School EAST VILLAFLORES NATIONAL HIGH SCHOOL Grade Level 10

Daily Lesson Log Teacher RONALYN D. BEJO Learning Area FORCE, MOTION AND ENERGY
Teaching Dates and Time 1:00 – 2:00 P.M. Quarter 2nd

Teaching Dates and Time 8/ 13/ 18 (Monday) 8/ 14/ 18 (Tuesday) 8/ 15 18 (Wednesday) 8/ 16/ 18 (Thursday) 8/ 17/ 18 (Friday)
The learners should be able to: The learners should be able to: The learners should be able to:
1. Name the scientists that 1. Name the scientists that 1. Identify the types of field that
contribute to the development DIVISION SCIENCE contribute to the development make up an EM wave. MASSAA MEET
I. OBJECTIVES
of EM Theory. CONFERENCE @ Capiz of EM Theory. 2. Determine how a magnetic field 2018 @ TUBURAN
2. Identify the contribution of NHS 2. Identify the contribution of arise from the presence of a field NHS
those scientist to the those scientist to the and vice versa.
development of EM Theory. development of EM Theory.
A .Content Standards The learners demonstrate an understanding of: the different regions of the electromagnetic spectrum
B .Performance Standards None
C. Learning Competencies/ Compare the relative wavelengths of different forms of electromagnetic waves. S10FE-IIa-b-47
Objectives
II. CONTENT Electromagnetic Spectrum
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 117-118 pp. 117-118 pp. 118-121
2. Learner’s Material Page pp. 144-145 pp. 144-145 pp. 146-149
3. Textbook Pages None None None
4. Additional Materials from None None None
learning Resource (LR)
Portal
IV. PROCEDURES
A. Reviewing previous Answer pre-assessment on What are the parts of the wave?
lesson or presenting the page 143 of the LM.
new lesson
Did you send text messages to How are EM waves formed?
B. Establishing a purpose
somebody today? Have you What are the 2 types of fields that
for the lesson ever tried to cooking in a make up an EM waves?
(ELICIT)
microwave oven?
What is electromagnetic Discuss the 2 types of fields that
C. Presenting examples /
waves? make up an EM waves.
instances of the new
How can this waves become
lesson useful to us?
D. Discussing new Do a research to find out who Show video clip about the
concepts and practicing were the proponents on the electromagnetic spectrum.
new skills #1 formulation of EM Theory.
(ENGAGE)
E. Discussing new Do activity #1: How it came
concepts and practicing about…. The Electromagnetic
new skills #2(EXPLORE) Wave Theory
F. Developing Mastery Answering/Discussion on the
(Leads to Formative activity guide question.
Assessment)
(EXPLAIN)
What new insights/learning did
you get about our natural
G. Finding practical world? How did it change your
application of concepts view about light?
and skills in daily living
(ELABORATE)
H. Making Who are the scientist that
contribute to the development
generalizations and
of EM Theory?
abstractions about the What are their contributions?
lesson
I. Evaluating learning True or False:
(EVALUATE) 1. Faraday formulated the
principle behind
electromagnetic induction.
2. Oersted showed how
current carrying wire behaves
like a magnet.
3. Herts contributed in
developing equations showing
the relationship of electricity
and magnetism.
4. Maxwell demonstrated the
magnetic effect based on the
Do activity #1: How it came What can you infer about the
about…. The Electromagnetic video? Write the answers of the
Wave Theory students on the board and process
it while having discussion.
Answering/Discussion on the Discussion on how a magnetic
activity guide question. field arise from the presence of an
electric field and vice versa.
What new insights/learning did Example Problems: (Assume that
you get about our natural the waves propagate in a
world? How did it change your vacuum.)
view about light? 1. What is the frequency of radio
waves with wavelength of 20 m?
2. What is the frequency of light
waves with wavelength of 5 X 10-7
m?
Who are the scientist that What are the types of field that
contribute to the development make up an EM wave?
of EM Theory? How a magnetic field arise from
What are their contributions? the presence of a field and vice
versa?
True or False: Are these statements true? If not,
1. Faraday formulated the correct them.
principle behind 1. Electromagnetic waves transfer
electromagnetic induction. energy through vacuum.
2. Oersted showed how current 2. A wave is a disturbance that
carrying wire behaves like a transfers energy.
magnet. 3. Most EM waves are invisible
3. Herts contributed in and undetectable.
developing equations showing
the relationship of electricity
and magnetism.
4. Maxwell demonstrated the
magnetic effect based on the
 direction of current. direction of current.
Read and research for more Read and research for more List practical used of the
J. Additional activities for scientists who made significant scientists who made significant electromagnetic wave.
application or contributions in the contributions in the
remediation (EXTEND) development of the study on development of the study on
the EM Spectrum. the EM Spectrum.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on this
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 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 help me solve?
G. What innovation or localized materials
did I used/discover which I wish to share
with other teacher?

