School CANDON NATIONAL HIGH SCHOOL Grade 12

Level
GRADE 1 to 12 Teacher ELSA BISWELAN Learning GENERAL BIOLOGY 2
DAILY LESSON LOG Area
Teaching Dates and April 17-21, 2022 (1:00 PM-4:00 PM) Semester Second
Time

SESSION 1 SESSION 2 3rd Periodical Exam Holiday

I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding how the structural and developmental characteristics and relatedness of DNA
sequences, characteristics of a specific taxon relative to other taxa and species diversity and cladistics.

B. Performance Standard The learner shall be able to make simple dichotomous key, phylogenetic tree and cladogram.

C. Learning The learner… The learner…

Competency/Objectives
Explain evolutionary relationship Explain evolutionary relationship
based on phylogeny and cladistics based on taxonomy

II. CONTENT
Phylogeny and cladistics Taxonomy
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages pp.213-222 pp. 224-231
2. Learner’s Material Pages pp.223 pp. 232
3. Textbook Pages
4. Additional Materials from Faltaldo. et al. General Biology. Faltaldo. et al. General Biology.
Learning Resources Quezon City: Lorimar Quezon City: Lorimar
PROCEDURES
A. Before the lesson Request five (5) learners to present Request five (5) learners to present
1. Elicit topics discussed last meeting. topics discussed last meeting.
Another five (5) learners tell the Another five (5) learners tell the
relevance of these previous topics. relevance of these previous topics.
2. Engage Show a video presentation from Show a video presentation from
YouTube on phylogeny and YouTube on taxonomy. Ask the
cladistics Ask the learners the learners the following questions:
following questions: 1. How do you feel after watching

1

B. Lesson Proper
1. Explore
2. Explain
C. After the lesson
1. Elaborate
2. Extend
3. Evaluate
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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 this work?
1. How do you feel after
watching the video clip?
Do you understand the
importance phylogeny and
cladistics ?
Create four groups and let the
learners describe the importance of
phylogeny and cladistics.
The leader for each group will share
to class the relevance of phylogeny
and cladistics. Use T.E.A.C.H.
method in teaching the subject.
Show a PowerPoint presentation on
the topic on phylogeny and
cladistics.
Ask the learners to apply their
learning in new actual situation.
Ask each learner to make a
connection of their new learning to
their daily life.
Ask students to generalize
regarding their new learnings.
Make a simple cladograms to show
the evolutionary relationship among
organism.
179
none
yes
None
None
the video clip?
Do you understand the
importance of taxonomy?
Create four groups and let the
learners describe the importance of
the taxonomy.
The leader for each group will share
to class the relevance of taxonomy.
Use T.E.A.C.H. method in teaching
the subject.
Show a PowerPoint presentation on
the topic on taxonomy.
Ask the learners to apply their
learning in new actual situation.
Ask each learner to make a
connection of their new learning to
their daily life.
Ask students to generalize regarding
their new learnings.
Construct a dichotomous key to show
the distinctive characteristics among
organisms.
2
 F. What difficulties did I encounter none
which my principal or supervisor
can help me solve?
G. What innovation or localized None
materials did I use/discover which
I wish to share with other
teachers?

Prepared by: Checked by: Approved by:

ELSA B. BISWELAN FIDEL T. WIGAN, JR. ALEJANDRO F. HABOC JR.

SHS-Teacher III Assistant School Principal II School Principal III
School CANDON NATIONAL HIGH SCHOOL Grade 11
Level
GRADE 1 to 12 Teacher ELSA BISWELAN Learning Physical Science
DAILY LESSON LOG Area
Teaching Dates and March 6-10, 2022 (8:30-9:30 AM, 1:00- Semester Second
Time 2:00,3:00-4:00 PM)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

IV. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the polarity of chemical bonds between atoms using the concept of
electronegativity differentiate polar and nonpolar bonds.

B. Performance Standard The learner shall be able to show the polarity of chemical bonds between atoms using the concept of electronegativity
differentiate polar and nonpolar bonds.

C. Learning Determine the polarity Familiarize with the Explain how polarity of bonds
Competency/Objectives Define polar and of chemical bonds different molecular and molecular geometry affects
nonpolar bonds. between atoms using shapes the polarity of
Differentiate polar and the concept of molecules.
nonpolar bonds. Electronegativity.

