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School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10

Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE


Lesson Log
Teaching Dates and June 4 - June 8, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning Learners be able to describe the Learners will describe the
Competencies/Objectives distribution of active volcanoes, different types of plate
earthquake epicentres and major boundaries.
Write the LC code for each.
mountain belts. S9ES-Ia-j-36.2
S9ES-Ia-j-36.1
PLATE TECTONICS DISTRIBUTION OF DIFFERENT TYPES OF DIFFERENT TYPES OF PLATE
VOLCANOES, EARTHQUAKE PLATE BOUNDARIES BOUNDARIES
II. CONTENT
EPICENTERS & MOUNTAIN
RANGES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 3 – 7 pp. 8 – 12 pp.13 - 19
2. Learner’s Material pages pp. 3 – 7 pp. 9 – 13 pp. 14 - 20
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources POWERPOINT FROM POWERPOINT FROM
INTERNET SOURCE INTERNET SOURCE
IV. PROCEDURES
A. Reviewing previous lesson or Discuss why we have formation of Introduce to the class the concept The students will be provided
presenting the new lesson. volcanoes, mountain ranges, rift about the relationship among the discussion on the different types
valleys on the different parts of the locations of volcanoes, earthquake of plate’s movements and they
*ENGAGE
world. epicentres and mountain ranges will interact as to what possible
landmark will result on those
types of movements
B. Establishing a purpose for the What are the possible reason of the The students will be given a map and The students will realize that Earth’s
lesson movements of the Earth’s layer/crust will determine based on the given crust are moving and behave in
and what will be the possible effects legend how the different different manner and that some types
*EXPLORE of these movements geographical landforms were formed of geographical land transformations
and distributed on the different will exist or happen
locations
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and Explain the factors why do plate Discuss the importance of the Explain to the class the three
practicing new skills #1 tectonics happen, and the effect of distribution of the different kinds of plate boundaries and
the convection current underneath landforms of volcanoes, mountain its movement: the divergent,
*EXPLAIN
which causes the crust to move and ranges and valleys, the epicentre convergent and transform
changing the appearance of the location so that students will boundaries
landmass understand how to prepare
whenever volcanic eruptions occur
or when an earthquake happens
E. Discussing new concepts and Present a graphical presentation of Discuss further that the places where Convergent boundaries are two Transform or fault boundaries are two
practicing new skills #2 the Earth’s interior and discuss the most of the earthquakes originated plate where the movement is plates that slip fast each other which
components of the layers of the and some mountains and volcanoes meeting each other and this will create fault lines. Plates are
*ELABORATE
Earth so as the students will were formed determines the creates mountain ranges. composed of two types, continental
understand the properties of each boundaries of each lithospheric Divergent boundaries are two and oceanic. Several other
layer plate. plates that split apart which in transformations will also happen in the
turn creates rift valleys oceanic plates
F. Developing mastery Recall and ask the students some Evaluate the students learning what Present different sample pictures of
(Leads to Formative Assessment reasons why the Earth’s layer is they had understood of the land/geographic landmass that show
constantly changing, what drives this distribution of the different land different effects of the different plate
3)
changes and what will happen to the transformations that can be found on boundaries and let the students
*EVALUATE Earth’s layer after thousands of the different parts of the world. determine what boundaries it
years to come represents
G. Finding practical applications The students will appreciate their The students will realize that
of concepts and skills in daily understanding of the creations of because of these movements of
volcanoes, mountain ranges and the plates, several types of
living
knowing the epicentre of an landmass will happen to
*EVALUATE earthquake so that when incidents transforms from its original
happen like an earthquake or state, they will further
volcanic eruption, they can manage understand the possible effects
to prepare themselves during of this boundary movements as
emergency to the changes it will bring to the
Earth’s crust
H. Making generalizations and Students will positively conclude Plate boundaries are part of the
abstractions about the lesson that the Earth is continuously Earth’s lithospheric crust, and
changing and that different because of the convection current
transformations will happen which underneath, these plates behave in
will creates different landmass different manner and thus creating
something new on the crust of the
Earth
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and June 11 - June 15, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning Explain the different processes that Explain the different processes that Explain the different processes that Describe the possible causes of Describe the possible causes of plate
Competencies/Objectives occur along the plate boundaries occur along the plate boundaries occur along the plate boundaries plate movements movements
S9ES-Ia-j-36.3 S9ES-Ia-j-36.3 S9ES-Ia-j-36.3 S9ES-Ia-j-36.5 S9ES-Ia-j-36.5
Write the LC code for each.
II. CONTENT CONVERGENT BOUNDARY DIVERGENT BOUNDARY DIVERGENT BOUNDARY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp 12-14 pp 16-20 pp 22-23
2. Learner’s Material pages pp. 14 - 16 pp. 17 - 18 pp. 19 - 21
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources POWERPOINT FROM POWERPOINT FROM
INTERNET SOURCE INTERNET SOURCE
IV. PROCEDURES
A. Reviewing previous lesson or Ask the students what they have Students will be asked to share Present to them new lesson topic Present to them
presenting the new lesson. learned about plate movements, their knowledge what are the about occurrence of different videos/powerpoint slides to
what causes them and their possible different plate movements, what will geologic landforms due to the concretize their understanding
*ENGAGE
effects to the environment happen when plate moves different movements along the plate about transformations along the
boundaries boundaries of plates
B. Establishing a purpose for the Present a video clip about Present a video clip about diverging Perform the Activity presented Present a video clip about
lesson converging boundaries boundaries in the book and let the students transform/sliding boundaries
understand the concept about
*EXPLORE
the movement of the plates of
the Earth
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and Perform Activity illustrated in the Perform Activity presented in the book
practicing new skills #1 book to let the student understand about how plates move in a
*EXPLAIN how convergent boundary works transform/sliding movement
E. Discussing new concepts and Conduct Formative Assessment
practicing new skills #2 regarding topics about Convergent
Boundaries
*ELABORATE
F. Developing mastery Determine what the possible Conduct Formative Assessment about
(Leads to Formative Assessment outcomes are when two kinds of topics discussed in Divergent and
boundaries will happen to separate Transform Boundaries
3)
ways
*EVALUATE
G. Finding practical applications Cite instances about the importance Reflect on the real world what
of concepts and skills in daily of the different plates that are can possibly happen when two
colliding between oceanic and opposing layers will slide at
living
continental plate each other, what could be its
*EVALUATE major effect
H. Making generalizations and Have the students make Have the students make Have the students make
abstractions about the lesson generalizations about the impact that generalizations about the effects generalizations about determining the
possibly happen when two kinds of and result to landforms when two result of two sliding land masses,
plate collide, what dangers it can plate boundaries happen to split. what precautions shall be done to
bring. avoid great damages.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and June 18 - June 22, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning Explain the different processes that Explain the different processes that Explain the different processes that Describe the possible causes of Describe the possible causes of plate
Competencies/Objectives occur along the plate boundaries occur along the plate boundaries occur along the plate boundaries plate movements movements
S9ES-Ia-j-36.3 S9ES-Ia-j-36.3 S9ES-Ia-j-36.3 S9ES-Ia-j-36.5 S9ES-Ia-j-36.5
Write the LC code for each.
Processes and Landforms Processes and Landforms Processes and Landforms Processes and Landforms Processes and Landforms along
II. CONTENT
along Plate Boundaries along Plate Boundaries along Plate Boundaries along Plate Boundaries Plate Boundaries
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 17-23 pp.24-26 pp. 27-30
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources POWERPOINT FROM POWERPOINT FROM
INTERNET SOURCE INTERNET SOURCE
IV. PROCEDURES
A. Reviewing previous lesson or Ask the students what they have Students will be asked to share Present to them new lesson topic Present to them
presenting the new lesson. learned about plate movements, their knowledge what are the about occurrence of different videos/powerpoint slides to
what causes them and their possible different plate movements, what will geologic landforms due to the concretize their understanding
*ENGAGE
effects to the environment happen when plate moves different movements along the plate about transformations along the
boundaries boundaries of plates
B. Establishing a purpose for the Present a video clip about Present a video clip about diverging Present a video clip about
lesson converging boundaries boundaries transform/sliding boundaries
*EXPLORE
C. Presenting Examples/ Present and let students view a
instances of the new lesson certain video showing plate
movements
D. Discussing new concepts and Based on their observation in the Give explanation how landforms
practicing new skills #1 video presentation, the students will are created based on a
make narrative how landmasses particular plate tectonic activity,
*EXPLAIN
transform in different plate boundary and let the class acquire ideas
movements. based on the concept given
E. Discussing new concepts and The students will perform several
practicing new skills #2 activities that will lead to their
conclusion how the Earth’s crust
*ELABORATE
changes due to plate tectonic.