School EAST VILLAFLORES NATIONAL HIGH SCHOOL Grade Level 10

Teacher RONALYN D. BEJO Learning Area FORCE, MOTION AND ENERGY
 Teaching Dates and Time 1:00 – 2:00 P.M. Quarter 2nd

Daily Lesson Log

Teaching Dates and Time 8/ 20/ 18 (Monday) 8/ 21/ 18 (Tuesday) 8/ 22 18 (Wednesday) 8/ 23/ 18 (Thursday) 8/ 24/ 18 (Friday)
The learners should be able to: NINOY AQUINO SYMPOSIUM ON ANTI- The learners should be able to:
Identify the characteristics of EM Determine the production,
I. OBJECTIVES waves. DAY ILLEGAL DRUGS transmission and reception of BUWAN NG WIKA
PROGRAM & ARH radio waves. 2018
PROGRAM
A .Content Standards The learners demonstrate an understanding of: the different regions of the electromagnetic spectrum
B .Performance Standards None
C. Learning Competencies/ cite examples of practical applications of the different regions of EM waves, such as the use of radio waves in telecommunications; S10FE-IIcd-48
Objectives
II. CONTENT Electromagnetic Spectrum
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 121-122 p. 123
2. Learner’s Material Page pp. 149-151 pp. 152-154
3. Textbook Pages None None
4. Additional Materials from None None
learning Resource (LR)
Portal
IV. PROCEDURES
A. Reviewing previous lesson What are the types of EM What are the characteristics of
or presenting the new lesson waves? radio waves?
B. Establishing a purpose for
the lesson
(ELICIT)
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts Discuss the procedure of the Discuss the procedure of the
and practicing new skills #1 activity. activity.
(ENGAGE)
E. Discussing new concepts Activity: Now you go! Now you
and practicing new skills won”t! Activity: Sound Check!
#2(EXPLORE)

F. Developing Mastery Answer the development What might be the cause when
(Leads to Formative question in the activity. you sometimes hear static sound
Assessment)
 in your radio?
(EXPLAIN)
What can be done to resolve it?
G. Finding practical application Discussion on the radio waves
of concepts and skills in daily and its characteristics. Activity: Then there was sound…
living
(ELABORATE)
What are the characteristics of a How the radio waves does
H. Making generalizations and
radio waves? produced, received and
abstractions about the lesson
transmitted?
I. Evaluating learning List at least 3 characteristics of a How does a radio transmitter do?
(EVALUATE) radio waves.
Find out some disadvantages of Let the student research on the
J. Additional activities for
radio frequencies. negative effects of Low Frequency
application or remediation
(EXTEND)
Waves to people and to the
environment.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on this
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 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 help me solve?
G. What innovation or localized materials
did I used/discover which I wish to share
with other teacher?