D. CONTENT Polarity of chemical Molecular shapes Molecular Geometry

Polar and non-polar
Bonds
E. LEARNING RESOURCES

B. References
1. Teacher’s Guide Pages pp.213-222 pp. 224-231 pp.213-222 pp. 224-231
2. Learner’s Material Pages pp.223 pp. 232 pp.223 pp. 232
3. Textbook Pages
3
 4. Additional Materials from Faltaldo. et al. Faltaldo. et al. General Faltaldo. et al. General Biology. Faltaldo. et al. General Biology.
Learning Resources General Biology. Biology. Quezon City: Quezon City: Lorimar Quezon City: Lorimar
Quezon City: Lorimar Lorimar
PROCEDURES
D. Before the lesson Request five (5) Request five (5) learners Request five (5) learners to Request five (5) learners to
3. Elicit learners to present to present topics present topics discussed last present topics discussed last
topics discussed last discussed last meeting. meeting. Another five (5) meeting. Another five (5) learners
meeting. Another five Another five (5) learners learners tell the relevance of tell the relevance of these
(5) learners tell the tell the relevance of these previous topics. previous topics.
relevance of these these previous topics.
previous topics.
4. Engage Show a video Show a video Show a video presentation from Show a video presentation from
presentation from presentation from YouTube on fermentation. Ask YouTube the products of
YouTube on polar and YouTube the products the learners the following fermentation. Ask the learners
non polar. Ask the of fermentation. Ask the questions: the following questions:
learners the following learners the following 3. How do you feel after 3. How do you feel after
questions: questions: watching the video clip? watching the video clip?
2. How do you feel 2. How do you feel 1. Do you understand its 1. Do you understand its
after watching after watching importance to the body? importance to the body?
the video clip? the video clip?
Do you Do you
understand its understand its
importance to importance to
the body? the body?
E. Lesson Proper Create four groups and Create four groups and Create four groups and let the Create four groups and let the
3. Explore let the learners let the learners describe learners describe the importance learners describe the importance
describe the the importance of the of fermentation. of the products of fermentation.
importance of atoms. products of
fermentation.
4. Explain The leader for each The leader for each The leader for each group will The leader for each group will
group will share to group will share to class share to class the relevance of share to class the relevance of
class the relevance of the relevance of fermentation. Use T.E.A.C.H. products of fermentation. Use
atoms. Use T.E.A.C.H. products of method in teaching the subject. T.E.A.C.H. method in teaching
method in teaching the fermentation. Use the subject.
subject. T.E.A.C.H. method in
teaching the subject.
F. After the lesson Show a PowerPoint Show a PowerPoint Show a PowerPoint presentation Show a PowerPoint presentation
4. Elaborate presentation on the presentation on the on the topic on fermentation. on the topic on fermentation.
topic on atoms. topic on fermentation.
5. Extend Ask the learners to Ask the learners to Ask the learners to apply their Ask the learners to apply their
apply their learning in apply their learning in learning in new actual situation. learning in new actual situation.
new actual situation. new actual situation.

4
 Ask each learner to make a Ask each learner to make a
Ask each learner to Ask each learner to connection of their new learning connection of their new learning
make a connection of make a connection of to their daily life. to their daily life.
their new learning to their new learning to
their daily life. their daily life. Ask students to generalize Ask students to generalize
regarding their new learnings. regarding their new learnings.
Ask students to Ask students to
generalize regarding generalize regarding
their new learnings. their new learnings.
6. Evaluate Illustrate the Illustrate the Illustrate the importance of Illustrate the importance of
importance of importance of fermentation. fermentation.
fermentation. fermentation.
Name the compounds produced Name the compounds produced
Write the symbol of Name the compounds at the end of the fermentation. at the end of the fermentation.
following elements. produced at the end of
the fermentation. List the steps of fermentation

List the steps of

fermentation
V. REMARKS
VI. REFLECTIONS 179
H. No. of learners who earned 80% in
the evaluation
I. No. of learners who require none
additional activities for remediation
who scored below 80%

J. Did the remedial lessons work? No. yes

of learners who have caught up with
the lesson
K. No. of learners who continue to None
require remediation
L. Which of my teaching strategies None
worked well? Why did this work?
M. What difficulties did I encounter none
which my principal or supervisor
can help me solve?
N. What innovation or localized None
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Approved by:

ELSA B. BISWELAN FIDEL T. WIGAN, JR. ALEJANDRO F. HABOC JR.