F. Developing mastery Conduct Formative Assessment Conduct Formative Assessment about
(Leads to Formative Assessment regarding topics about Convergent topics discussed in Divergent and
Boundaries Transform Boundaries
3)
*EVALUATE
G. Finding practical applications Cite instances about the importance Determine what the possible Reflect on the real world what can
of concepts and skills in daily of the different plates that are outcomes are when two kinds of possibly happen when two opposing
colliding between oceanic and boundaries will happen to separate layers will slide at each other, what
living
continental plate ways could be its major effect
*EVALUATE
H. Making generalizations and Have the students make Have the students make Have the students make
abstractions about the lesson generalizations about the impact that generalizations about the effects generalizations about determining the
possibly happen when two kinds of and result to landforms when two result of two sliding land masses,
plate collide, what dangers it can plate boundaries happen to split. what precautions shall be done to
bring. avoid great damages.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and June 25 – June 29, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning The students will be able to describe The students will be able to discuss The students will be able to
Competencies/Objectives the internal structure of the Earth the possible causes of plate enumerate the lines of evidence that
movement and the behaviour of support the plate movement inside the
Write the LC code for each.
seismic waves Earth
II. CONTENT Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 36-38 pp. 39-40 pp. 41-43
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint Internet Download Internet Download Powerpoint
Topics Topics Topics Powerpoint Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Review topics about the different Present to the class introductory Present to the class video
presenting the new lesson. geologic land transformation that topic regarding the internal presentation, powerpoint topics
result in the different types of plate structure of the Earth and its relating to the internal structure
*ENGAGE
boundaries and their movements. composition and how it affects the of the Earth.
movement of the Earth’s crust.
B. Establishing a purpose for the Ask the students what are the Discuss the different layers in the Present several templates or
lesson possible layers that composes the Earth’s interior and illustrate the powerpoint presentation topics related
Earth’s structure and how does it different characteristics of each layer to the Earth’s interior and present
*EXPLORE
affects the changes in the crust. and the reason why it makes the some video presentation.
Earth’s crust changing in time.
C. Presenting Examples/ Discuss the significance of the Elaborate further the composition of
seismic waves which is also the each of the Earth’s layer, its
instances of the new lesson reason why there are movements in characteristic and the kind of
the Earth’s crust, and why they are materials it composed.
being produced.
D. Discussing new concepts and Investigate how seismic waves Internalize the different Earth’s
practicing new skills #1 behaves and internalize the interior composition, the
characteristic of each wave: characteristic of the materials
*EXPLAIN
primary, secondary & surface composition on each layer, and
waves how seismic waves behave in
each layer
E. Discussing new concepts and Present video presentation that Explain and elaborate the presence
practicing new skills #2 details about the interior of seismic waves in the event of the
composition of the planet Earth, plate movements of the Earth’s layer,
*ELABORATE
and let the class identify the how it affects the things that are on
composition of each layer top of the Earth’s crust
F. Developing mastery Conduct Pre-Assessment to the Conduct Formative Assessment about
(Leads to Formative Assessment students for their know how topics discussed about different
regarding seismic waves and the Seismic waves and the Earth’s
3)
different Earth’s internal structure internal structure
*EVALUATE
G. Finding practical applications Think of ways how seismic waves What are the significant reasons
of concepts and skills in daily are affecting our activities as they why Earth’s internal structure
are produced when there are will be familiarize and observed,
living
possible movement in the Earth’s does it affect our living here on
*EVALUATE structure. Earth?
H. Making generalizations and The students will generalize that The students will evaluate that
abstractions about the lesson every part of the world will Earth’s structures varies from
experience the effect of seismic one another, however each
waves because the Earth’s layer layer is interacting to one
are moving and that eventually another.
produces several kinds of seismic
waves
I. Evaluating learning Conduct Formative Assessment Conduct Summative Test for the
regarding the discussed topics in the discussed topics and gauge/evaluate
Internal Layers of the Earth the learners’ achievement &
understanding of the lesson
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and July 16 – July 20, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning Explain the different processes that Identify the different processes that Describe the possible causes of plate
Competencies/Objectives occur along the plate boundaries occur along the plate boundaries and movements
S9ES-Ia-j-36.3 its effect S9ES-Ia-j-36.5
Write the LC code for each.
S9ES-Ia-j-36.3
Processes and Landforms Processes and Landforms Processes and Landforms Processes and Landforms Processes and Landforms along
II. CONTENT
along Plate Boundaries along Plate Boundaries along Plate Boundaries along Plate Boundaries Plate Boundaries
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 35-37 pp.38-40 pp. 41-42
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources POWERPOINT FROM POWERPOINT FROM
INTERNET SOURCE INTERNET SOURCE
IV. PROCEDURES
A. Reviewing previous lesson or Ask the students what they have Students will be asked to share Present to them new lesson topic Present to them videos/powerpoint
presenting the new lesson. learned about plate movements, their knowledge what are the about occurrence of different slides to concretize their
what causes them and their possible different plate movements, what will geologic landforms due to the understanding about transformations
*ENGAGE
effects to the environment happen when plate moves different movements along the plate along the boundaries of plates
boundaries
B. Establishing a purpose for the Present a video clip about Present a video clip about diverging Present a video clip about
lesson converging boundaries boundaries transform/sliding boundaries
*EXPLORE
C. Presenting Examples/ Present and let students view a
instances of the new lesson certain video showing plate
movements
D. Discussing new concepts and Based on their observation in the
practicing new skills #1 video presentation, the students will
make narrative how landmasses
*EXPLAIN
transform in different plate boundary
movements.
E. Discussing new concepts and The students will perform several
practicing new skills #2 activities that will lead to their
conclusion how the Earth’s crust
*ELABORATE
changes due to plate tectonic.
F. Developing mastery Conduct Formative Assessment Present video presentation to Conduct Formative Assessment about
(Leads to Formative Assessment regarding topics about Convergent provide more concrete ideas to topics discussed in Divergent and
Boundaries learners about the interaction of Transform Boundaries
3)
the Earth’s plate based on the
*EVALUATE types of boundaries involved
G. Finding practical applications Cite instances about the importance Determine what the possible Reflect on the real world what can
of concepts and skills in daily of the different plates that are outcomes are when two kinds of possibly happen when two opposing
colliding between oceanic and boundaries will happen to separate layers will slide at each other, what
living
continental plate ways could be its major effect
*EVALUATE
H. Making generalizations and Have the students make Have the students make Have the students make
abstractions about the lesson generalizations about the impact that generalizations about the effects generalizations about determining the
possibly happen when two kinds of and result to landforms when two result of two sliding land masses,
plate collide, what dangers it can plate boundaries happen to split. what precautions shall be done to
bring. avoid great damages.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and July 23 – July 27, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning The students will be able to describe The students will be able to discuss The students will be able to
Competencies/Objectives the internal structure of the Earth the possible causes of plate enumerate the lines of evidence that
movement and the behaviour of support the plate movement inside the
Write the LC code for each.
seismic waves Earth
II. CONTENT Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 36-38 pp. 39-40 pp. 41-43
2. Learner’s Material pages pp. 30-32 pp.33-35 pp. 36-38
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint Internet Download Internet Download Powerpoint
Topics Topics Topics Powerpoint Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Review topics about the different Present to the class introductory Present to the class video
presenting the new lesson. geologic land transformation that topic regarding the internal presentation, powerpoint topics
result in the different types of plate structure of the Earth and its relating to the internal structure
*ENGAGE
boundaries and their movements. composition and how it affects the of the Earth.
movement of the Earth’s crust.