School EAST VILLAFLORES NATIONAL HIGH SCHOOL Grade Level 10


Daily Lesson Log
Teaching Dates and Time
I. OBJECTIVES
A .Content Standards
B .Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Material Page
3. Textbook Pages
4. Additional Materials from
learning Resource (LR)
Portal
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
(ELICIT)
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
(ENGAGE)
E. Discussing new concepts
and practicing new skills
#2(EXPLORE)
Teacher RONALYN D. BEJO Learning Area FORCE, MOTION AND ENERGY
Teaching Dates and Time 1:00 – 2:00 P.M. Quarter 2nd
8/ 27/ 18 (Monday) 8/ 28/ 18 (Tuesday) 8/ 29/ 18 (Wednesday) 8/ 30/ 18 (Thursday) 8/ 31/ 18 (Friday)
NATIONAL HEROES The learners should be able to: The learners should be able to: Launching of OK in At least 75% of the
1. Describe infrared. 1. Describe ultraviolet rays. students should answer
DAY 2. Recognize importance and 2. Recognize some uses of DepEd the test.
uses of infrared. ultraviolet rays. 2nd PTA MEETING
1st CARD DAY
The learners demonstrate an understanding of: the different regions of the electromagnetic spectrum
None
cite examples of practical applications of the different regions of EM waves, such as the use of radio waves in telecommunications; S10FE-IIcd-48
Electromagnetic Spectrum Summative Test
pp. 124-126 pp. 127
pp. 157-159 pp. 161-162
None None
None None
Ask students to say Where can we use infrared?
something about radio
waves
Show computer mouse, Try to look at your arm. What
headphones keyboards. have you observed? (exposed
arm and not)
What can you say about Who among you here uses
these objects? How is it lotion?
related to our topic?
How can infrared radiation Why is it that you are using
be detected if cannot be lotion? What’s the purpose of
seen? putting lotion in your skin?
Activity: It’s Getting Hotter… Activity: Screen the UV out
F. Developing Mastery Answer the development Answer the development
(Leads to Formative question in the activity. question in the activity.
Assessment)
(EXPLAIN)
G. Finding practical application Discuss infrared, its Discuss the ultraviolet radiation
of concepts and skills in daily importance and uses. and its uses.
living
(ELABORATE)
What is the characteristics of How do you describe UV rays?
infrared? Where can UV rays be useful?
H. Making generalizations and
Is infrared important? In what
abstractions about the lesson
way?
Where can infrared be used?
I. Evaluating learning Administer the test
(EVALUATE)
J. Additional activities for Find out the advantages of Let the learners observe the
application or remediation infrared technology in effects of UV indoors and during a
(EXTEND) wireless communication. cloudy day.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on this
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 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 help me solve?
G. What innovation or localized materials
did I used/discover which I wish to share
with other teacher?

