DLL Science 2017-2018

DAILY LESSON LOG
SY: 2017-2018
Week: 36
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Grade 9 Date: March 5, 2018 Date: March 6, 2018 Date: March 7, 2018 Date: March 8, 2018 Date: March 9, 2018
I. OBJECTIVES
A. Content Standards  Identify the different forms  State the law of  Analyze every day situations  Answer 75% of the
of energy around us conservation of mechanical where the law of questions of the quiz
 Trace and explain the enrgy energy conservation of mechanical  Answer the quiz honestly
transformations in various  Cite different practical energy applies
activities situations how the law of  Solve problems
 Appreciate the use of conservation of mechanical mathematicall on the law of
energy transformations in energy is applied conservation of mechanical
our daily activities  Safety in the different rides energy
in the amusement park  Believe that practice makes
perfect
B. Performance Standards Propose ways to enhance sports related to projectile motion
C. Learning Competencies S9FE-IVa-35
II. CONTENT Forms of Energy Law of Conservation of Law of Conservation of

Long Quiz
Energy Transformations Mechanical Energy Mechanical Energy
III. LEARNING RESOURCES

1. Teacher’s Guide pp. pp. pp. pp.
2. Learner’s Material pp. 282-284 pp. 293-297 pp. 293-297 pp.
3. Others http://www.physicsclassroom.com http://www.physicsclassroom.com http://www.physicsclassroom.com
IV. PROCEDURES 1. recall the importance of 1. recall the lesson on 1. state and explain the law of 1. Give instructions
energy potential and kinetic energy conservation of mechanical 2. Distribute the test
2. illustrate the different forms 2. present an illustration of a energy questionnaires
of energy roller coaster 2. give examples of every day 3. Answer the quiz
3. identify the different forms 3. discuss the conservation of situations where the law 4. Answer and check the quiz
of energy in various mechanical energy in a applies
illustrations roller coaster 3. sample problems
4. discuss energy 4. identify the positions where 4. boardwork and seatwork
transformations kinetic and potential energy 5. generalization
5. explain the law of is at maximum or minimum -use the illustration of a
conservation of energy 5. generalization stone that is dropped, let
6. give examples of different -let the students give their the students explain the
energy transformations own examples of the law of conversion of potential
7. identify the energy conservation of mechanical energy to kinetic energy
transformations in different energy and show that energy is
systems conserved in the system
8. generalization 6. evaluation 6. evaluation
9. evaluation -10 item quiz -recitation
V. REMARKS
VI. REFLECTION
No. of learner’s within
mastery level
No. of learner’s needing
remediation
LP Schedule
Date: March 5, 2018 Date: March 6, 2018 Date: March 7, 2018 Date: March 8, 2018 Date: March 9, 2018
Joule Joule Joule Joule Maxwell (Mar. 8, 2018)
Graham Belle Graham Bell Graham Bell (Maarch 7, 2018) Graham Bell (Mar. 8, 2018)
Maxwell (March 5 2018) Maxwell (March 6, 2018) Maxwell (March 7, 2018)
Prepared by: Submitted to: Checked by: Noted by:
Solita M. De Leon Mrs. Annabelle S. Cruz Mrs. Anaflor S. Guiang Mrs. Marivic Francisco
Teacher 3 Science, Head Teacher III Science, Master Teacher Principal-OIC
DAILY LESSON LOG

SY: 2017-2018
Week: 33
Grade 9 Date: February 12, 2018 Date: February 13, 2018 Date: February 14, 2018 Date: February 15, 2018 Date: February 16, 2018
VII. OBJECTIVES
D. Content Standards  Answer 75% of the  Analyze the motion of a  Analyze the motion of a  Identify the factors that Holiday!
questions projectile projectile affect momentum
 Be systematic in solving  Draw the horizontal and  Draw the horizontal and  Compute problems on
problems vertical components of a vertical components of a momentum
projectile released projectile released  Practice makes perfect
horizontally horizontally
 Accuracy in illustrating the  Accuracy in illustrating the
horizontal and vertical horizontal and vertical
components of a projectile components of a projectile
E. Performance Standards Propose ways to enhance sports related to projectile motion
F. Learning Competencies S9FE-IVa-34
VIII. CONTENT Quiz

Projectile Motion Projectile Motion Factors Affecting Momentum
IX. LEARNING RESOURCES

4. Teacher’s Guide
5. Learner’s Material pp. pp. pp.
6. Others
pp. 252-253 pp. 252-253 pp. 257-259
http://www.physicsclassroom.com http://www.physicsclassroom.com http://www.physicsclassroom.com
X. PROCEDURES 4. Recall characteristics of 1. using a ruler push a small 1. recall the previous lesson 1. Post guide questions for the
freely falling objects, the ball on the edge of a table. by describing the horizontal video
kinematic equations, and and vertical components of 2. Watch video on momentum
the steps in problem 2. describe the horizontal and the velocity of a 3. Answer questions for the
solving vertical motion of the ball horizontally launched factors affecting
5. Give instructions projectile momentum
6. Distribute the test 2. solve the assignment on 4. Introduce the equation for
3. make an illustration of the
questionnaires the board momentum
path taken by the ball
7. Answer the quiz 3. ask problems encountered 5. Sample problems
8. Answer and check the inn solving problems 6. Generalization
quiz -draw the velocity and its 4. boardwork and seatwork -Answer questions on page
horizontal and vertical 5. Generalization 259
components -how is the time 7. Evaluation
computed? Write -10 item quiz
4. solve problems on formula on the board
horizontally fired projectiles -how is height of the
released position
5. Generalization computed, write the
equation
-describe the horizontal -how is the final velocity
components of the velocity computed, write the
equation.
-describe the vertical
6. Evaluation
components of the velocity -one worded problem quiz
6. Evaluation
-1 worded problem quiz
7. Assignment
Solve. (See attachment)
XI. REMARKS
XII. REFLECTION
mastery level
remediation
LP Schedule
Date: February 12, 2018 Date: February 13, 2018 Date: February 14, 2018 Date: February 15, 2018 Date: February 16, 2018
Joule Joule Joule Joule Maxwell
Graham Belle Graham Bell Graham Bell (Feb. 14, 2018) Graham Bell
Maxwell (Feb. 12, 2018) Maxwell (Feb. 13, 2018) Maxwell (Feb. 14, 2018)
DAILY LESSON LOG

SY: 2017-2018
Week: 32
Grade 9 Date: February 5, 2018 Date: February 6, 2018 Date: February 7, 2018 Date: February 8, 2018 Date: February 9, 2018
XIII. OBJECTIVES
G. Content Standards  Solve two word problems  Analyze the motion of  Analyze the motion of a  Analyze the motion of a
on UAM with 80% accuracy objects thrown upwards projectile projectile
 Be systematic in solving  Solve problems on  Draw the horizontal and  Draw the horizontal and
problems uniformly accelerated vertical components of a vertical components of a
motion due to gravity projectile released projectile released
 Solve problems horizontally horizontally
systematically  Accuracy in illustrating the  Accuracy in illustrating the
horizontal and vertical horizontal and vertical
components of a projectile components of a projectile
H. Performance Standards Propose ways to enhance sports related to projectile motion
I. Learning Competencies S9FE-IVa-34
XIV. CONTENT Uniformly Accelerated