B. Establishing a purpose for the Ask the students what are the Discuss the different layers in the Present several templates or
lesson possible layers that composes the Earth’s interior and illustrate the powerpoint presentation topics related
Earth’s structure and how does it different characteristics of each layer to the Earth’s interior and present
*EXPLORE
affects the changes in the crust. and the reason why it makes the some video presentation.
Earth’s crust changing in time.
C. Presenting Examples/ Discuss the significance of the Elaborate further the composition of
seismic waves which is also the each of the Earth’s layer, its
instances of the new lesson reason why there are movements in characteristic and the kind of
the Earth’s crust, and why they are materials it composed.
being produced.
D. Discussing new concepts and Investigate how seismic waves Internalize the different Earth’s
practicing new skills #1 behaves and internalize the interior composition, the
characteristic of each wave: characteristic of the materials
*EXPLAIN
primary, secondary & surface composition on each layer, and
waves how seismic waves behave in
each layer
E. Discussing new concepts and Present video presentation that Explain and elaborate the presence
practicing new skills #2 details about the interior of seismic waves in the event of the
composition of the planet Earth, plate movements of the Earth’s layer,
*ELABORATE
and let the class identify the how it affects the things that are on
composition of each layer top of the Earth’s crust
F. Developing mastery Conduct Pre-Assessment to the Conduct Formative Assessment about
(Leads to Formative Assessment students for their know how topics discussed about different
regarding seismic waves and the Seismic waves and the Earth’s
3)
different Earth’s internal structure internal structure
*EVALUATE
G. Finding practical applications Think of ways how seismic waves What are the significant reasons
of concepts and skills in daily are affecting our activities as they why Earth’s internal structure
are produced when there are will be familiarize and observed,
living
possible movement in the Earth’s does it affect our living here on
*EVALUATE structure. Earth?
H. Making generalizations and The students will generalize that The students will evaluate that
abstractions about the lesson every part of the world will Earth’s structures varies from
experience the effect of seismic one another, however each
waves because the Earth’s layer layer is interacting to one
are moving and that eventually another.
produces several kinds of seismic
waves
I. Evaluating learning Conduct Formative Assessment Conduct Summative Test for the
regarding the discussed topics in the discussed topics and gauge/evaluate
Internal Layers of the Earth the learners’ achievement &
understanding of the lesson
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and July 30 – August 3, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning Explain the different processes that Explain the different processes that Explain the different processes that Describe the possible causes of Describe the possible causes of plate
Competencies/Objectives occur along the plate boundaries occur along the plate boundaries occur along the plate boundaries plate movements movements
S9ES-Ia-j-36.3 S9ES-Ia-j-36.3 S9ES-Ia-j-36.3 S9ES-Ia-j-36.5 S9ES-Ia-j-36.5
Write the LC code for each.
Processes and Landforms Processes and Landforms Processes and Landforms Processes and Landforms Processes and Landforms along
II. CONTENT
along Plate Boundaries along Plate Boundaries along Plate Boundaries along Plate Boundaries Plate Boundaries
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 17-23 pp.24-26 pp. 27-30
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources POWERPOINT FROM POWERPOINT FROM
INTERNET SOURCE INTERNET SOURCE
IV. PROCEDURES
A. Reviewing previous lesson or Ask the students what they have Students will be asked to share Present to them new lesson topic Present to them
presenting the new lesson. learned about plate movements, their knowledge what are the about occurrence of different videos/powerpoint slides to
what causes them and their possible different plate movements, what will geologic landforms due to the concretize their understanding
*ENGAGE
effects to the environment happen when plate moves different movements along the plate about transformations along the
boundaries boundaries of plates
B. Establishing a purpose for the Present a video clip about Present a video clip about diverging Present a video clip about
lesson converging boundaries boundaries transform/sliding boundaries
*EXPLORE
C. Presenting Examples/ Present and let students view a
instances of the new lesson certain video showing plate
movements
D. Discussing new concepts and Based on their observation in the Give explanation how landforms
practicing new skills #1 video presentation, the students will are created based on a
make narrative how landmasses particular plate tectonic activity,
*EXPLAIN
transform in different plate boundary and let the class acquire ideas
movements. based on the concept given
E. Discussing new concepts and The students will perform several
practicing new skills #2 activities that will lead to their
conclusion how the Earth’s crust
*ELABORATE
changes due to plate tectonic.
F. Developing mastery Conduct Formative Assessment Conduct Formative Assessment about
(Leads to Formative Assessment regarding topics about Convergent topics discussed in Divergent and
Boundaries Transform Boundaries
3)
*EVALUATE
G. Finding practical applications Cite instances about the importance Determine what the possible Reflect on the real world what can
of concepts and skills in daily of the different plates that are outcomes are when two kinds of possibly happen when two opposing
colliding between oceanic and boundaries will happen to separate layers will slide at each other, what
living
continental plate ways could be its major effect
*EVALUATE
H. Making generalizations and Have the students make Have the students make Have the students make
abstractions about the lesson generalizations about the impact that generalizations about the effects generalizations about determining the
possibly happen when two kinds of and result to landforms when two result of two sliding land masses,
plate collide, what dangers it can plate boundaries happen to split. what precautions shall be done to
bring. avoid great damages.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and August 6 – August 10, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning The students will be able to describe The students will be able to The students will be able to discuss
Competencies/Objectives the internal structure of the Earth enumerate the lines of evidence the possible causes of plate
that support the plate movement movement and the behaviour of
Write the LC code for each.
inside the Earth seismic waves
Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth FIRST QUARTER FIRST QUARTER PERIODICAL
II. CONTENT
PERIODICAL EXAM EXAM
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 36-38 pp. 39-40
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint
Topics Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Review topics about the different Present to the class introductory Present to the class video
presenting the new lesson. geologic land transformation that topic regarding the internal presentation, powerpoint topics
result in the different types of plate structure of the Earth and its relating to the internal structure of
*ENGAGE
boundaries and their movements. composition and how it affects the the Earth.
movement of the Earth’s crust.
B. Establishing a purpose for the Ask the students what are the Present several templates or Discuss the different layers in the
lesson possible layers that composes the powerpoint presentation topics Earth’s interior and illustrate the
Earth’s structure and how does it related to the Earth’s interior and different characteristics of each layer
*EXPLORE
affects the changes in the crust. present some video presentation. and the reason why it makes the
Earth’s crust changing in time.
C. Presenting Examples/ Discuss the significance of the Elaborate further the composition of
instances of the new lesson seismic waves which is also the each of the Earth’s layer, its
reason why there are movements in characteristic and the kind of
the Earth’s crust, and why they are materials it composed.
being produced.
D. Discussing new concepts and Internalize the different Earth’s Investigate how seismic waves
practicing new skills #1 interior composition, the behaves and internalize the
characteristic of the materials characteristic of each wave:
*EXPLAIN
composition on each layer, and how primary, secondary & surface
seismic waves behave in each layer waves
E. Discussing new concepts and Present video presentation that Explain and elaborate the presence
practicing new skills #2 details about the interior of seismic waves in the event of the
composition of the planet Earth, plate movements of the Earth’s layer,
*ELABORATE
and let the class identify the how it affects the things that are on
composition of each layer top of the Earth’s crust
F. Developing mastery Conduct Pre-Assessment to the Conduct Formative Assessment
(Leads to Formative Assessment students for their know how about topics discussed about
regarding seismic waves and the different Seismic waves and the
3)
different Earth’s internal structure Earth’s internal structure
*EVALUATE
G. Finding practical applications What are the significant reasons why Think of ways how seismic waves
of concepts and skills in daily Earth’s internal structure will be are affecting our activities as they
familiarize and observed, does it are produced when there are
living
affect our living here on Earth? possible movement in the Earth’s
*EVALUATE structure.