SHS-Teacher III Assistant School Principal II School Principal III

5
 GRADE 1 -12 CANDON NATIONAL HIGH
School Grade Level 11 HUMSS 3, 8, ICT & IA
DAILY LESSON LOG SCHOOL
Teacher ELSA B. BISWELAN Learning Area PHYSICAL SCIENCE
Teaching
March 6-10, 2022 (11:00 – Quarter/
Dates and 3rd QUARTER/ SECOND SEMESTER
12:00,2:00-3:00 PM Semester
Time

SESSION 1 SESSION 2 HOLIDAY SESSION 3

I. OBJECTIVES
A. Content The learner demonstrates an understanding of the polarity of chemical bonds between atoms using the concept of
Standards electronegativity differentiate polar and nonpolar bonds.
B. Performance
Standards
Determine the polarity of Familiarize with the different Explain how polarity
C. Learning Define polar and nonpolar
chemical bonds between molecular shapes of bonds and
bonds.
Competencies/Objec atoms using the concept of molecular geometry
Differentiate polar and nonpolar
tives bonds.
Electronegativity. affects the polarity of
molecules.

II. CONTENT Polar and non-polar Polarity of chemical Bonds Molecular shapes Molecular Geometry
III. LEARNING
RESOURCES
A. References
Teacher’s Guide Pages pp. 201-210
Learner’s Materials
pages
Textbook pages
Additional Materials Physical Science quarter 3 Module 2, Lesson 1 & 2
from Learning
Resource (LR) portal
IV. PROCEDURES
A. Reviewing Introduce the new lesson on Review the previous lesson: Review the previous lesson:
6
previous lesson or DIFFERENT ORGAN SYSTEM Introduce the new lesson on Introduce the new lesson on the
presenting the new different organ systems of characteristics of the different
lesson representative. organ systems
The learners will read verbatim The learners will read verbatim
B. Establishing a
the objectives of the lesson. The learners will read the objectives of the lesson.
purpose for the verbatim the objectives of the
lesson lesson.
Present an organ is a complex The learners will identify the The learners will functional
structure within the body. It has characteristics of the relationships of the different organ
C. Presenting
a special job or jobs to do. different organ systems of systems in ensuring animal
examples/instance The body system is a group of representative survival.
s of the new lesson parts that work together to serve
a common purpose.
D. Discussing new Show a picture and identify the Discussion on different organ Discussion on unique anatomic
concepts and different organs system systems of representative structure consisting of groups of
practicing new tissues that work in concert to
skills #1 perform specific function.
E. Discussing new Discussion on the different Discussion on Discussion on functional
concepts and organs system of representative relationships of the different organ
practicing new Animals. systems in ensuring animal
skills #2 survival.
Individual activity: Individual activity: Individual activity:
F. Developing
Name what kind of organ system Match the body function with Complete the table below by
Mastery is in the picture. Choose your the body system. Choose the listing the body systems that
(Leads to Formative answer in the box below. letter of your answer. interact together for each
Assessment) scenario described.
G. Finding Call random learners by Group: Call random learners: Call random learners:
practical How can you describe the Which organ system do you Which organ system do you think
applications of different organs system of think is the most interesting? is the most important function in
concepts and skills representative Animals. Why? your body? Why?
in daily living
Call random learners by Group: Call random learners by Call random learners by Group:
The learners will give Group: The learners will give
H. Making generalization on the different The learners will give generalization on functional
generalizations organs system of representative generalization on the relationships of the different organ
and abstractions Animals. characteristics of the systems in ensuring animal
about the lesson different organ systems of survival.
representative

7
 Complete the crossword puzzle
Organ System of an Animal
I. Evaluating
Body. Write your answer in your
learning activity notebook
Call random learners: Call random learners:
Answer the 10 questions Complete the table by writing the
Choose the letter of the best relationship of the given organ to
answer. the different organs of the body.

J. Additional activities Quarter 2, Module 6- lesson 1 Quarter 2, Module 6- lesson 2 Quarter 2, Module 7
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who 105
earned 80% on the
formative assessment
B. No. of learners who none
require additional
activities for
remediation
C. Did the remedial none
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of students who None
continue to require
remediation
E. Which of my teaching None
strategies worked
well? Why did these
work?
F. What difficulties did I none
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or None
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by: Checked by: Approved by:

ELSA B. BISWELAN FIDEL T. WIGAN, JR. ALEJANDRO F. HABOC JR.

SHS-Teacher III Assistant School Principal II School Principal III