School EAST VILLAFLORES NATIONAL HIGH SCHOOL Grade Level 10

Daily Lesson Log Teacher RONALYN D. BEJO Learning Area FORCE, MOTION AND ENERGY
Teaching Dates and Time 1:00 – 2:00 P.M. Quarter 2nd
Teaching Dates and Time
I. OBJECTIVES
A .Content Standards
B .Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Material Page
3. Textbook Pages
4. Additional Materials from
learning Resource (LR)
Portal
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
(ELICIT)
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
(ENGAGE)
E. Discussing new concepts
and practicing new skills
#2(EXPLORE)
9/ 3/ 18 (Monday)
The learners should be able to:
1. Define reflection.
2. Compare the characteristics of
the image with the characteristics
of the actual object.
The learners demonstrate an understanding of: the images formed by the different types of mirrors and lenses
None
predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved mirrors and lenses; S10FE-IIg50
Light
2.1 Reflection of Light in Mirrors
pp. 136-137
pp. 173-175
None
None
Let the students answer pre
assessment found in LM10 pp.
169-172
What is the nature of light?
What is reflection?
Ask students to write the word
“AMBULANCE” in a sheet of paper
in the same manner as it is written
in the ambulance car. Ask them
also to bring the sheet in front of
the mirror and read the word
“AMBULANCE”.
Why is it that the word
“AMBULANCE” is written in that
way?
Activity: Mirror, mirror, on the
wall
9/ 4/ 18 (Tuesday) 9/ 5/ 18 (Wednesday) 9/ 6/ 18 (Thursday) 9/ 7/ 18 (Friday)
The learners should be able to: The learners should be able to:
SIP RE- 1. Compare the angle of reflection 1. Describe the image in the plane SUBMIT YES-O
ORIENTATION @ and the angle incidence. mirror. REPORT
2. State one of the laws of reflection. 2. Appreciate the reversal effect in @ DIV. OFFICE/LAC
MVW plane mirrors by writing laterally SESSION ON RPMS
inverted letters and words.
pp. 138-139 pp. 139-140
pp. 176-177 pp. 177-178
None None
None None
What is reflection? If the angle of incidence is 45⁰, what
How do you compare the reflected is the angle of reflection?
image from the real image?
Let students construct an alphabet
using a clear sheet of paper. Letters
should be written in capital letters.
Ask students to bring their
constructed alphabet in front of the
mirror and observed the letters.
List the letters that can be read
properly in front of the mirror.
Activity: angle of incidence vs. angle Activity: Mirror Left-Right Reversal
of reflection
F. Developing Mastery Answer the developmental Answer the developmental questions Answer the developmental
(Leads to Formative questions in the activity. in the activity. questions in the activity.
Assessment)
(EXPLAIN)
Draw the light rays on a plane Explain how light travels in a Show a girl combing her hair with
G. Finding practical application
mirror using the ray diagram and periscope. Diagram the light her left hand. What can you infer
of concepts and skills in daily
label the rays as incident and rays as these pass through the about the picture? How do you
living
reflected rays. periscope. Discuss further the results relate it to the word ambulance
(ELABORATE)
of the activity. written in a flipped manner?
Based on our activity, how do you How do you compare the angle of What is the image formed in the
H. Making generalizations and
define reflection? reflection and the angle incidence? plane mirror.
abstractions about the lesson
State one of the laws of reflection.
The entire two opposite walls in What is the angle of reflection if the If you stand in front of two adjacent
your room consist of plane angle of incidence is 20o angle? State large mirrors (at 90o angle), how
mirrors, how much larger will your the law that agrees your answer. many images will you see?
I. Evaluating learning
room seem to appear? If you place the number chat in front
(EVALUATE)
of the plane mirror, what numbers
will you read in the plane mirror
properly?
Let the students do a Research activity on why the laser Write letter to your loved one
J. Additional activities for
brainstorming activity on other light/ laser pointer should not be written in reverse and reading it
application or remediation
possible signage. Ask them to cite pointed directly on one’s eye. requires a plane mirror in front of it.
(EXTEND)
the relevance in the society.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on this
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 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 help me solve?
G. What innovation or localized materials
did I used/discover which I wish to share
with other teacher?

School EAST VILLAFLORES NATIONAL HIGH SCHOOL Grade Level 10

Daily Lesson Log Teacher RONALYN D. BEJO Learning Area FORCE, MOTION AND ENERGY
Teaching Dates and Time 1:00 – 2:00 P.M. Quarter 2nd
Teaching Dates and Time 9/ 10/ 18 (Monday) 9/ 11/ 18 (Tuesday) 9/ 12/ 18 (Wednesday) 9/ 13/ 18 (Thursday) 9/ 14/ 18 (Friday)
The learners should be able to: The learners should be able to: The learners should be able to: The learners should be able to: The learners should be able to:
Determine how the angle 1. Determine the location and 1. Determine the location and size Describe the images formed by Describe the images formed by
between two plane mirrors affects size of the image formed by plane of the image formed by plane concave and convex mirrors concave and convex mirrors
I. OBJECTIVES the number of image formed. mirrors. mirrors. through graphical method. through graphical method.
2. Compare the location and size 2. Compare the location and size
of images formed by concave of images formed by concave
mirror with convex mirror. mirror with convex mirror.
A .Content Standards The learners demonstrate an understanding of: the images formed by the different types of mirrors and lenses
B .Performance Standards None
C. Learning Competencies/ predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved mirrors and lenses; S10FE-IIg50
Objectives
Light
II. CONTENT
2.1 Reflection of Light in Mirrors
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 140-141 pp. 141-144 pp. 141-144 pp. 145-150 pp. 145-150
2. Learner’s Material Page pp. 178-179 pp. 182-186 pp. 182-186 pp. 200-208 pp. 200-208
3. Textbook Pages None None None None None
4. Additional Materials from None None None None None
learning Resource (LR)
Portal
IV. PROCEDURES
What relationship exists How the angle between two How the angle between two Review about concave mirror Review about concave
A. Reviewing previous
between the number of plane mirrors affects the plane mirrors affects the with convex mirror. mirror with convex mirror.
lesson or presenting the
images formed and the angle number of image formed. number of image formed.
new lesson between two mirrors?
What is your economic status Have you seen your image on Have you seen your image on Show picture of projector, Show picture of projector,
in life? Elicit answer from the
the two sides of clear spoon? the two sides of clear spoon? Camera ,Telescope, Camera ,Telescope,
students. What do you notice about What do you notice about your Magnifying Glass Magnifying Glass
B. Establishing a purpose
your image on each of the two image on each of the two sides
for the lesson sides of the spoon? of the spoon?
(ELICIT)
How will you compare your How will you compare your
image from the two side of image from the two side of the
the spoon? spoon?
Do you still have your Show spherical mirrors and Show spherical mirrors and What can you infer about the What can you infer about
C. Presenting examples /
allowance/money at this time? label them as concave and/or label them as concave and/or picture? What will be its the picture? What will be its
instances of the new
How much money do have convex mirror. convex mirror. relation to our topic? relation to our topic?
lesson now?