H. Making generalizations and The students will generalize that The students will evaluate that
abstractions about the lesson every part of the world will Earth’s structures varies from one
experience the effect of seismic another, however each layer is
waves because the Earth’s layer interacting to one another.
are moving and that eventually
produces several kinds of seismic
waves
I. Evaluating learning Conduct Formative Assessment Conduct Summative Test for the
regarding the discussed topics in the discussed topics and gauge/evaluate
Internal Layers of the Earth the learners’ achievement &
understanding of the lesson
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and August 13 – August 17, 2018 (7:30-8:30)(8:30-9:30) Quarter 2ND Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the relationship between electricity and magnetism in electric motors and generators.
B. Performance Standard The learner shall be able to assemble a simple model of the relationship between electricity and magnetism.
C. Learning Make a simple device that shows Demonstrate the generation of Explain the operation of a simple
Competencies/Objectives how a magnetic field exerts a force electricity by movement of a magnet electric motor and generator.
on a wire. through a coil.
Write the LC code for each.
II. CONTENT Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 81-82 pp. 83-85 pp. 86-88
2. Learner’s Material pages pp. 87-88 pp.89-91 pp.92-93 pp.94-95
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint
Topics Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Ask the class what is the relevance Conduct Pre-Assessment to Present a discussion regarding
presenting the new lesson. of Force, Motion & Energy in their students regarding the topics about the usefulness, the introduction
daily lives. How important is Force, Motion & Energy: Electricity how magnetism and electricity
*ENGAGE
electricity to our living and the and Magnetism were combined together to work
integration of magnetism as different as one in different gadgets that
instruments were develop using were invented today.
them.
B. Establishing a purpose for the Present a video clip about the Provide video presentation related to
lesson concepts of force, motion & energy the topic of magnetism and electricity
in the field of science. and discuss how the concept of
*EXPLORE
these two factors work together as
one.
C. Presenting Examples/ Present and let students view a Present video clip of electricity and
instances of the new lesson certain video showing the magnetism concept for further
relationship of force, motion & deepening of knowledge of the
energy that integrates with physics topics.
concept.
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
E. Discussing new concepts and The students will perform several Perform Activity No. 2.1 reflected in
practicing new skills #2 activities that will lead to their the Learners Manual.
concreting of knowledge and will
*ELABORATE
perform activities indicated in the
book.
F. Developing mastery Conduct Formative Assessment on Conduct Formative Assessment on
(Leads to Formative Assessment the topics about Force, Motion and the topics about Electricity and
Energy. Magnetism.
3)
*EVALUATE
G. Finding practical applications Determine different applications Determine different applications in
of concepts and skills in daily related to force, motion & energy, real life the importance of electricity
and stress how important they are in and magnetism in the development
living
the lives of people. of technologies that are useful in the
*EVALUATE lives of people.
H. Making generalizations and The students will generalize that The students will generalize that
abstractions about the lesson force, motion & energy are electricity & magnetism are two
important factors that are integrated important concepts that are very
in the daily lives of people as they useful in people’s live as they
perform different activities. are part of different technology
inventions and innovations.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and August 20 – August 24, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the relationship between electricity and magnetism in electric motors and generators.
B. Performance Standard The learner shall be able to assemble a simple model of the relationship between electricity and magnetism.
C. Learning The learners should be able to The learners should be able to cite
Competencies/Objectives compare the relative wavelengths of examples of practical applications of
different forms of electromagnetic the different regions of EM waves
Write the LC code for each.
waves such as the use of radio waves in
S10FE-IIa-b-47 telecommunications
S10FE-IIc-d-48
II. CONTENT Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 65-67 68-70
2. Learner’s Material pages 60-63 64-66
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint Internet Download Internet Download Powerpoint
Topics Topics Topics Powerpoint Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Give details about the previous Present and discuss topics related
presenting the new lesson. lesson discussed and intervene to electromagnetic spectrum and
some of the topics that were least present power point presentation
*ENGAGE
understood by the students illustrating different forms of
electromagnetic waves
B. Establishing a purpose for the Present to the class the importance Present video presentation or Discuss other applications that
lesson of those electromagnetic spectrum power point presentation detailing are possibly link to the
or waves which are very important to about the different usage and modification of Electromagnetic
*EXPLORE
the application of every devices that examples of electromagnetic spectrum, and let the students
we are using today spectrum. distinguish the differences or
similarities of these waves
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and Perform Activity 1 as reflected on
practicing new skills #1 Learner’s Material discussing about
Electromagnetic Wave Theory
*EXPLAIN
E. Discussing new concepts and Present the different famous
practicing new skills #2 scientist that were credited for
their investigation and
*ELABORATE
formulation of the presence of
electromagnetic spectrum, and
their innovation to create other
equipment using these waves
F. Developing mastery Conduct Formative Assessment Conduct Formative Assessment on
(Leads to Formative Assessment based on the discussed lectures the topics about Electromagnetic
about Electromagnetic Spectrum and Spectrum and its application
3)
evaluate the test result
*EVALUATE
G. Finding practical applications Determine the useful applications of Consider to determine the possible
of concepts and skills in daily these electromagnetic spectrum in negative effects of these
our lives today, as different new electromagnetic spectrum as it is
living
invented gadgets are mostly using being used in some
*EVALUATE the concept of electromagnetic instruments/gadgets that are being
waves. used by people.
H. Making generalizations and The students will generalize that The students will generalize that
abstractions about the lesson knowing the different kinds of electromagnetic spectrum is not
electromagnetic spectrum and its only focus on the usage of
application will let them determine different categories of
how to use those gadgets properly visible/non-visible light, they are
for it also cause harmful effect to also link to electricity and
the body. magnetism to create another
function and usefulness
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and August 28 – August 31, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the images formed by the different types of mirrors and lenses
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes
C. Learning The learners should be able to The learners should be able to The learner should be able to
Competencies/Objectives predict the qualitative determine the quantitative distinguish between a converging and
characteristics of images formed by characteristics of images formed by diverging mirrors and lenses
Write the LC code for each.
plane and curved mirrors and plane and curved mirrors and lenses
lenses
II. CONTENT Mirror and Lenses Mirror and Lenses Mirror and Lenses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 172-174 pp. 175-177 pp.178-180
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Internet Download Powerpoint
Topics Topics Powerpoint Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Give details about the previous Present and discuss topics related to Discuss the different interacting
presenting the new lesson. lesson discussed and intervene optical devices and present power behaviour of light as it passes
some of the topics that were least point presentation illustrating the through a medium, and give
*ENGAGE
understood by the students concept of mirrors and lenses and detail about the types of
their behaviour in the interaction of mirrors/lenses where light
light behaves differently in those
mirrors/lenses based on their
different forms
B. Establishing a purpose for the Discuss other applications that are Present video presentation or
lesson very useful or relevant in using power point presentation
mirrors and lenses which lead to detailing about the different
*EXPLORE
the different construction of optical types and examples of
instruments. mirrors/lenses and the
interaction of light and the
formation of images
C. Presenting Examples/ Present to the class the concept
instances of the new lesson about how lens and mirror works,
the different components involved
in determining the image produced
and its distance
D. Discussing new concepts and Perform Activity 2 as reflected on Illustrate to the class the different Conduct Group Work regarding some
practicing new skills #1 Learner’s Material discussing about behaviour of the images as it is being solving problems about topics related
Angle of Incidence vs Angle of placed on the different location in to Mirrors and Lenses
*EXPLAIN
Reflection terms of lens and mirror application
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
F. Developing mastery Conduct Formative Assessment Conduct Summative Assessment on
(Leads to Formative Assessment based on the discussed lectures the topics discussed about Mirrors &
about Mirrors and Lenses and Lenses and its application
3)
evaluate the test result
*EVALUATE
G. Finding practical applications Determine the useful applications of Give importance the integration
of concepts and skills in daily the different kinds of mirrors and of these mirror & lenses
lenses in our lives today, as applications that lead to the
living
different new invented gadgets are innovations and upgrading of
*EVALUATE mostly using the concept of mirrors different optical devices that
and lenses with different forms and were very useful in the new
characteristics technology that helps people in
their tasks/activities
H. Making generalizations and The students will generalize that The students will generalize that
abstractions about the lesson knowing the different kinds of mirrors and lenses don’t just
mirrors and lenses and its play a simple/basic function that
application will let them determine can be used to reflect images,
how to use those gadgets properly but it can also be utilized to
create other devices that will
ease the burden of magnifying
the size of an image even at far
distances
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and September 3 – September 7, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the images formed by the different types of mirrors and lenses
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes
C. Learning The learners should be able to The learners should be able to The learner should be able to
Competencies/Objectives predict the qualitative characteristics determine the quantitative distinguish between a converging and
of images formed by plane and characteristics of images formed by diverging mirrors and lenses
Write the LC code for each.
