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School: JOSEPHINE F.

KHONGHUN SPECIAL EDUCATION CENTER Grade Level: VI


GRADES 1 to 12 Teacher: LULU BELLE B. PADRIQUE Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: JULY 2-6, 2018 Quarter: 1st QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learners demonstrate understanding of different techniques to


separate mixtures

B. Performance Standards The learners should be able to separate desired materials from
common and local products
C. Learning
Tell benefits of separating mixtures from products in the Presentation of Outputs and Critiquing
Competencies/Objectives
community. S6MT-I-g-j-3

Ways on how separating mixtures


like in food production/preparation
Ways on how separating mixtures like in
II. CONTENT / TOPIC benefit the community
preparation of herbal medicines

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials

IV. PROCEDURES

Leaners recall earners review the Leaners recall the Learners review
A. Reviewing previous lesson or the benefits of previous activities benefits in the the previous
presenting the new lesson mining and done by the group community of food activities done by
quarrying to about the problem production/preparati the group about
the community. given on. the given problem
on preparation of
herbal medicine.

Show a picture of a woman licit responses on experiences of Ask learners if what they know about
cooking. Ask learners the learners about their interview preparation of herbal medicines.
things that they can recall on about the given assignment. sk the learners for additional information they gained in their
B. Establishing a purpose for the the processes that their assignment about other benefits of herbal medicine preparation
lesson mothers do in cooking a dish pertaining to separation of mixtures.
in relation with separation of
mixtures.

Present some processes you Show learners some home-made and


know about separating commercial herbal medicines. Ask
C. Presenting examples/ mixtures involved in food them some ways on separating
instances of the new lesson production/preparation. mixtures related to the preparation of
these kinds of medicines.

Present the scenario or earners meet the team again to Present of scenario or problem to be earners meet the team again to further analyze the problem given to
problem to be solved by the further analyze the problem given solved by the learners (Problem-Based them and infuse ideas gained from their research (assignment) about
D. Discussing new concepts and learners (Problem-Based to them and infuse ideas gained Learning). See Activity Sheet 9.2 other benefits of herbal medicine preparation and others.
practicing new skills #1 Learning). See Activity Sheet from the interview.
9.1

Debrief the problem through Debrief the problem through questions of teacher about what
questions of teacher about what happened in solving the problem/scenario including the issues that the
E. Discussing new concepts and happened in solving the group faced.
practicing new skills #2 problem/scenario including the
issues that the group faced.

Analyze and discuss the answers of Analyze and discuss the answers of the groups about the
F. Developing mastery the groups about the scenario/problem.
(leads to formative assessment ) scenario/problem.

G. Finding practical applications Analyze and discuss the answers of the


of concepts and skills in daily groups about the scenario/problem.
living
H. Making generalization and
abstraction about the lesson
I. Evaluating learning
Learners will have time to Additional researches on the benefits
validate their answers through of the different processes involving
interview their mothers or separating mixtures can help make a
J. Additional activities for other people on how to cook ginger herbal tea and its importance to
application / remediation the mentioned dish in the the community.
problem/scenario.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done :

Pa Fail ML T Pa Fail ML T Pa Fail ML T Pa Fail ML T


sse ed sse ed sse ed sse ed
V. REMARKS
d d d d
M M M M
MR MR MR MR
IAP IAP IAP IAP
GC GC GC GC
S S S S
VI. REFLECTION
______ of Learners who ______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who earned 80% above
A. No. of learners who earned
earned 80% above 80% above above
80% in the evaluation
______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who require additional activities for remediation
B. No. of learners who require
require additional activities additional activities for additional activities for remediation
additional activities for
for remediation remediation
remediation
C. Did the remedial lessons work ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
? No. of learners who have ______ of Learners who ______ of Learners who caught up ______ of Learners who caught up the ______ of Learners who caught up the lesson
caught up with the lesson caught up the lesson the lesson lesson
______ of Learners who ______ of Learners who continue ______ of Learners who continue to ______ of Learners who continue to require remediation
D. No. of learners who continue
continue to require to require remediation require remediation
to require remediation
remediation
Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well:
well: ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
___ Socratic Questioning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Game-Based Learning ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture Demonstrations
___ Interactive Lecture Demonstrations Demonstrations The activity can be a classroom experiment, a survey, a simulation or
Demonstrations The activity can be a classroom The activity can be a classroom an analysis of secondary data.
The activity can be a experiment, a survey, a simulation experiment, a survey, a simulation or ___Cooperative Learning
classroom experiment, a or an analysis of secondary data. an analysis of secondary data. ___Jigsaws
E. Which of my teaching
survey,a simulation or an ___Cooperative Learning ___Cooperative Learning ___Gallery Walks
strategies worked well ? Why
analysis of secondary data. ___Jigsaws ___Jigsaws ___Fieldtrips
did this work ?
___Cooperative Learning ___Gallery Walks ___Gallery Walks ___Making notes from book
___Jigsaws ___Fieldtrips ___Fieldtrips ___Use of internet/audio visual presentation
___Gallery Walks ___Making notes from book ___Making notes from book ___Text books
___Fieldtrips ___Use of internet/audio visual ___Use of internet/audio visual ___Investigations
___Making notes from book presentation presentation ___Models
___Use of internet/audio ___Text books ___Text books ___Demonstrations
visual presentation ___Investigations ___Investigations Other Techniques and Strategies used:
___Text books ___Models ___Models ___Manipulative Tools
___Investigations ___Demonstrations ___Demonstrations ___Pair Work
___Models Other Techniques and Strategies Other Techniques and Strategies used: ___ Explicit Teaching
___Demonstrations used: ___Manipulative Tools ___ Group collaboration
Other Techniques and ___Manipulative Tools ___Pair Work ___ Carousel
Strategies used: ___Pair Work ___ Explicit Teaching ___ Diads
___Manipulative Tools ___ Explicit Teaching ___ Group collaboration ___ Differentiated Instruction
___Pair Work ___ Group collaboration ___ Carousel ___ Discovery Method
___ Explicit Teaching ___ Carousel ___ Diads ___ Lecture Method
___ Group collaboration ___ Diads ___ Differentiated Instruction Why?
___ Carousel ___ Differentiated Instruction ___ Discovery Method ___ Complete IMs
___ Diads ___ Discovery Method ___ Lecture Method ___ Availability of Materials
___ Differentiated Instruction ___ Lecture Method Why? ___ Pupils’ eagerness to learn
___ Discovery Method Why? ___ Complete IMs ___ Group member’s collaboration/cooperation in doing their tasks
___ Lecture Method ___ Complete IMs ___ Availability of Materials ___ Audio Visual Presentation of the lesson
Why? ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Complete IMs ___ Pupils’ eagerness to learn ___ Group member’s
___ Availability of Materials ___ Group member’s collaboration/cooperation in doing
___ Pupils’ eagerness to learn collaboration/cooperation in doing their tasks
___ Group member’s their tasks ___ Audio Visual Presentation of the
collaboration/cooperation in ___ Audio Visual Presentation of lesson
doing their tasks the lesson
___ Audio Visual Presentation
of the lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
F. What difficulties did my
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
principal or supervisor can help
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
me solve ?
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:


__Contextualized/ Localized __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and Indigenized IM’s
and Indigenized IM’s Indigenized IM’s Indigenized IM’s __ Localized Videos
__ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from
G. What innovation or localized
__ Making big books from __ Making big books from __ Making big books from views of the locality
materials did I use/discover
views of the locality views of the locality views of the locality __ Recycling of plastics to
which I wish to share with
__ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to be used as Instructional Materials
other teachers ?
be used as Instructional be used as Instructional be used as Instructional Materials __ local poetical composition
Materials Materials __ local poetical composition
__ local poetical composition __ local poetical composition
I. OBJECTIVES
The learners demonstrate understanding of…
 the organisms as having feedback mechanisms, which are coordinated by
A. Content Standards
the nervous, endocrine, and reproductive systems.
 how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive.
The learners…
B. Performance Standards create a campaign advertising video about the common and effective contraceptive measures used in family
planning, in line with the Reproductive Health Law.

Specifically:
C. Learning Competencies/ 1. determine the different disorders of the endocrine system;
Objectives LC code for each
2. evaluate case studies of different people by considering the symptoms; and
3. recognize ways on how to cope up with the difficulties brought by endocrine disorders.
II. CONTENT EFFECTS OF HORMONES IN THE BODY
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages p. 179
2. Learners Guide Pages pp. 244-246
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)Portal
B. Other Learning Resources
IV. PROCEDURES

Part 1. Conduct a simple review about the different endocrine glands. Use quick drawings to help them remember each gland and its
function.

A. Reviewing previous lesson or


presenting the new lesson

1. 2. 3. 4
5. 6. 7. 8.

9.

Emphasize to the students that if the endocrine glands are normal, their purpose will be served. However, there are times
wherein, there is hormonal imbalance. The effects of this are endocrine disorders.

B. Establishing a purpose for the


lesson

Hold a picture of a midget and the very tall man.


Ask for student’s observations.
C. Presenting examples/instances of the new lesson Explain to them that we may find these images to be different, strange and even funny. But when we understand that
differences people have, may be caused by the person’s hormones, we can understand why they look different. The topic
about hormonal imbalance can now be introduced.
D. Discussing new concepts and Students will do Activity 5 What Went Wrong? P. 245-246 of the Learners Materials but will a slight modification in
practicing new skills #1 the activity.

Each group will evaluate case histories on each of different people.


E. Discussing new concepts and Instruction: Your job is to consider the symptoms of each person and then to state in your opinion the endocrine
practicing new skills #2 gland and hormone involved, and the potential name of disorder.
F. Developing mastery (Leads to Students will present their output.
Assessment 3)
On the board, make two columns. On the left, write: goiter, midget/gigantism, and diabetes. On the right, have the students
come up with a list of ways these dysfunctions can affect a person’s life. Ask students to be specific and give lots of
examples or scenarios. For instance, will they be teased by others, will they have difficulties finding clothing, homes, jobs,
G. Finding practical applications of concepts and skills will they have difficulty in school or with their health? Students need to tell suggestions ways on how to cope with the
in daily living difficulties.
KEY CONCEPTS:
Hormones affect various processes in the body as they regulate and balance the functioning of organs, tissues, and cells.
H. Making generalizations and Hormones have great impact on your growth, appearance, emotions, and reproductive functions. These determine whether
abstraction about the or not you develop disorders such as diabetes, thyroid disease, growth disorders, or sexual dysfunction. Hormones act in
lesson very small amounts. An increase or decrease in hormonal levels may result in body disorder due to hormonal imbalance.

Complete the ff. table.

NAME OF THE AFFECTED HORMONE EFFECTS/PHYSICAL


DISORDER GLAND OF THE RESPONSIBLE MANIFESTATIONS OF
ENDOCRINE FOR THE THE DISEASE
DISORDER
Diabetes __________ Insulin High blood sugar level
__________ Thyroid gland thyroxin Swelling of the neck
I. Evaluate learning Dwarfism ___________ oxytocin midget
J. Additional activities for
application or remediation
1. Make a 2-page detailed written research about Diabetes.
V. ASSIGNMENT
2. Be ready to share to the class your researched work.

VI. REMARKS

VII. REFLECTION

Grade Level/ Section


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 work 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 can share with
other teachers?