D. Discussing new
concepts and practicing
new skills #1 (ENGAGE)
E. Discussing new
concepts and practicing
new skills #2(EXPLORE)
Do you want to double or Pass around the mirrors so the
triple your money? students will be able to see
the difference between the
two in terms of shape and
images formed.
Activity: Who wants to be a Activity: image formed by
millionaire? curved mirrors
Pass around the mirrors so the
students will be able to see the
difference between the two in
terms of shape and images
formed.
Activity: image formed by
curved mirrors
Emphasized the accuracy of Emphasized the accuracy of
measurement of the focal measurement of the focal
point and center of curvature. point and center of
curvature.
Activity: Are you L-O-S-T after Activity: Are you L-O-S-T
reflection? after reflection?

F. Developing Mastery
(Leads to Formative
Assessment)
(EXPLAIN)
G. Finding practical
application of concepts
and skills in daily living
(ELABORATE)
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
(EVALUATE)
J. Additional activities for
application or
remediation (EXTEND)
Answer the developmental Answer the developmental Answer the developmental Answer the developmental Answer the developmental
questions in the activity. questions in the activity. questions in the activity. questions in the activity. questions in the activity.
Have you seen a lot of money Give additional information Give additional information Give sample problem. Give sample problem.
in your previous activity? about the image formed by about the image formed by
Discuss multiple images. curved mirrors. curved mirrors.
How the angle between two What is the size of the image What is the size of the image What is the image formed by What is the image formed
plane mirrors affects the formed by plane mirrors? formed by plane mirrors? concave and convex mirror? by concave and convex
number of image formed. mirror?
Compare the size of images Compare the size of images
formed in concave mirror with formed in concave mirror with
that of convex mirror. that of convex mirror.
How much image will be 1. A man 1.30-m tall stands 1. A man 1.30-m tall stands 1. An object is placed 33.7 cm
1. An object is placed 33.7
formed with the ff. angle 5.20 meters from a concave 5.20 meters from a concave from the convex mirror with a
cm from the convex mirror
40⁰, 25⁰, 65⁰ mirror. If the image could be mirror. If the image could be focal length of 10.7 cm. with a focal length of 10.7
formed on a screen 15.0 cm formed on a screen 15.0 cm Determine the image
cm. Determine the image
from the mirror, what is the from the mirror, what is the distance. 2. A 7.0-cm tall light
distance.
size of the image? size of the image? bulb is placed a distance of
2. A 7.0-cm tall light bulb is
2. What is the focal length of 2. What is the focal length of 37.5 cm from a convex mirror
placed a distance of 37.5
the mirror in no. 1? the mirror in no. 1? having a focal length of -12.5
cm from a convex mirror
cm. Determine the image having a focal length of -
distance and the image size.
12.5 cm. Determine the
image distance and the
image size.
Brainstorming activity on the Cite application of concave Cite application of concave and Concept map making on the Concept map making on the
application of reflection of and convex mirror. convex mirror. difference of the images difference of the images
light in mirrors as in hallways, formed on a concave mirror formed on a concave mirror
parlors, etc. and convex mirror. and convex mirror.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on this
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 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 help me solve?
G. What innovation or localized materials
did I used/discover which I wish to share
with other teacher?