curved mirrors and lenses plane and curved mirrors and lenses
II. CONTENT Mirror and Lenses Mirror and Lenses Mirror and Lenses Mirror and Lenses Mirror and Lenses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 168-171 pp. 172-174 pp. 175-177 pp.178-180
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint Internet Download Internet Download Powerpoint
Topics Topics Topics Powerpoint Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Give details about the previous Present and discuss topics related Discuss the different interacting
presenting the new lesson. lesson discussed and intervene to optical devices and present behaviour of light as it passes
some of the topics that were least power point presentation illustrating through a medium, and give detail
*ENGAGE
understood by the students the concept of mirrors and lenses about the types of mirrors/lenses
and their behaviour in the where light behaves differently in
interaction of light those mirrors/lenses based on their
different forms
B. Establishing a purpose for the Discuss other applications that are Present video presentation or
lesson very useful or relevant in using power point presentation
mirrors and lenses which lead to detailing about the different
*EXPLORE
the different construction of optical types and examples of
instruments. mirrors/lenses and the
interaction of light and the
formation of images
C. Presenting Examples/ Present to the class the concept
instances of the new lesson about how lens and mirror works,
the different components involved
in determining the image produced
and its distance
D. Discussing new concepts and Perform Activity 2 as reflected on Illustrate to the class the different Conduct Group Work regarding some
practicing new skills #1 Learner’s Material discussing about behaviour of the images as it is being solving problems about topics related
Angle of Incidence vs Angle of placed on the different location in to Mirrors and Lenses
*EXPLAIN
Reflection terms of lens and mirror application
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
F. Developing mastery Conduct Formative Assessment Conduct Summative Assessment on
(Leads to Formative Assessment based on the discussed lectures the topics discussed about Mirrors &
about Mirrors and Lenses and Lenses and its application
3)
evaluate the test result
*EVALUATE
G. Finding practical applications Determine the useful applications of Give importance the integration of
of concepts and skills in daily the different kinds of mirrors and these mirror & lenses applications
lenses in our lives today, as different that lead to the innovations and
living
new invented gadgets are mostly upgrading of different optical devices
*EVALUATE using the concept of mirrors and that were very useful in the new
lenses with different forms and technology that helps people in their
characteristics tasks/activities
H. Making generalizations and The students will generalize that The students will generalize that
abstractions about the lesson knowing the different kinds of mirrors and lenses don’t just
mirrors and lenses and its play a simple/basic function that
application will let them determine can be used to reflect images,
how to use those gadgets properly but it can also be utilized to
create other devices that will
ease the burden of magnifying
the size of an image even at far
distances
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and September 10 – September 14, 2018 (7:30-8:30)(8:30- Quarter 2nd Quarter
Time 9:30)

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the images formed by the different types of mirrors and lenses
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes
C. Learning Predict the qualitative characteristics Determine the quantitative Distinguish between converging Derive the lens equations. Apply ray diagramming techniques in
Competencies/Objectives (location, orientation, type, and characteristics (location, orientation, (convex) and diverging (concave) describing the characteristics
magnification) of images formed by type,and magnification) of images lenses. and positions of images formed by
Write the LC code for each.
plane and curved mirrors. formed by plane and curved mirrors and lenses.
mirrors.
II. CONTENT Convex Mirror Application Concave Mirror Application Convex & Concave Lenses Convex & Concave Lenses Application of Lenses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 182-184 pp. 185-187 pp. 193-195 pp. 195-197 pp.198-202
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint Internet Download Internet Download Powerpoint
Topics Topics Topics Powerpoint Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Discuss the different interacting
presenting the new lesson. behaviour of light as it passes
through a medium, and give detail
*ENGAGE
about the types of lenses where light
behaves differently in those lenses
based on their different forms
B. Establishing a purpose for the Give details about the previous Discuss other applications that are Present video presentation or
lesson lesson discussed and intervene very useful or relevant in using power point presentation
some of the topics that were least mirrors and lenses which lead to detailing about the different
*EXPLORE
understood by the students the different construction of optical types and examples of lenses
instruments. and the interaction of light and
the formation of images
C. Presenting Examples/ Present and discuss topics related to Present to the class the concept
instances of the new lesson optical devices and present power about how lens works, the different
point presentation illustrating the components involved in determining
concept of mirrors and lenses and the image produced and its distance
their behaviour in the interaction of
light
D. Discussing new concepts and By presenting sample problem and Explain to the class the concept Illustrate to the class the different Conduct Group Work regarding some
practicing new skills #1 diagramming, show to the students and guidelines of how concave and behaviour of the images as it is being solving problems about topics related
the difference between the spherical convex lenses works, and how placed on the different location in to Lenses
*EXPLAIN
mirror application against the images were formed depending on terms of lens and mirror application
spherical lenses application, and the location/distance of the object is
compare the output of the two from the lens
activities.
E. Discussing new concepts and By giving samples of lenses to the Conduct Formative Assessment
practicing new skills #2 students, let them do some activity based on the discussed lectures
to illustrate the actual result of the about Mirrors and Lenses and
*ELABORATE
two types of spherical lens, so that evaluate the test result
they can appreciate and fully
understand the concept of lenses
F. Developing mastery Conduct Summative Assessment on
(Leads to Formative Assessment the topics discussed about Mirrors &
Lenses and its application
3)
*EVALUATE
G. Finding practical applications Determine the useful applications of Give importance the integration of
of concepts and skills in daily the different kinds of mirrors and these mirror & lenses applications
lenses in our lives today, as different that lead to the innovations and
living
new invented gadgets are mostly upgrading of different optical devices
*EVALUATE using the concept of mirrors and that were very useful in the new
lenses with different forms and technology that helps people in their
characteristics tasks/activities
H. Making generalizations and The students will generalize that The students will generalize that
abstractions about the lesson knowing the different kinds of mirrors and lenses don’t just
mirrors and lenses and its play a simple/basic function that
application will let them determine can be used to reflect images,
how to use those gadgets properly but it can also be utilized to
create other devices that will
ease the burden of magnifying
the size of an image even at far
distances
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and September 17 – September 21, 2018 (7:30-8:30)(8:30- Quarter 2nd Quarter
Time 9:30)

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the relationship between electricity and magnetism in electric motors and generators.
B. Performance Standard The learner shall be able to assemble a simple model of the relationship between electricity and magnetism.
C. Learning The learners should be able to trace The learners should be able to The learners should be able to The learners should be able to cite
Competencies/Objectives the development of the compare the relative wavelengths explain the effects of electromagnetic examples of practical applications of
electromagnetic theory of different forms of electromagnetic radiation on living things and the the different regions of EM waves
Write the LC code for each.
S10FE-IIa-b-47 waves environment such as the use of radio waves in
S10FE-IIa-b-48 S10FE-IIc-d-49 telecommunications
S10FE-IIc-d-50
II. CONTENT Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 142-143 pp. 144-145 pp. 146-147 pp. 148-150 pp. 151-152
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint Internet Download Internet Download Powerpoint
Topics Topics Topics Powerpoint Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Give details about the previous Present and discuss topics related
presenting the new lesson. lesson discussed and intervene to electromagnetic spectrum and
some of the topics that were least present power point presentation
*ENGAGE
understood by the students illustrating different forms of
electromagnetic waves
B. Establishing a purpose for the Present to the class the importance Present video presentation or power Discuss other applications that
lesson of those electromagnetic spectrum point presentation detailing about the are possibly link to the
or waves which are very important to different usage and examples of modification of Electromagnetic
*EXPLORE
the application of every devices that electromagnetic spectrum. spectrum, and let the students
we are using today distinguish the differences or
similarities of these waves
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and Explain to the class the different Perform Activity as reflected on
practicing new skills #1 types of electromagnetic spectrum, Learner’s Material discussing about
and their characteristics, giving Electromagnetic Wave Theory
*EXPLAIN
examples of each of the category of
the electromagnetic spectrum
E. Discussing new concepts and Present the different famous
practicing new skills #2 scientist that were credited for
their investigation and
*ELABORATE
formulation of the presence of
electromagnetic spectrum, and
their innovation to create other
equipment using these waves
F. Developing mastery Conduct Formative Assessment Conduct Formative Assessment on
(Leads to Formative Assessment based on the discussed lectures the topics about Electromagnetic
about Electromagnetic Spectrum and Spectrum and its application
3)
evaluate the test result
*EVALUATE
G. Finding practical applications Determine the useful applications of Consider to determine the possible
of concepts and skills in daily these electromagnetic spectrum in negative effects of these
our lives today, as different new electromagnetic spectrum as it is
living
invented gadgets are mostly using being used in some
*EVALUATE the concept of electromagnetic instruments/gadgets that are being
waves. used by people.