Motion-Objects Thrown Projectile Motion Projectile Motion
Quiz Upward
XV. LEARNING RESOURCES

8. Learner’s Material pp. pp. pp.
9. Others
pp. 239-241 pp. 252-253 pp. 252-253
XVI. PROCEDURES 1. Recall characteristics of 1. Describe the motion of 1. using a ruler push a small 7. recall the previous lesson
freely falling objects, the objects thrown upwards ball on the edge of a table. by describing the
kinematic equations, and 2. Discuss the velocity at the horizontal and vertical
the steps in problem maximum height and 2. describe the horizontal components of the
solving maximum height reached and vertical motion of the velocity of a horizontally
2. Give instructions by the object launched projectile
ball
3. Distribute the test 3. Solve problems on objects 8. solve the assignment on
questionnaires thrown upward the board
3. make an illustration of the
4. Answer the quiz 4. Boardwork and seatwork 9. ask problems encountered
5. Answer the problems on 5. Generalization path taken by the ball inn solving problems
the board -what happens to the 10.boardwork and seatwork
velocity of the object till it -draw the velocity and its 11.Generalization
reaches the maximum horizontal and vertical -how is the time
height components computed? Write
-compare the velocity of formula on the board
4. solve problems on -how is height of the of
the object at the same
horizontally fired the released position
position in going up and
down projectiles computed, write the
6. Evaluation equation
-two-problem quiz 5. Generalization -how is the final velocity
computed, write the
-describe the horizontal equation.
components of the 12.Evaluation
velocity -one worded problem quiz
-describe the vertical

components of the
velocity
6. Evaluation
-1 worded problem quiz
7. Assignment
Solve. (See attachment)
XVII. REMARKS
XVIII. REFLECTION
mastery level
remediation
LP Schedule
Date: February 5, 2018 Date: February 6, 2018 Date: February 7, 2018 Date: February 8, 2018 Date: February 9, 2018
Joule Joule Joule Joule Maxwell (Feb. 8, 2018)
Graham Belle Graham Bell Graham Bell (Feb. 7, 2018) Graham Bell (Feb. 8, 2018)
Maxwell (Feb. 5, 2018) Maxwell (Feb. 6, 2018) Maxwell (Feb. 7, 2018)
DAILY LESSON LOG

SY: 2017-2018
Week: 31
Grade 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Science Date: January 29, 2018 Date: January 30, 2018 Date: January 31, 2018 Date: February 1, 2018 Date:February 2, 2018
I. OBJECTIVES
A. Content Standard  Describe the motion of  Describe the motion of objects  Describe the motion of  Describe the motion of
objects dropped dropped objects thrown upward objects thrown upward
 Perform an experiment to  Solve problems on free fall  Solve problems on free fall  Solve problems on free fall
analyze the vertical (dropped) (thrown upward) (thrown upward)
dimension of objects  Be systematic in solving problems  Practice makes perfect  Practice makes perfect
dropped
 Be accurate in gathering data
B. Performance Standards
C. Learning Competencies
II. CONTENT Uniformly Accelerated Motion – Uniformly Accelerated Motion Uniformly Accelerated Motion Uniformly Accelerated Motion
Free Fall Free Fall Free Fall Free Fall
pp. pp. pp. pp.
1. Teacher’s Guide pp. 237-238 pp. 238-241
pp. 237-238 pp.
2. Learner’s Material http://www.physicsclassroom.com http://www.physicsclassroom.com http://www.physicsclassroom.com http://www.physicsclassroom.com
3. Online Source http://www.problemsphysics.com
IV. PROCEDURES 1. introduce free fall by asking: 1. Answer the Guide Questions 1. describe the motion of a 1. recall the motion of an
 What is gravity? 2. Checking the Guide ball thrown upwards object thrown upwards
 What is the acceleration Questions 2. solve problems 2. answer the assignment on
due to gravity on earth? 3. Solve problems on UAM 3. boardwork and seatwork the board
 Is the rate of gravity 4. Generalization 4. generalization 3. generalization
(acceleration) the same for - What does an acceleration -when a ball is thrown is - when a ball is thrown is
all objects on earth? of 9.8 m/s/s mean? there an initial speed? there an initial speed?
2. discuss acceleration due to 5. Evaluation -what is the velocity at the -what is the velocity at the
gravity -2 problem solving quiz maximum height? maximum height?
3. perform activity 2 Drop Me! (see attached) 5. evaluation 4. evaluation
(pp. 238-239) One problem solving quiz -2 worded problem quiz
Assignment: 6. assignment 5. Homework
Answer worksheet. Answer worksheet Study for a long quiz on
. monday
V. REMARKS
VI. REFLECTION
No. of learners within mastery
level:
No. Of learners needing
remediation/reinforcements
Class Schedule and LP Schedule

GRADE 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: January 29, 2018 Date: January 30, 2018 Date: January 31, 2018 Date: February 1, 2018 Date: February 2, 2018
Joule Joule Joule Joule Graham Bell (Feb. 1, 2018)

Graham Bell Graham Bell Maxwell (Jan. 30, 2018) Graham Bell (Jan 31, 2018) Maxwell (Feb. 1, 2018)
Maxwell (Jan. 29, 2018) Maxwell (Jan 31, 2018)
MRS. SOLITA M. DE LEON MRS. ANNABELLE S. CRUZ MRS. ANAFLOR S. GUIANG MRS. NIMFA V. BONGALING
Teacher I Science, Head Teacher III Science, Master Teacher Principal IV
DAILY LESSON LOG

SY: 2017-2018
Week: 29
Science Date: January 15, 2018 Date: January 16, 2018 Date: January 17, 2018 Date: January 11, 2018 Date:January 19, 2018
I. OBJECTIVES
B. Content Standard  Check the periodical test  Calculate the acceleration  Calculate the acceleration of  Derive formulas to be
 Ask questions to items that of the can rolling down an the can rolling down an used in uniformly
students find difficult inclined plane, given a inclined plane, given a accelerated motion
distance vs. time and distance vs. time and  Apply the UAM formulae
distance vs. time2 graph of distance vs. time2 graph of in solving problems
its motion its motion  Be systematic in solving
 Describe the motion of an  Describe the motion of an problems
object given a distance vs. object given a distance vs.
time or distance vs. time2 time or distance vs. time2
graph graph
 Be accurate in taking data  Be accurate in taking data
II. CONTENT Checking Periodical Test
Activity 1: Roll, Roll, and Activity 1: Roll, Roll, and Uniformly Accelerated
Away Away Motion
pp. pp. pp.
1. Teacher’s Guide pp. 233 - 234 pp. 233-234 pp. 234-237
2. Learner’s Material
3. Online Source
IV. PROCEDURES 1. give instructions 1. introduce unit 3 Force, 1. recall what they did in 1. recall displacement,
2. distribute test papers Motion and Energy activity 1 velocity and acceleration
3. answering and checking the 2. pre-assessment 2. with the data of the 2. explain what is uniformly
periodical test 3. checking of pre- activity make the accelerated motion
4. submit requirements for the assessment following graph: 3. derive formulae for
Third quarter 4. pre-activity discussion a. d vs. t uniformly accelerated
5. Assignment -checking the materials to b. d vs. t2 motion
(assign students) be used 3. answer the guide 4. sample problems
Bring the following tomorrow: -reading the procedure questions 5. generalization
a. tin can 5. activity proper 4. generalization -write the formula how
b. board or plank(at least 200 -perform activity 1: Roll, -checking the guide to determine:
cm long) Roll, and Away (pp. 233- questions a. distance
c. protractor 234) -relate distance and time b. vave
d. 5. evaluation
-10 item quiz
6. evaluation
Answer the following
questions:
1. what is uniformly
accelerated motion?
2. When is ave. velocity
used?
V. REMARKS
VI. REFLECTION
level:

Date: January 15, 2018 Date: January 16, 2018 Date: January 17, 2018 Date: January 18, 2018 Date: January 19, 2018
Joule Joule Joule Joule Graham Bell (Jan. 18, 2018)

Graham Bell Graham Bell Maxwell (Jan. 16, 2018) Graham Bell (Jan 17, 2018) Maxwell (Jan. 18, 2018)
Maxwell (Jan. 15, 2018) Maxwell (Jan 17, 2018)
DAILY LESSON LOG
SY: 2017-2018
Week: 28
Science Date: January 8, 2018 Date: January 9, 2017 Date: January 10, 2017 Date: January 11, 2017 Date:January 12, 2017
I. OBJECTIVES
C. Content Standard  Answer correctly 12 of the  Review Unit 3  Review Unit 3

15 item quiz  Listen attentively while  Listen attentively while Periodical Test Periodical Test
 Be honest while taking the others are reciting others are reciting
quiz
II. CONTENT Quiz Unit Review Unit Review

pp. pp. pp.
1. Teacher’s Guide pp. pp. pp.
3. Online Source
IV. PROCEDURES 1. give instructions 1. give instructions 1. give instructions
2. distribute test papers 2. answer 20 item questions 2. answer 20 item questions
3. answer the quiz quiz quiz
4. check the quiz 3. checking the quiz and 3. checking the quiz and
reminding them to ask reminding them to ask
questions if they don’t questions if they don’t
understand clearly the understand clearly the
questions questions
V. REMARKS
VI. REFLECTION
level:

Date: January 8, 2017 Date: January
9, 2017 Date: January 10, 2017 Date: January 11, 2017 Date: January 12, 2017
Joule Joule Joule Joule Graham Bell

Graham Bell Graham Bell Maxwell Graham Bell Maxwell
Maxwell Maxwell
DAILY LESSON LOG
SY: 2017-2018
Week: 27
Science Date: December 11, 2017 Date: December 12, 2017 Date: December 13, 2017 Date: December 14, 2017 Date:December 15, 2017
I. OBJECTIVES
D. Content Standard  Answer correctly 16 of the  Identify the cause and  Relate color with  Identify the group of
20 item quiz effect of climate change temperature of a star stars
 Be honest while taking the  Give ways on how to  Explain factors that may  Group stars together in a
quiz prevent climate change affect the brightness of a star recognizable pattern
 Appreciate the beauty of  Appreciate the beauty of the  Respect the opinion of
nature sky at night because of the others
stars
B. Performance Standards Participate in activities that reduce risks and lessen effects of climate change
C. Learning Competencies S9ES-IIIc-d-29
II. CONTENT Long Quiz Climate Change Characteristics of Stars Patterns in the Sky

pp. pp. pp.
1. Teacher’s Guide pp. 202-206 pp. 211-216 pp. 217
3. Online Source
IV. PROCEDURES 1. give instructions 1. introduce the lesson by 1. introduce the module 3 1. review the past lesson by
2. distribute test papers asking some questions Constellations asking did you look at the
3. answer the quiz about daily activities that 2. pre-assessment sky last night? Did you see
4. check the quiz cause climate change 3. ask questions stars? Are they of the
2. post guide questions for - are the stars same in size? same brightness? Which is
the video -are the stars same in the brightest star?
3. watch video color? 2. introduce constellations
4. discussion -are the stars equally by asking, when you look
5. answer guide questions bright? at the sky what o you see?
6. generalization 4. state some facts about Do you see images of
-asking questions on how stars animal of objects?
they can help prevent 5. relate color and 3. pre-activity discussion
climate change temperature of stars using 4. perform activity 2
7. evaluation the table on p.. 215 Patterns in the Sky (p. 217)
-picture of a cause of 6. give factors that may affect 5. Ask some students to
climate change, students the brightness of a star show their output
will write a 5 sentence 7. generalization 6. Generalization
paragraph on how to -give factors that may affect -what are constellations
prevent climate change. the brightness of a star -give some common
Assignment: 8. evaluation constellations
1. Form a group of 5 or 6 -identification of a star 7. evaluation
2. Make a video Disaster Risk given the color -identifying constellations
Reduction and Climate -arrange the color of the using pictures
Change Adaptation stars in increasing
3. As a guide, read rubric on temperature
pp. 207-208
V. REMARKS
VI. REFLECTION
level:

Date: December 11, 2017 Date: December 12, 2017 Date: December 13, 2017 Date: December 14, 2017 Date: December 15, 2017
Joule Joule Joule Joule Graham Bell (Dec. 14, 2017)

Graham Bell Graham Bell Maxwell (Dec. 12, 2017) Graham Bell (Dec. 13, 2017) Maxwell (Dec. 14, 2017)
Maxwell (Dec. 11, 2017) Maxwell (Dec. 13, 2017)
DAILY LESSON LOG

SY: 2017-2018
Week: 26
Science Date: December 4, 2017 Date: December 5, 2017 Date: December 6, 2017 Date: December 7, 2017 Date:December 8, 2017
I. OBJECTIVES
E. Content Standard  Explain how distance from the  Differentiate windward  Explain how ocean currents  Answer correctly 16 of the
ocean affects climate and leeward sides of a affect climate 20 item quiz
 Compare the effect of heat on high land  Perform an activity on how  Be honest while taking the
water and land  Explain how topography ocean currents affect climate quiz
 Listen while others are affects climate  be systematic in performing
reciting  Follow instructions an activity
II. CONTENT Role of Surrounding Bodies of How Topography Affects How Ocean Currents Affect
Long Quiz
Water to Climate Climate Climate
pp. pp. pp.
pp. 188-191
3. Online Source
IV. PROCEDURES 1. Watch video about how bodies 1. meaning of some science 1. meaning of some science 1. give instructions
of water surrounding a place words to be used in the words to be used in the 2. distribute test papers
affects climate activity activity 3. answer the quiz
2. Discussion about the video 2. giving instructions 2. giving instructions 4. check the quiz
3. Generalization 3. performing Activity 4 3. performing Activity 5 Ocean
-How does a body of water Which Should I Choose, Currents(pp.194-195)
regulates the temperature of a Windward or Leeward? 4. Checking of the Answers to
certain region or country? (pp.191-192) the Guide Questions
4. Evaluation 4. Checking of the Answers to 5. Generalization
- 5 item fill in the blank quiz the Guide Questions - How does ocean currents
5. Generalization affect climate?
- How does topography 6. Evaluation
affect climate? -5 question quiz
6. Evaluation
-5 question quiz
V. REMARKS
VI. REFLECTION
level:

Date: December 4, 2017 Date: December 5, 2017 Date: December 6, 2017 Date: December 7, 2017 Date: December 8, 2017
Joule Joule Joule Joule Graham Bell (Dec. 7, 2017)

Graham Bell Graham Bell Maxwell (Dec. 5, 2017) Graham Bell (Dec. 6, 2017) Maxwell (Dec. 7, 2017)
Maxwell (Dec. 4, 2017) Maxwell (Dec. 6, 2017)
MRS. SOLITA M. DE LEON MRS. ANNABELLE S. CRUZ MRS. ANAFLOR S. GUIANG MRS. NYMFA V. BONGALING
DAILY LESSON LOG
SY: 2017-2018
Week: 25
Science Date: November 27, 2017 Date: November 28, 2017 Date: November 29, 2017 Date: November 30, 2017 Date:December 1, 2017
I. OBJECTIVES
F. Content Standard  Differentiate climate and  Explain how altitude  Explain how distance from Holiday
weather affects climate the ocean affects climate Bonifacio Day
 Explain how latitude affects  Perform an activity  Compare the effect of heat
climate explaining how altitude on water and land
 Follow instructions affects climate  Listen while others are
 Be systematic in reciting
performing an activity
II. CONTENT Climate and Weather
Altitude Affects Climate
Role of Surrounding Bodies of
Effect of Latitude on Climate Water to Climate
pp. pp. pp.
1. Teacher’s Guide pp. 186 pp. 188-191
pp. 182-185
3. Online Source
IV. PROCEDURES 1. Introduce module 2 by asking: 1. Pre-activity 5. Watch video about 1.
what are the things you discussion how bodies of water
consider when planning a 2. Perform activity 2 surrounding a place
picnic? The Higher, the affects climate
2. Answering the pre- Colder (p. 185 6. Discussion about the
assessment 3. Checking the Guide video
3. Distinguish climate from Questions? 7. Generalization
weather 4. Generalization -How does a body of
4. Pre-activity discussion -State the water regulates the
5. Perform Activity 1 When the relationship temperature of a
Sun’s Rays Strikes(p. 185) between altitude certain region or
6. Answering the guide and climate country?
questions 5. Evaluation 8. Evaluation
7. Checking the answers to the -In 2-3 sentences - 5 item fill in the
guide question explain why many blank quiz
8. Generalization people visit Baguio
-How does altitude affect during summer?
climate?
10. Evaluation
-5 item quiz
V. REMARKS
VI. REFLECTION
level:

Date: November 27, 2017 Date: November 28, 2017 Date: November 29, 2017 Date: November 30, 2017 Date: December 1, 2017
Joule Joule Joule Joule Graham Bell (Nov . 29, 2017)

Graham Bell Graham Bell Maxwell (Nov. 28, 2017) Graham Bell Maxwell (Nov. 29, 2017)
Maxwell (Nov. 27, 2017) Maxwell
DAILY LESSON LOG
SY: 2017-2018
Week: 24
Science Date: November 20, 2017 Date: November 21, 2017 Date: November 22, 2017 Date: November 23, 2017 Date:November 24, 2017
I. OBJECTIVES  Classify volcanoes according  Classify volcanic eruptions  Illustrate how energy from  Answer correctly 16 of the
to their landforms and according to the style of volcanoes may be tapped for 20 item quiz
eruptive styles eruption human use  Be honest while taking the
 Discuss the factors that affect  Make a table of the  Make a flowchart to describe quiz
the viscosity of magma positive and negative how energy is transformed to
 Participate actively in class effects of volcanic generate electricity in a
discussion eruptions to the society geothermnal power plant
 Participate actively in class  Be systematic in doing an
discussion activity
II. CONTENT Types of Volcanic Eruptions
Volcanic Landforms and eruptive
style
How do Volcanic Eruptions Energy from the Volcano Long Quiz
Affect Society
pp. pp. pp.
1. Teacher’s Guide pp. 173, 177 pp. 176-177
pp. 169-171
2. Learner’s Material https://www.youtube.com/watch
3. Online Source ?v=iic5VEpIdgE
IV. PROCEDURES 1. Discuss the external parts of a 1. recall how a volcano 1. discuss geothermal energy 1. give instructions 2.
volcano erupts 2. using a picture of how to 2. distribute test papers
2. Describe an erupting volcano 2. classify eruptions generate electricity from 3. answer the quiz
3. Discuss the three general according to the style of geothermal energy, 4. check the quiz
volcanic types according to the eruptions illustrate how is geothermal
shape of their cones 3. Give examples of each energy is generated
4. Discuss the different factors 4. Make a table of the 3. make a flowchart of how
affecting the volcanoes’ positive and negative electricity is generated in a
eruptive style effects of volcanic geothermal power plant
5. Illustrate viscosity eruptions to our society 4. generalization
6. Watch a video about magma 5. Generalization -checking of the flowchart
7. Discuss the video 6. Evaluation and have the students
8. Generalization - 5 item quiz recite the steps orally
9. Evaluation 5. evaluation
-5 item quiz - 5 item fill in the blanks
quiz
V. REMARKS
VI. REFLECTION
level:

Date: November 20, 2017 Date: November 21, 2017 Date: November 22, 2017 Date: November 23, 2017 Date: November 24, 2017

Graham Bell Graham Bell Maxwell (Nov. 21,2017) Graham Bell (Nov. 22, 2017) Maxwell (Nov. 23, 2017)
Maxwell (Nov. 20, 2017) Maxwell (Nov. 22, 2017)
DAILY LESSON LOG
SY: 2017-2018
Week: 22
Science Date: November 6, 2017 Date: November 7, 2017 Date: November 8, 2017 Date: November 9, 2017 Date:November 10,
2017
I. OBJECTIVES  Describe a volcano  Classify volcanoes
 Classify volcanoes as active or according to their
inactive landforms and eruptive
 Be systematic in performing styles
an activity  Discuss the factors that
affect the viscosity of
magma
 Participate actively in class
discussion
II. CONTENT Describing Volcanoes Volcanic Landforms and
Classification of Volcanoes eruptive style
pp. pp.
1. Teacher’s Guide pp. 169-171
pp. 163-167
3. Online Source
IV. PROCEDURES 1. Answer pre-test 1. Discuss the external parts 3.
2. Check pre-test of a volcano
3. Perform Activity 1 Volcano 2. Describe an erupting
Concept Map volcano
4. Discuss the result of the activity 3. Discuss the three general
5. Discuss how PHIVOLCS classify volcanic types according
volcanoes to the shape of their cones
6. Give instructions for activity 2 4. Discuss the different
Volcanoes in the Philippines factors affecting the
7. Homework volcanoes’ eruptive style
Perform activity 2 and 5. Illustrate viscosity
answer the guide questions 6. Watch a video about
8. Generalization magma
9. Evaluation 7. Discuss the video
8. Generalization
9. Evaluation
V. REMARKS
VI. REFLECTION
level:

Date: November 6, 2017 Date: November 7, 2017 Date: November 8, 2017 Date: November 9, 2017 Date: November 10, 2017

