part. Allow students in of the Philippines in the Pacific Laboratory activity result
describing the type of volcano relative Ring of Fire to the presence of
to its shape volcanoes?
Students identify volcanoes in the locality Create a poster showing the volcano Using the worksheet students plot
(region). Discuss how these/ it affect/s the nearest your place and some of the the different volcanoes in the
J. Additional Activities for lives of the people living in that particular basic facts: name of the volcano, Pacific Ring of Fire.
Review the lessons as
Application or place geographic location, type of volcano
according to morphology, hazards preparation for the Unit test
Remediation
posed, eruption history and other
important facts.

VI - REMARKS Objectives had attained___ Objectives had attained___ Objectives had attained___ Objectives had attained___

Objectives had attained___ Objectives not attained due Objectives not attained due Objectives not attained due Objectives not attained due
to :_____________________. to :_____________________. to :_____________________. to :___________________
Objectives not attained due __.
to :_____________________
 VII - REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why did this work?

Prepared by: Checked and Reviewed: Noted:

GLADYS GRACE B. BORJA MYLENE R. NEVIAR RIZZA A. VERA NATIVIDAD C. DE LEON

Subject Teacher Subject Teacher Department Head School Principal

CATHERINE P. BLANCE
Subject Teacher