H. Making generalizations and The students will generalize that The students will generalize that
abstractions about the lesson knowing the different kinds of electromagnetic spectrum is not
electromagnetic spectrum and its only focus on the usage of
application will let them determine different categories of
how to use those gadgets properly visible/non-visible light, they are
for it also cause harmful effect to also link to electricity and
the body. magnetism to create another
function and usefulness
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and September 24 – September 28, 2018 (7:30-8:30)(8:30- Quarter 2ND Quarter
Time 9:30)

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the relationship between electricity and magnetism in electric motors and generators.
B. Performance Standard The learner shall be able to assemble a simple model of the relationship between electricity and magnetism.
C. Learning Make a simple device that shows Demonstrate the generation of Explain the operation of a simple
Competencies/Objectives how a magnetic field exerts a force electricity by movement of a magnet electric motor and generator.
on a wire. through a coil.
Write the LC code for each.
II. CONTENT Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 81-82 pp. 83-85 pp. 86-88
2. Learner’s Material pages pp. 87-88 pp.89-91 pp.92-93 pp.94-95
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint
Topics Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Ask the class what is the relevance Conduct Pre-Assessment to Present a discussion regarding
presenting the new lesson. of Force, Motion & Energy in their students regarding the topics about the usefulness, the introduction
daily lives. How important is Force, Motion & Energy: Electricity how magnetism and electricity
*ENGAGE
electricity to our living and the and Magnetism were combined together to work
integration of magnetism as different as one in different gadgets that
instruments were develop using were invented today.
them.
B. Establishing a purpose for the Present a video clip about the Provide video presentation related to
lesson concepts of force, motion & energy the topic of magnetism and electricity
in the field of science. and discuss how the concept of
*EXPLORE
these two factors work together as
one.
C. Presenting Examples/ Present and let students view a Present video clip of electricity and
instances of the new lesson certain video showing the magnetism concept for further
relationship of force, motion & deepening of knowledge of the
energy that integrates with physics topics.
concept.
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
E. Discussing new concepts and The students will perform several Perform Activity No. 2.1 reflected in
practicing new skills #2 activities that will lead to their the Learners Manual.
concreting of knowledge and will
*ELABORATE
perform activities indicated in the
book.
F. Developing mastery Conduct Formative Assessment on Conduct Formative Assessment on
(Leads to Formative Assessment the topics about Force, Motion and the topics about Electricity and
Energy. Magnetism.
3)
*EVALUATE
G. Finding practical applications Determine different applications Determine different applications in
of concepts and skills in daily related to force, motion & energy, real life the importance of electricity
and stress how important they are in and magnetism in the development
living
the lives of people. of technologies that are useful in the
*EVALUATE lives of people.
H. Making generalizations and The students will generalize that The students will generalize that
abstractions about the lesson force, motion & energy are electricity & magnetism are two
important factors that are integrated important concepts that are very
in the daily lives of people as they useful in people’s live as they
perform different activities. are part of different technology
inventions and innovations.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and October 1 – October 5, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the images formed by the different types of mirrors and lenses
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes
C. Learning The learners should be able to The learners should be able to The learner should be able to
Competencies/Objectives predict the qualitative characteristics determine the quantitative distinguish between a converging and
of images formed by plane and characteristics of images diverging mirrors and lenses
Write the LC code for each.
curved mirrors and lenses formed by plane and curved
mirrors and lenses
II. CONTENT Mirror and Lenses TEACHERS’ DAY SUMMIT TEACHERS’ DAY SUMMIT Mirror and Lenses Mirror and Lenses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 168-171 pp. 172-174 pp. 175-177
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Internet Download Powerpoint
Topics Powerpoint Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Give details about the previous Present and discuss topics Discuss the different interacting
presenting the new lesson. lesson discussed and intervene related to optical devices and behaviour of light as it passes through
some of the topics that were least present power point a medium, and give detail about the
*ENGAGE
understood by the students presentation illustrating the types of mirrors/lenses where light
concept of mirrors and lenses behaves differently in those
and their behaviour in the mirrors/lenses based on their different
interaction of light forms
B. Establishing a purpose for the Present video presentation or Discuss other applications that are
lesson power point presentation very useful or relevant in using mirrors
detailing about the different and lenses which lead to the different
*EXPLORE
types and examples of construction of optical instruments.
mirrors/lenses and the
interaction of light and the
formation of images
C. Presenting Examples/ Present to the class the concept
instances of the new lesson about how lens and mirror
works, the different components
involved in determining the
image produced and its
distance
D. Discussing new concepts and Perform Activity 2 as reflected on Illustrate to the class the Conduct Group Work regarding some
practicing new skills #1 Learner’s Material discussing about different behaviour of the solving problems about topics related
Angle of Incidence vs Angle of images as it is being placed on to Mirrors and Lenses
*EXPLAIN
Reflection the different location in terms of
lens and mirror application
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
F. Developing mastery Conduct Formative Assessment Conduct Summative Assessment on
(Leads to Formative Assessment based on the discussed lectures the topics discussed about Mirrors &
about Mirrors and Lenses and Lenses and its application
3)
evaluate the test result
*EVALUATE
G. Finding practical applications Determine the useful applications of Give importance the integration
of concepts and skills in daily the different kinds of mirrors and of these mirror & lenses
lenses in our lives today, as different applications that lead to the
living
new invented gadgets are mostly innovations and upgrading of
*EVALUATE using the concept of mirrors and different optical devices that
lenses with different forms and were very useful in the new
characteristics technology that helps people in
their tasks/activities
H. Making generalizations and The students will generalize that The students will generalize that
abstractions about the lesson mirrors and lenses don’t just knowing the different kinds of mirrors
play a simple/basic function that and lenses and its application will let
can be used to reflect images, them determine how to use those
but it can also be utilized to gadgets properly
create other devices that will
ease the burden of magnifying
the size of an image even at far
distances
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and October 8 – October 12, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the relationship between electricity and magnetism in electric motors and generators.
B. Performance Standard The learner shall be able to assemble a simple model of the relationship between electricity and magnetism.
C. Learning The learners should be able to trace The learners should be able to The learners should be able to The learners should be able to cite
Competencies/Objectives the development of the compare the relative wavelengths explain the effects of electromagnetic examples of practical applications of
electromagnetic theory of different forms of electromagnetic radiation on living things and the the different regions of EM waves
Write the LC code for each.
