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

B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(leads to formative assessment )
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalization and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for
application / remediation
Show a picture of a woman
cooking. Ask learners the
things that they can recall on
the processes that their
mothers do in cooking a dish
in relation with separation of
mixtures.
Present some processes you
know about separating
mixtures involved in food
production/preparation.
Present the scenario or
problem to be solved by the
learners (Problem-Based
Learning). See Activity Sheet
9.1
Learners will have time to
validate their answers through
interview their mothers or
other people on how to cook
the mentioned dish in the
problem/scenario.
licit responses on experiences of
learners about their interview
about the given assignment.
earners meet the team again to
further analyze the problem given
to them and infuse ideas gained
from the interview.
Debrief the problem through
questions of teacher about what
happened in solving the
problem/scenario including the
issues that the group faced.
Analyze and discuss the answers of
the groups about the
scenario/problem.
herbal medicine.
Ask learners if what they know about
preparation of herbal medicines.
sk the learners for additional information they gained in their
assignment about other benefits of herbal medicine preparation
pertaining to separation of mixtures.
Show learners some home-made and
commercial herbal medicines. Ask
them some ways on separating
mixtures related to the preparation of
these kinds of medicines.
Present of scenario or problem to be earners meet the team again to further analyze the problem given to
solved by the learners (Problem-Based them and infuse ideas gained from their research (assignment) about
Learning). See Activity Sheet 9.2 other benefits of herbal medicine preparation and others.
Debrief the problem through questions of teacher about what
happened in solving the problem/scenario including the issues that the
group faced.
Analyze and discuss the answers of the groups about the
scenario/problem.
Analyze and discuss the answers of the
groups about the scenario/problem.
Additional researches on the benefits
of the different processes involving
separating mixtures can help make a
ginger herbal tea and its importance to
the community.
 Lesson to be continued :
Lesson done :
Pa Fail ML T Pa
sse ed
V. REMARKS
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M M
MR
IAP
GC
S S
VI. REFLECTION
______ of Learners who
A. No. of learners who earned
earned 80% above
80% in the evaluation
______ of Learners who
B. No. of learners who require
require additional activities
additional activities for
for remediation
remediation
C. Did the remedial lessons work ______Yes ______No
? No. of learners who have ______ of Learners who
caught up with the lesson caught up the lesson
______ of Learners who
D. No. of learners who continue
continue to require
to require remediation
remediation
Strategies used that work
well:
___ Socratic Questioning
___ Game-Based Learning
___ Interactive Lecture
Demonstrations
The activity can be a
classroom experiment, a
E. Which of my teaching
survey,a simulation or an
strategies worked well ? Why
analysis of secondary data.
did this work ?
___Cooperative Learning
___Jigsaws
___Gallery Walks
___Fieldtrips
___Making notes from book
___Use of internet/audio
visual presentation
___Text books
Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done :
Fail ML T Pa Fail ML T Pa Fail ML T
sse ed sse ed sse ed
d d
M M
MR MR MR
IAP IAP IAP
GC GC GC
S S
______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who earned 80% above
80% above above
______ of Learners who require ______ of Learners who require ______ of Learners who require additional activities for remediation
additional activities for additional activities for remediation
remediation
______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who caught up ______ of Learners who caught up the ______ of Learners who caught up the lesson
the lesson lesson
______ of Learners who continue ______ of Learners who continue to ______ of Learners who continue to require remediation
to require remediation require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture Demonstrations
Demonstrations Demonstrations The activity can be a classroom experiment, a survey, a simulation or
The activity can be a classroom The activity can be a classroom an analysis of secondary data.
experiment, a survey, a simulation experiment, a survey, a simulation or ___Cooperative Learning
or an analysis of secondary data. an analysis of secondary data. ___Jigsaws
___Cooperative Learning ___Cooperative Learning ___Gallery Walks
___Jigsaws ___Jigsaws ___Fieldtrips
___Gallery Walks ___Gallery Walks ___Making notes from book
___Fieldtrips ___Fieldtrips ___Use of internet/audio visual presentation
___Making notes from book ___Making notes from book ___Text books
___Use of internet/audio visual ___Use of internet/audio visual ___Investigations
presentation presentation ___Models
___Text books ___Text books ___Demonstrations
___Investigations ___Investigations Other Techniques and Strategies used:
___Models ___Models ___Manipulative Tools
 ___Investigations
___Models
___Demonstrations
Other Techniques and
Strategies used:
___Manipulative Tools
___Pair Work
___ Explicit Teaching
___ Group collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation in
doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
F. What difficulties did my
__ Unavailable Technology
principal or supervisor can help
Equipment (AVR/LCD)
me solve ?
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized
and Indigenized IM’s
__ Localized Videos
G. What innovation or localized
__ Making big books from
materials did I use/discover
views of the locality
which I wish to share with
__ Recycling of plastics to
other teachers ?
be used as Instructional
Materials
__ local poetical composition
___Demonstrations
Other Techniques and Strategies
used:
___Manipulative Tools
___Pair Work
___ Explicit Teaching
___ Group collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation in doing
their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
___Demonstrations ___Pair Work
Other Techniques and Strategies used: ___ Explicit Teaching
___Manipulative Tools ___ Group collaboration
___Pair Work ___ Carousel
___ Explicit Teaching ___ Diads
___ Group collaboration ___ Differentiated Instruction
___ Carousel ___ Discovery Method
___ Diads ___ Lecture Method
___ Differentiated Instruction Why?
___ Discovery Method ___ Complete IMs
___ Lecture Method ___ Availability of Materials
Why? ___ Pupils’ eagerness to learn
___ Complete IMs ___ Group member’s collaboration/cooperation in doing their tasks
___ Availability of Materials ___ Audio Visual Presentation of the lesson
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation in doing
their tasks
___ Audio Visual Presentation of the
lesson
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations:
__Contextualized/ Localized and __Contextualized/ Localized and Indigenized IM’s
Indigenized IM’s __ Localized Videos
__ Localized Videos __ Making big books from
__ Making big books from views of the locality
views of the locality __ Recycling of plastics to
__ Recycling of plastics to be used as Instructional Materials
be used as Instructional Materials __ 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

B. Establishing a purpose for the
lesson
C. Presenting examples/instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Assessment 3)
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.
Hold a picture of a midget and the very tall man.
Ask for student’s observations.
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.
Students will do Activity 5 What Went Wrong? P. 245-246 of the Learners Materials but will a slight modification in
the activity.
Each group will evaluate case histories on each of different people.
Instruction: Your job is to consider the symptoms of each person and then to state in your opinion the endocrine
gland and hormone involved, and the potential name of disorder.
Students will present their output.
 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?