S10FE-IIa-b-47 waves environment such as the use of radio waves in
S10FE-IIa-b-48 S10FE-IIc-d-49 telecommunications
S10FE-IIc-d-50
II. CONTENT Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 142-143 pp. 144-145 pp. 146-147 pp. 148-150 pp. 151-152
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint Internet Download Internet Download Powerpoint
Topics Topics Topics Powerpoint Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Give details about the previous Present and discuss topics related
presenting the new lesson. lesson discussed and intervene to electromagnetic spectrum and
some of the topics that were least present power point presentation
*ENGAGE
understood by the students illustrating different forms of
electromagnetic waves
B. Establishing a purpose for the Present to the class the importance Present video presentation or power Discuss other applications that
lesson of those electromagnetic spectrum point presentation detailing about the are possibly link to the
or waves which are very important to different usage and examples of modification of Electromagnetic
*EXPLORE
the application of every devices that electromagnetic spectrum. spectrum, and let the students
we are using today distinguish the differences or
similarities of these waves
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and Explain to the class the different Perform Activity as reflected on
practicing new skills #1 types of electromagnetic spectrum, Learner’s Material discussing about
and their characteristics, giving Electromagnetic Wave Theory
*EXPLAIN
examples of each of the category of
the electromagnetic spectrum
E. Discussing new concepts and Present the different famous
practicing new skills #2 scientist that were credited for
their investigation and
*ELABORATE
formulation of the presence of
electromagnetic spectrum, and
their innovation to create other
equipment using these waves
F. Developing mastery Conduct Formative Assessment Conduct Formative Assessment on
(Leads to Formative Assessment based on the discussed lectures the topics about Electromagnetic
about Electromagnetic Spectrum and Spectrum and its application
3)
evaluate the test result
*EVALUATE
G. Finding practical applications Determine the useful applications of Consider to determine the possible
of concepts and skills in daily these electromagnetic spectrum in negative effects of these
our lives today, as different new electromagnetic spectrum as it is
living
invented gadgets are mostly using being used in some
*EVALUATE the concept of electromagnetic instruments/gadgets that are being
waves. used by people.
H. Making generalizations and The students will generalize that The students will generalize that
abstractions about the lesson knowing the different kinds of electromagnetic spectrum is not
electromagnetic spectrum and its only focus on the usage of
application will let them determine different categories of
how to use those gadgets properly visible/non-visible light, they are
for it also cause harmful effect to also link to electricity and
the body. magnetism to create another
function and usefulness
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and October 15 – October 19, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the images formed by the different types of mirrors and lenses
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes
C. Learning The learners should be able to The learners should be able to The learner should be able to
Competencies/Objectives predict the qualitative characteristics determine the quantitative distinguish between a converging
of images formed by plane and characteristics of images formed by and diverging mirrors and lenses
Write the LC code for each.
curved mirrors and lenses plane and curved mirrors and
lenses
Mirror and Lenses Mirror and Lenses Mirror and Lenses 2ND QUARTER 2ND QUARTER PERIODICAL
II. CONTENT PERIODICAL EXAMINATION
EXAMINATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 168-171 pp. 172-174 pp. 175-177
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint
Topics Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Give details about the previous Present and discuss topics related Discuss the different interacting Conduct the 2nd Quarter Conduct the 2nd Quarter Periodical
presenting the new lesson. lesson discussed and intervene to optical devices and present behaviour of light as it passes Periodical Exam Exam
some of the topics that were least power point presentation illustrating through a medium, and give detail
*ENGAGE
understood by the students the concept of mirrors and lenses about the types of mirrors/lenses
and their behaviour in the where light behaves differently in
interaction of light those mirrors/lenses based on their
different forms
B. Establishing a purpose for the Discuss other applications that are
lesson very useful or relevant in using
mirrors and lenses which lead to
*EXPLORE the different construction of optical
instruments.
C. Presenting Examples/ Present to the class the concept
instances of the new lesson about how lens and mirror works,
the different components involved
in determining the image produced
and its distance
D. Discussing new concepts and Perform Activity 2 as reflected on Illustrate to the class the different
practicing new skills #1 Learner’s Material discussing about behaviour of the images as it is being
Angle of Incidence vs Angle of placed on the different location in
*EXPLAIN
Reflection terms of lens and mirror application
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
F. Developing mastery Conduct Formative Assessment
(Leads to Formative Assessment based on the discussed lectures
about Mirrors and Lenses and
3)
evaluate the test result
*EVALUATE
G. Finding practical applications Determine the useful applications of Give importance the integration of Compute for the Item Compute for the Item Analysis
of concepts and skills in daily the different kinds of mirrors and these mirror & lenses applications Analysis and Evaluate the and Evaluate the Least Learned
lenses in our lives today, as different that lead to the innovations and Least Learned Skills/Competencies of the
living
new invented gadgets are mostly upgrading of different optical devices Skills/Competencies of the students based on the discussed
*EVALUATE using the concept of mirrors and that were very useful in the new students based on the topics
lenses with different forms and technology that helps people in their discussed topics
characteristics tasks/activities
H. Making generalizations and The students will generalize that The students will generalize that
abstractions about the lesson knowing the different kinds of mirrors and lenses don’t just play a
mirrors and lenses and its simple/basic function that can be
application will let them determine used to reflect images, but it can also
how to use those gadgets properly be utilized to create other devices
that will ease the burden of
magnifying the size of an image even
at far distances
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned
80% on the 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 with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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 wish to share with other
teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and October 29 – October 31, 2018 (7:30-8:30)(8:30-9:30) Quarter 3rd Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the organisms as having feedback mechanisms which are coordinated by the nervous, endocrine and
reproductive systems.
B. Performance Standard The learners create a campaign advertising video about the common and effective contraceptive measures used in family planning, in line with the
Reproductive Health Law.
C. Learning Describe the parts of the nervous, Appreciate how the body systems Explain the role of hormones
Competencies/Objectives endocrine and reproductive systems work together to maintain regular involved in the female and male
along with their functions. function of the body. reproductive systems.
Write the LC code for each.
S10LT-IIIa-33 S10LT-IIIb-34
Coordinated Functions of the Reproductive System of Male
II. CONTENT Nervous, Endocrine & and Female
Reproductive System
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 165-169 pp. 170-175
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint
Topics Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Refresh the idea of the students Present to the class an image that
presenting the new lesson. regarding the different body systems will represent or show the different
composition, and how each system parts of a male and female
*ENGAGE
interacts with one another or even reproductive system and let them
work together to establish balance or enumerate the parts based on their
stable state in one’s body function own understanding
B. Establishing a purpose for the Explain & discuss that the human If each or any part of the organ/s in Understanding the role of the
lesson body is made up of different systems any of the system will malfunction, reproductive system is important so
that coordinate with one another in the body of a person will become that the students will have insights
*EXPLORE
order to perform their functions well. unbalanced how to responsible enough as they
reach adolescent when their body
tends to change due to maturity
C. Presenting Examples/ The over-all in-charge nervous Present slideshow that will further
instances of the new lesson system connects all the body parts & show how nervous system works
transmits signals from part to out as a team together with
another. It composes of cells, endocrine and reproductive system,
tissues and organs that will and how these three maintain a
regulates body’s responses to balance coordinated process
internal & external stimuli
D. Discussing new concepts and Reproductive system/organs in both Both male & female undergo
practicing new skills #1 male and female plays a vital role in physical changes as they reach
human reproduction, and it is very puberty stage, however female has
*EXPLAIN
important that students will be the most body changes, so students
aware about the different changes will be given ideas why female
happening in the body as they organs are greatly affected by the
reach adolescent, and the sensitive nervous & endocrine system when
role of the male & female they reach their puberty time
reproductive organs
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
F. Developing mastery Conduct Formative Assessment
(Leads to Formative Assessment based on the discussed lectures
about the different organized and
3)
coordinated systems
*EVALUATE
G. Finding practical applications Body systems is naturally present in Reproductive organs is very vital
of concepts and skills in daily a person during the time of because primarily reason of being
conception till birth, however some the in-charge in the reproduction of
living
may experience to have birth defects species or each classification of
*EVALUATE not only physically but also internally living things in the planet. Proper
due to some organs malfunctioning, understanding is needed to further
so people should take care of their determine the sensitive role of
body especially during pregnancy reproductive system as person tend
to change during puberty stage
H. Making generalizations and The students will generalize that The students will conclude that
abstractions about the lesson knowing the different parts of a reproductive system does not only
body’s system will greatly help them play reproduction process, but it is
understand that teamwork is very also being affected by the other body
important so as body will function systems that is why people or even
effectively and balance, because as animals are somewhat changing in
a person will somehow experience their physical aspect, behaviour
pain in one part of the organ, the because of the integrated functions
whole body is somewhat affected and effects of other system to the
by that pain reproductive system
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned 80%
on the 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
with the lesson.
D. No.of learners who continue to
require remediation
E. Which of my teaching
strategiesworked 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
wish to share with other teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and November 5 – November 9, 2018 (7:30-8:30)(8:30-9:30) Quarter 3rd Quarter
Time

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the organisms as having feedback mechanisms which are coordinated by the nervous, endocrine and
reproductive systems.
B. Performance Standard The learners create a campaign advertising video about the common and effective contraceptive measures used in family planning, in line with the
Reproductive Health Law.
C. Learning Describe the parts of the nervous, Explain the role of hormones Describe the feedback mechanisms in
Competencies/Objectives endocrine and reproductive systems involved in the female and male regulating processes in the female
along with their functions. reproductive systems. reproductive system.
Write the LC code for each.
S10LT-IIIa-33 S10LT-IIIb-34 S10LT-IIIc-35
Coordinated Functions of the Reproductive System of Male Integrated function of Nervous
II. CONTENT Nervous, Endocrine & and Female System with the Female
Reproductive System Reproductive System
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 165-169 pp. 170-175 pp. 176-180
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint Internet Download Internet Download Powerpoint
Topics Topics Topics Powerpoint Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Refresh the idea of the students Present to the class an image that
presenting the new lesson. regarding the different body systems will represent or show the different
composition, and how each system parts of a male and female
*ENGAGE
interacts with one another or even reproductive system and let them
work together to establish balance or enumerate the parts based on their
stable state in one’s body function own understanding
B. Establishing a purpose for the Explain & discuss that the human If each or any part of the organ/s in Understanding the role of the Reproductive system is also
lesson body is made up of different systems any of the system will malfunction, reproductive system is important so affected by the activities made
that coordinate with one another in the body of a person will become that the students will have insights by endocrine system, students
*EXPLORE
order to perform their functions well. unbalanced how to responsible enough as they will also realize that hormones
reach adolescent when their body in the body will affect
tends to change due to maturity behavioural changes and
growth development
C. Presenting Examples/ The over-all in-charge nervous Present slideshow that will further
instances of the new lesson system connects all the body parts & show how nervous system works
transmits signals from part to out as a team together with
another. It composes of cells, endocrine and reproductive system,
tissues and organs that will and how these three maintain a
regulates body’s responses to balance coordinated process
internal & external stimuli
D. Discussing new concepts and Reproductive system/organs in both Both male & female undergo physical
practicing new skills #1 male and female plays a vital role in changes as they reach puberty stage,
human reproduction, and it is very however female has the most body
*EXPLAIN
important that students will be aware changes, so students will be given
about the different changes ideas why female organs are greatly
happening in the body as they reach affected by the nervous & endocrine
adolescent, and the sensitive role of system when they reach their puberty
the male & female reproductive time
organs
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
F. Developing mastery Conduct Formative Assessment
(Leads to Formative Assessment based on the discussed lectures
about the different organized and
3)
coordinated systems
*EVALUATE
G. Finding practical applications Body systems is naturally present in Reproductive organs is very vital
of concepts and skills in daily a person during the time of because primarily reason of being
conception till birth, however some the in-charge in the reproduction of
living
may experience to have birth defects species or each classification of
*EVALUATE not only physically but also internally living things in the planet. Proper
due to some organs malfunctioning, understanding is needed to further
so people should take care of their determine the sensitive role of
body especially during pregnancy reproductive system as person tend
to change during puberty stage
H. Making generalizations and The students will generalize that The students will conclude that
abstractions about the lesson knowing the different parts of a reproductive system does not
body’s system will greatly help them only play reproduction process,
understand that teamwork is very but it is also being affected by
important so as body will function the other body systems that is
effectively and balance, because as why people or even animals are
a person will somehow experience somewhat changing in their
pain in one part of the organ, the physical aspect, behaviour
whole body is somewhat affected because of the integrated
by that pain functions and effects of other
system to the reproductive
system
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned 80%
on the 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
with the lesson.
D. No.of learners who continue to
require remediation
E. Which of my teaching
strategiesworked 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
wish to share with other teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Grades 1 to 12 Daily Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Lesson Log
Teaching Dates and November 12 – November 16, 2018 (7:30-8:30)(8:30- Quarter 3rd Quarter
Time 9:30)

Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the information stored in DNA as being used to make proteins, how changes in DNA molecule may cause
changes in its product.
B. Performance Standard The learners assess their understanding of the structure of the DNA, explain how DNA replication takes place, how RNA is made using the information
from DNA.
C. Learning Explain how a protein is made using Identify the role of DNA and RNA in Relate DNA replication to its Trace the process of replication,
Competencies/Objectives information from DNA protein synthesis complementary structure transcription and translation
Write the LC code for each.
Heredity: Inheritance and DNA and RNA Structures DNA and RNA complementary Replication, transcription Replication, transcription and
II. CONTENT
Variation bases structuring and Translation Translation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 191-193 pp. 194-196 pp. 197-198 pp.199-200 pp.201-203
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint Internet Download Powerpoint Internet Download Powerpoint Internet Download Internet Download Powerpoint
Topics Topics Topics Powerpoint Topics Topics
IV. PROCEDURES
A. Reviewing previous lesson or Present to the class an image that Discuss the concept of DNA and Present video clips how DNA and
presenting the new lesson. will represent or show the different RNA and their components of how RNA activities and what is their
parts of a male and female these materials are functioning in importance in the aspect of heredity.
*EXPLORE
reproductive system and let them the body
enumerate the parts based on their
own understanding
Let the class understand the Emphasize the process of
B. Establishing a purpose for the function of the different base pair replication, transcription and
involve in the DNA, and how these translation process from DNA to
lesson
process takes place RNA and how the different
*ENGAGE components of RNA work
together to complete the
process
C. Presenting Examples/ Discuss the importance of the Let the students identify the Discuss to the class that RNA
instances of the new lesson factors of inheritance and variation in different activities involved during has three types namely mRNA,
the process of acquiring traits from the DNA process, and the RNA rRNA and tRNA. In the DNA the
parents to children/offspring, and activities involved also inside the adenine bonds with thymine
how human differ from one another body by presenting powerpoint and cytosine bonds with
slides guanine, while in RNA , adenine
bonds with uracil and cytosine
bonds with guanine
D. Discussing new concepts and DNA is made up of nucleotides With an aid of a video presentation, Explain how the process of
practicing new skills #1 containing sugars, phosphate and discuss to the class how DNA and replication, transcription and
nitrogenous bases. The RNA are being constructed given a translation takes place and how it
*EXPLAIN
complementary structure of DNA’s pair of bases, have comparison affects the mechanism of RNA and
two strands allow each strand to between the two nucleic acid, their DNA in the body
serve as a template during similarities and differences
replication.
E. Discussing new concepts and Provide video presentation The order of nucleotides in DNA The mRNA carries the
practicing new skills #2 discussing how traits can be passed determines the order of nucleotides information in DNA which is
from parents to offspring and how in messenger RNA in a process found in the nucleus to the
*ELABORATE
the genes or traits can develop in a called transcription. ribosomes found in the
certain individual from their blood cytoplasm
lines
F. Developing mastery Conduct Formative Assessment
(Leads to Formative Assessment based on the discussed lectures
about the DNA and RNA structures.
3)
*EVALUATE
G. Finding practical applications Mutation is a change in the base The role of transfer RNA (tRNA) is to The process of converting the
of concepts and skills in daily sequence of DNA wherein mutation bring the amino acids in the information in a sequence of
may affect only one gene or may cytoplasm to the ribosomes to form nitrogenous bases in mRNA
living
also affect the whole chromosomes. polypeptides. into a sequence of amino acids
Mutations in body cells affect only that make a protein in known as
the individual and are not passed translation.
on to the offspring
H. Making generalizations and The students will generalize that
abstractions about the lesson knowing the structure of DNA and
RNA will greatly help understand
how the body functions will be
affected via the heredity factors.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned 80%
on the 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
with the lesson.
D. No.of learners who continue to
require remediation
E. Which of my teaching
strategiesworked 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
wish to share with other teachers?

__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.


Name of Teacher and Signature Secondary School Principal