Graham Bell Graham Bell Maxwell (Nov. 7,2017) Graham Bell (Nov. 8, 2017) Maxwell (Nov. 9, 2017)
Maxwell (Nov. 6, 2017) Maxwell (Nov. 8, 2017)
MRS. SOLITA M. DE LEON MRS. ANNABELLE S. CRUZ MRS. ANAFLOR S. GUIANG MRS. NYMPHA V. BONGALING
DAILY LESSON LOG
SY: 2017-2018
Week: 22
Science Date: October 30, 2017 Date: October 31, 2017 Date: November 1, 2017 Date: November 2, 2017 Date:November 3, 2017
I. OBJECTIVES
 submit requirements for
INSET HOLIDAY HOLIDAY the second quarter  prepare notebooks for
ALL SAINT’S DAY the third quarter
 introduce topics for the
third quarter
II. CONTENT Introduction of Third
Submission of Requirements
Quarter Lessons
3. Online Source
IV. PROCEDURES 1. inform those who lack 4. make a marker in their
requirements for the notebook for the third
second quarter quarter
2. check the requirements to 5. write the title of the
be submitted modules for the third
quarter
6. introduce earth
science
V. REMARKS
VI. REFLECTION
level:
MRS. SOLITA M. DE LEON MRS. ANNABELLE S. CRUZ MRS. ANAFLOR S. GUIANG MRS. NYMPHA V. BONGALING
DAILY LESSON LOG
SY: 2017-2018
Week: 21
Science Date: October 23, 2017 Date: October 24, 2017 Date: October 25, 2017 Date: October 26, 2017 Date: October 27, 2017
I. OBJECTIVES
Second Periodical Test Second Periodical Test INSET INSET INSET
II. CONTENT
III.LEARNING RESOURCES
3. Online Source
IV. PROCEDURES
V. REMARKS
VI. REFLECTION
level:
MRS. SOLITA M. DE LEON MRS. ANNABELLE S. CRUZ MRS. ANAFLOR S. GUIANG DR. ANITA S. BOHOL
DAILY LESSON LOG
SY: 2017-2018
Week: 20
I. OBJECTIVES
 relate mass and mole S
Classes suspended due to Classes suspended due to  compute for the molar mass Second Periodic Test Second Periodic Test
transport strike transport strike of common substances
 be systematic in
computations
II. CONTENT Mass and Mole
Molar Mass
pp.
3. Online Source
IV. PROCEDURES 1. recall how to determine
mass of objects
2. illustrate how to determine
the number of particles by
getting the mass
2. discuss Avogadro’s number
3. illustrate how to determine
the number of particles giv
give the steps in computing
the molar mass en the
number of moles
4. give examples
5. generalization
6. evaluation
7. give reminders for the 2nd
quarter exam
V. REMARKS
VI. REFLECTION
level:

Date: October 16, 2017 Date: October 17, 2017 Date: October 18, 2017 Date: October 19, 2017 Date: October 20, 2017
Joule Joule Joule Joule Graham Bell Maxwell

Graham Bell Graham Bell Maxwell Graham Bell
Maxwell Maxwell
DAILY LESSON LOG
SY: 2017-2018
Week: 19
I. OBJECTIVES
 describe organic compounds  Discuss the three types of  relate mass and mole  compute for the molar mass
 Recognize the properties and hydrocarbons  convert the number of of common substances
uses of organic compounds  Write the structural moles to its equivalent  complete a concept map by
 Recognize the importance of formula of hydrocarbons amount in the number of using the different terms use
organic compounds  Follow instructions particles in the Mole Concept
 be systematic in  participate actively in class
computations discussion
II. CONTENT Organic Compounds The Hydrocarbons Mass and Mole Molar Mass
pp. pp. pp.
1. Teacher’s Guide pp.
pp. 135-136 pp. 147-150 pp. 151-153
2. Learner’s Material pp. 131-135
3. Online Source
IV. PROCEDURES 1. define organic compounds 1. recall the carbon elements 1. recall how to determine 1. give the steps in computing
2. describe organic compounds 2. define hydrocarbons mass of objects the molar mass
3. discuss the carbon element 3. discuss the types of bonds 2. illustrate how to determine 2. give examples
4. discuss the uses of common in each type of the number of particles by 3. boardwork and seatwork
organic compounds hydrocarbons getting the mass 4. generalization
5. relate the properties of organic 4. write the condensed 2. discuss Avogadro’s number 5. evaluation
compounds to their uses structural formula 3. illustrate how to determine
6. generalization 5. explain some patterns in the number of particles
7. evaluation the properties of alkanes, given the number of moles
alkenes and alkynes 4. exercises on moles and
6. discuss some uses of number of particles
hydrocarbons 5. generalization
7. generalization 6. evaluation
8, evaluation
V. REMARKS
VI. REFLECTION
level:

Joule Joule Joule Joule Graham Bell (October 12, 2017)
Graham Bell Graham Bell Maxwell (October 10, 2017) Graham Bell (October 11, 2017) Maxwell (October 12, 2017)
Maxwell (October 9, 2017) Maxwell (October 11, 2017)
DAILY LESSON LOG
SY: 2017-2018
Week: 18
I. OBJECTIVES
 Explain how covalent NAT  Relate the properties of  Answer correctly 16 out of
bonding takes place metals to the kind of bond 20 questions of the quiz
 Draw the Lewis formula of they are made of  Answer the test honestly
the compounds to show how  Make a model of a metallic
the sharing of electrons take bond
place  questions new ideas in order
 Practice makes perfect to fully understand them
II. CONTENT Bonding by Sharing of
Bonding Among Metals Module 2 Summative Test
Electrons
pp. pp.
pp. 121-122 pp. 111-125
3. Online Source
IV. PROCEDURES 1. recall the octet rule 1. perform activity 5 Bonding 1. give instructions
2. explain how covalent bonding Among Metals pp. 121-122 2. distribute the test
takes place 2. explain how metallic bonding questionnaires
3. discuss the two types of takes place 3. answer the test
covalent bond: polar covalent 3. check answers to tables and 4. checking the test
and nonpolar covalent bond guide question
3. illustrate how the sharing of 4. generalization
electrons takes place 5. evaluation
4. perform Activity 4 Bonding by 10 item quiz
Sharing of Electrons pp. 120- 6. Assignment
121 Study lessons taken on Module
5. Checking the answers to the 2 for the summative test
table and guide questions for
activity 4
5. Generalization
Complete the sentences in the
box.
 A covalent bond involves
the ________of electrons
that results in the
formation of covalent
compound whose
representative particle is a
molecule.
 Covalent bonds may be
_____ or _____.
 Two identical ______ atoms
always form nonpolar
covalent compound such
as N2, O2, and other
diatomic molecules.
Non-identical atoms with
electronegativity difference
higher than 0.4 and lower
than 1.9 produce ___
covalent bond.
6. Evaluation
20 item quiz
V. REMARKS
VI. REFLECTION
level:

Joule Joule Joule Joule Graham Bell
Graham Bell Graham Bell Maxwell (October 2, 2017) Graham Bell (October 4, 2017) Maxwell
Maxwell Maxwell (October 4, 2017)
DAILY LESSON LOG
SY: 2017-2018
Week: 17
Science Date: September 25, 2017 Date: September 26, 2017 Date: September 27, 2017 Date: September 28, 2017 Date: September 29,
2017
I. OBJECTIVES
A. Content Standards  Identify the number of  Relate the number of  Illustrate how an ionic bond is  Illustrate how an ionic bond
valence electrons of atoms valence electrons, formed is formed
 Map the periodic table electronegativity, and  Show how ions are formed  Show how ions are formed
 Shows self-reliance when ionization energy  Be systematic while doing an  Be systematic while doing an
working independently  Write the Lewis symbol of activity activity
the common metals and
non-metals
 Listen to others with respect
II. CONTENT Bonding by Transfer of Bonding by Transfer of
Mapping the Periodic Table Lewis Symbol
Electrons Electrons
pp. pp. pp.
pp. 118
pp. 115-117 pp. 118
2. Learner’s Material pp. 113-115 http://chemistry.elmhurst.edu/ https://www.youtube.com/
https://www.angelo.edu/faculty/
3. Online Source kboudrea/periodic/physical_metals.ht vchembook/201Lewisdiag.html watch?v=DEdRcfyYnSQ
m
IV. PROCEDURES 1. recall some features of the 1. recall how to determine the 1. ask, “do you know why 7. checking the answers to
periodic table and science valence electrons atoms form compounds? guide questions
words used in activity 1 2. define Lewis Symbol 2. discuss the octet rule 8. generalization
2. checking the answers to the 3. illustrate how to write the 3. explain ionic bonding Complete the statements
guide questions Lewis Symbol of some 4. perform activity 3 Bonding below by filling in the blanks
3. generalization elements by Transfer of electrons p. with the correct word/s.
- How is the valence electron 4. perform Activity 2 Lewis 118
Atoms form bonds determined? Symbol(pp. 115-117) 5. recall how to determine the
with one another to -What is the significance of the 5. checking the answers to the electronegativity in the
become ______ and attain valence electrons? guide questions periodic table
the electronic configuration - Which has low 6. Generalization 6. comparing the negativities
of the __________ nearest electronegativity, metals or -asking questions to show of the metals and non-metals
it. non-metals? relationships among valence
An ionic bond involves 4. Evaluation questions, electronegativity,
complete ______ of 10-item multiple choice and ionization energy
electrons; thus _____ are question quiz 7. evaluation
formed. - 10 item quiz
It involves metals with
_____ electronegativity and
non metals with ______
electronegativity
8. assignment
1. How many valence
electrtons do noble gases
have?
2. When are atoms stable? 9. evaluation

3. What is the Octet Rule? 10 item quiz
Ref. Learning Module p. 117
V. REMARKS
VI. REFLECTION

level:

Date: September 25, 2017 Date: September 26, 2017 Date: September 27, 2017 Date: September 28, 2017 Date: September 29, 2017
Joule Joule Joule Joule

Graham Bell Graham Bell Maxwell (Sept. 26, 2017) Graham Bell (Sept. 27, 2017) Graham Bell (Sept. 28 2017)
Maxwell (Sept. 25, 2017) Maxwell (Sept. 27, 2017) Maxwell (Sept. 28, 2017)
DAILY LESSON LOG

SY: 2017-2018
Week: 16
Science Date: September 18, Date: September 19, 2017 Date: September 20, 2017 Date: September 21, 2017 Date: September 22,
2017 2017
I. OBJECTIVES
A. Content Standards  Answer correctly 16  Identify the number of valence  Identify the number of valence  Relate the number of
out of 20 questions of electrons of atoms electrons of atoms valence electrons,
the quiz  Map the periodic table  Map the periodic table electronegativity, and
 Answer the test  Shows self-reliance when  Shows self-reliance when ionization energy
honestly working independently working independently  Write the Lewis symbol of
the common metals and
non-metals
 Listen to others with respect
II. CONTENT Quiz Mapping the Periodic Table Mapping the Periodic Table Lewis Symbol
pp. pp. 113-115
2. Learner’s Material pp. 100-109 pp. 113-115 https://www.angelo.edu/faculty/
pp. 115-117
3. Online Source http://chemistry.elmhurst.edu/
https://www.angelo.edu/faculty/ kboudrea/periodic/physical_metals.htm
kboudrea/periodic/physical_metals.htm vchembook/201Lewisdiag.html
IV. PROCEDURES 1. give instructions 1. introduction of the new module 1. recall some features of the 1. recall how to determine the
2. distribute the test 2. pre-assessment periodic table and science words valence electrons
questionnaires 3. meaning of science words to be used in activity 1 2. define Lewis Symbol
3. answer the test used in this topic 2. checking the answers to the 3. illustrate how to write the
4. checking the test 4. review of some features of the guide questions Lewis Symbol of some
periodic table 3. generalization elements
5. perform activity 1: Mapping the - How is the valence electron 4. perform Activity 2 Lewis
Periodic Table determined? Symbol(pp. 115-117)
-What is the significance of the 5. checking the answers to the
valence electrons? guide questions
- Which has low 6. Generalization
electronegativity, metals or non- -asking questions to show
metals? relationships among valence
4. Evaluation questions, electronegativity,
10-item multiple choice question and ionization energy
quiz 7. evaluation
- 10 item quiz
V. REMARKS
VI. REFLECTION

level:


DAILY LESSON LOG

SY: 2017-2018
Week: 15
Science Date: September 11, 2017 Date: September 12, 2017 Date: September 13, 2017 Date: September 14, 2017 Date: September 15, 2017
I. OBJECTIVES
A. Content Standards  Write the electron  Answer correctly 16 out of  Identify the number of  Identify the number of
configuration of the 20 questions of the quiz valence electrons of atoms valence electrons of atoms
elements  Answer the test honestly  Map the periodic table  Map the periodic table
 Determine the pattern of  Shows self-reliance when  Shows self-reliance when
filling the orbitals based on working independently working independently
the given distribution for
the first 10 elements
 Be systematic in performing
tasks
II. CONTENT Mapping the Periodic Mapping the Periodic
Electron Configuration Quiz
Table Table
pp. 108-109 pp. pp. 113-115
3. Online Source
IV. PROCEDURES 1 present a periodic table and 1. give instructions 1. introduction of the new . recall some features of the
recall the features of the 2. distribute the test module periodic table and science
periodic table questionnaires 2. pre-assessment words used in activity 1
3. discuss how the electron 3. answer the test 3. meaning of science words 2. checking the answers to the
configuration of elements is 4. checking the test to be used in this topic guide questions
written 4. review of some features of 3. generalization
4. seatwork and boardwork the periodic table - How is the valence
5. generalization 5. perform activity 1: Mapping electron determined?
- ask questions to establish the Periodic Table -What is the significance of
key concepts the valence electrons?
7. evaluation - Which has low
electronegativity, metals or
non-metals?
4. Evaluation
10-item multiple choice
question quiz
V. REMARKS
VI. REFLECTION

level:


DAILY LESSON LOG
SY: 2017-2018
Week: 14
Science Date: September 4, 2017 Date: September 5, 2017 Date: September 6, 2017 Date: September 7, 2017 Date: September 8, 2017
I. OBJECTIVES
A. Content Standards  Write the electron  Relate some lessons  Identify the number of  Identify the number of
configuration of the learned in life with the valence electrons of atoms valence electrons of atoms
elements environment  Map the periodic table  Map the periodic table
 Determine the pattern of  Construct a “hugot” line  Shows self-reliance when  Shows self-reliance when
filling the orbitals based on  Care for the environment working independently working independently
tasks
II. CONTENT Mapping the Periodic Mapping the Periodic
Electron Configuration Hugot Line
Table Table
pp. 108-109 pp. 113-115
3. Online Source
IV. PROCEDURES 1. define electron 1. inform the students of the 1. introduction of the new 1. recall some features of the
configuration different activities during module periodic table and science
2. present a periodic table the science month 2. pre-assessment words used in activity 1
and recall the features of 2. give the mechanics in this 3. meaning of science words 2. checking the answers to the
the periodic table making “hugot” line to be used in this topic guide questions
3. discuss how the electron activities 4. review of some features of 3. generalization
configuration of elements is 3. activity proper, “hugot” line the periodic table - How is the valence
written making 5. perform activity 1: Mapping electron determined?
4. perform activity 3 Electron 4. submission of their finished the Periodic Table -What is the significance of
Configurations (pp. 108-109 work the valence electrons?
5. post activity discussion - Which has low
6. generalization electronegativity, metals or
- ask questions to establish non-metals?
key concepts 4. Evaluation
7. evaluation 10-item multiple choice
question quiz
Assignment 5. Assignment
Answer the worksheet Answer the worksheet on
Electron Configuration
V. REMARKS
VI. REFLECTION

level:


Graham Bell Graham Bell Maxwell (September 4, 2017) Graham Bell (September 6, 2017) Graham Bell (September 7, 2017)
Maxwell Maxwell (September 6, 2017) Maxwell (September 7, 2017)
DAILY LESSON LOG

SY: 2017-2018
Week: 13
Science Date: August 28, 2017 Date: August 29, 2017 Date: August 30, 2017 Date: August 31, 2017 Date: September 1, 2017
I. OBJECTIVES
A. Content Standards Holiday!  Write the electron NCAE NCAE Holiday

National Heroes’ Day configuration of the
elements
 Determine the pattern of
filling the orbitals based on
Devise rules in filling up the
orbitals
tasks
II. CONTENT Electron Configuration
3. Online Source
IV. PROCEDURES 1. define electron
configuration
2. present a periodic table
and recall the features of
the periodic table
3. discuss how the electron
configuration of elements is
written
4. perform activity 3 Electron
Configurations (pp. 108-109
5. post activity discussion
6. generalization
- ask questions to establish
key concepts
7. evaluation
Assignment
Answer the worksheet
V. REMARKS
VI. REFLECTION

level:

Date: August 28, 2017 Date: August 29, 2017 Date: August 30, 2017 Date: August 31, 2017 Date: September 1, 2017
Joule Joule Joule

Graham Bell (August 23, 2017) Maxwell Graham Bell) Graham Bell
Maxwell Maxwell Maxwell

DAILY LESSON LOG

SY: 2017-2018
Week: 12
Science Date: August 21, 2017 Date: August 22, 2017 Date: August 23, 2017 Date: August 24, 2017 Date: August 25, 2017
I. OBJECTIVES
A. Content Standards Holiday! Classes suspended due to  Determine the  Discuss the quantum  Write the electron
Ninoy Aquino Day heavy rains! characteristic colors that mechanical model of atoms configuration of the
metal salts emit  Determine the maximum elements
 Relate the colors emitted by number of electrons in each  Determine the pattern of
metals to the structure of sublevel filling the orbitals based on
the atom  Be systematic in the given distribution for
 Follow instructions computations the first 10 elements
 Devise rules in filling up the
orbitals
II. CONTENT Principal Energy Level
The Flame Test
and Sublevels Electron Configuration
1. Teacher’s Guide pp. pp. pp.
pp. 100-101 pp. 100-101 pp. 108-109
3. Online Source https://www.youtube.com/ • https://www.sutori.
watch?v=1EXr_L7Ojqg com
https://chem.libretexts.org/
IV. PROCEDURES 1. post the objectives of the 1. introduce Schrodinger and 1. define electron
activity Heisenberg configuration
2. ask the students to 2. discuss their discovery 2. present a periodic table and
construct table 1 in their about the electron and its recall the features of the
notebooks location periodic table
3. post the guide questions 3. discuss the principal energy 3. discuss how the electron
4. watching the video of the levels and the sublevels configuration of elements is
flame test of metal salts 4. compute the maximum written
5. discussion of the results of number of electrons in the 4. perform activity 3 Electron
the flame test principal energy level. Configurations (pp. 108-109
6. answering the guide 5. generalization 5. post activity discussion
questions in their 6. evaluation 6. generalization
notebooks - ask questions to establish
7. generalization key concepts
8. evaluation 7. evaluation
Checking the answers to
the guide questions
V. REMARKS
VI. REFLECTION

level:

Date: August 21, 2017 Date: August 22, 2017 Date: August 23, 2017 Date: August 24, 2017 Date: August 25, 2017
Joule Joule
Maxwell Graham Bell (August 23, 2017) Graham Bell (August 24, 2017)
Maxwell Maxwell
DAILY LESSON LOG

SY: 2017-2018
Week: 11
I. OBJECTIVES
A. Content Standards  Identify the basic parts of  Describe how the Bohr  Determine the  Determine the
an atom model of the atom characteristic colors that characteristic colors that
 Draw and label the parts of improved Rutherford’s metal salts emit metal salts emit
an atom atomic model  Relate the colors emitted by  Relate the colors emitted by
 Listen to others while they  Draw atomic models of metals to the structure of metals to the structure of
are reciting Rutherford and Bohr the atom the atom
 Recognize the contribution  Work cooperatively with Work cooperatively with
of Rutherford and Bohr in others others
the development of the
structure of the atom
II. CONTENT Inttroduction of Unit 2
Rutherford and Bohr’s
Electronic Structure of The Flame Test The Flame Test
Model of the Atom
Matter
1. Teacher’s Guide pp. pp. pp. pp.
pp. 98-100 pp. 98-100 pp. 100-101 pp. 100-101
2. Learner’s Material http:/thehistoryoftheatom./
3. Online Source weebly.com/niels-bohr.html
https://www.ck12.org/book/CK-
12-Physical-Science-Concepts-For-
Middle-School
IV. PROCEDURES 1. Introduce the new unit 1. Post guide questions for 1. pre-lab discussion of 1. Post-lab discussion
2. Pre-assessment the video a. the materials to be used -presentation of the results
3. Answering and checking of 2. Watch video on Rutherford b. the safety and -answer guide questions
the free assessment and Bohr’s model of the precautionary measures 2. Generalization
4. Warm up activity-Three atom to be observed during -giving the answers to the
Words 3. Describe each the activity guide questions
5. Identify parts of the atom 4. Answer the guide questions 2. perform activity 1 The 3. Evaluation
6. List some scientists 5. Generalization Flame Test pp. 100-101 -3 item multiple choice
responsible for the -describe Rutherford’s questions
structure of the atom model
7. Generalization -describe Bohr’s model
8. Evaluation: 6. Evaluation
-Draw and label parts of -5 item multiple choice quiz
the atom
V. REMARKS
VI. REFLECTION

level:

Date: August 14, 2017 Date: August 15, 2017 Date: August 16, 2017 Date: August 17, 2017 Date: August 18, 2017

Graham Bell Graham Bell Maxwell (August 15. 2017) Graham Bell (August 16, 2017) Graham Bell (August 17, 2017)
Maxwell (August 14, 2017) Maxwell (August 16, 2017) Maxwell (August 17, 2017)
DAILY LESSON LOG

SY: 2017-2018
Week: 10
I. OBJECTIVES
A. Content Standards  Explain the process of  Review the different  Review the different First Quarter Exam First Quarter Exam
respiration concepts taken in the first concepts taken in the first
 Draw a flow chart of the quarter quarter
processes in cellular  answer 20 out of 25  answer 20 out of 25
respiration multiple choice questions multiple choice questions
 Work cooperatively with
others
B. Performance Standards Design and conduct an investigation to provide evidence that plants can manufacture their own food.
C. Learning Competencies S9LT-lg-j- 31
II. CONTENT Cellular Respiration Unit Review Unit Review
pp. 85-92
3. Online Source
IV. PROCEDURES 1. word hunt activity 1. distribute the test 1. distribute the test
2. post guide questions on questionnaires questionnaires
the video to be watched 2. give instructions 2. give instructions
3. watch video on cellular 3. test proper 3. test proper
respiration 4. answer and checking of the 4. answer and checking of the
4. discussion giving emphasis test test
on the three metabolic 5. give emphasis to questions 5. give emphasis to questions
processes: glycolysis, most of them were not most of them were not
Krebs cycle and oxidative able to answer correctly by able to answer correctly
phosphorylation discussing the concepts by discussing the
5. Drawing a flow chart on involved concepts involved
the three metabolic
processes
6. answering and checking
the flowchart
7. generalization
8. evaluation
-10 multiple choice
questions
V. REMARKS
VI. REFLECTION

level:

Date: August 7, 2017 Date: August 8, 2017 Date: August 9, 2017 Date: August 10, 2017 Date: August 11 2017
Joule Joule Joule Joule Joule

Graham Bell Graham Bell Maxwell (August 8. 2017) Graham Bell Graham Bell
Maxwell (August 7, 2017) Maxwell Maxwell

DAILY LESSON LOG

SY: 2017-2018
Week: 9
Science Date: July 31, 2017 Date: August 1, 2017 Date:August 2, 2017 Date: August 3, 2017 Date: August 4, 2017
I. OBJECTIVES
A. Content Standards  differentiate sex-limited  identify the components of  Identify the cell structure  Explain the process of
traits and sex-influenced a DNA molecule and functions of plants respiration
traits  discuss the functions of involved in the food making  Draw a flow chart of the
 solve problems on sex- DNA process. processes in cellular
limited traits and sex-  recognize the important respiration
influence traits works of Watson and Crick
 Identify the raw materials  Work cooperatively with
 listen to the opinion of needed for photosynthesis. others
others  Perform an activity on the
structures involved in
photosynthesis
 Follow instructions
B. Performance Standards Design and conduct an investigation to provide evidence that plants can manufacture their own
food.
C. Learning Competencies S9LT-ld-29
II. CONTENT Sex Limited Traits
DNA:The Genetic Material Photosynthesis Cellular Respiration
Sex-Influenced Traits
1. Teacher’s Guide pp. 34-38 pp. 40 pp. 72-79 pp. 84-88
pp. 40-42 pp. 42-45 pp. 72-78 pp. 85-92
3. Online Source
IV. PROCEDURES 1. explain what is autosomal 1. ask what does DNA mean? 1. pre-test 1. word hunt activity
2. watch video on sex-limited 2. post guide questions for 2. introduce photosynthesis 2. post guide questions on
traits and sex-influenced the video by asking, why do you the video to be watched
traits 3. watch video on DNA think plant are called great 3. watch video on cellular
3. Use Table 4 to show the structure and function food provider? respiration
genotypes and phenotypes 4. discussion about the video 3. post guide questions for 4. discussion giving emphasis
of the gene for lactation. 5. activity 6 DNA modeling the video on the three metabolic
4. answer guide question on (p. 43-44) 4. watch video processes: glycolysis,
p. 40 6. answering guide questions 5. discussion about the video Krebs cycle and oxidative
5. use Table 5 to explain the 7. Generalization: checking 6. perform activity 1 phosphorylation
inheritance of baldness of guide questions 7. post activity discussion 5. Drawing a flow chart on
6. answer guide questions on 8. Evaluation: 10 item quiz -answering and checking the three metabolic
p.41 the results of the activity processes
7. generalization 8. generalization 6. answering and checking
a. differentiate sex-limited -fill up the blanks in a the flowchart
traits from sex-influence paragraph of the key 7. generalization
traits concepts about
8. evaluation photosynthesis
Solve problems on sex- 9. evaluation 8. evaluation
linked traits and sex- -10 multiple choice -10 multiple choice
influence traits questions questions
10. Homework
Answer the following
questions:
1. What is cellular
respiration?
2. In which part of the
cell do the following
occurs:
a. glycolysis
b. Krebs cycle
c. oxidative
phosphorylation
V. REMARKS
VI. REFLECTION

level:

Date: July 31, 2017 Date: August 1, 2017 Date: August 2, 2017 Date: August 3, 2017 Date: August 4, 2017
Joule Joule Joule Joule Maxwell (August 3, 2017)

Graham Bell Graham Bell Maxwell (August 1. 2017) Graham Bell (August 2, 2017) Graham Bell (August 3, 2017)
Maxwell (July 31, 2017) Maxwell (August 2, 2017)
DAILY LESSON LOG

SY: 2017-2018
Week: 8
Science Date: July 24, 2017 Date: July 25, 2017 Date:
July 26, 2017 Date:July 27, 2017 Date: July 28, 2017
I. OBJECTIVES
A. Content Standards   Identify the genotype of  differentiate sex-limited  answer 16 out of 20 item  identify the components of
humans with sex-linked traits and sex-influenced quiz a DNA molecule
traits traits  take the quiz honestly  discuss the functions of
 Solve problems related to  solve problems on sex- DNA
sex-linked traits limited traits and sex-  recognize the important
 questions new ideas in influence traits works of Watson and Crick
order to fully understand  listen to the opinion of
them others
II. CONTENT Sex Limited Traits
Sex Linked Genes Long Quiz DNA:The Genetic Material
Sex-Influenced Traits
2. Learner’s Material pp. 38-39 pp. 40-42
3. Online Source
IV. PROCEDURES 1. explain hemophilia 1. explain what is autosomal 1. distribute the test 1. ask what does DNA mean?
2. illustrate x-linked traits by 2. watch video on sex-limited questionnaires 2. post guide questions for
using color blindness traits and sex-influenced 2. give instructions the video
3. explain y-linked traits using traits 3. answer the quiz 3. watch video on DNA
hypertrichosis pinnae auris 3. Use Table 4 to show the 4. checking of papers structure and function
4. Provide other examples of genotypes and phenotypes 5. collect questionnaires and 4. discussion about the video
sex-linked traits by of the gene for lactation. papers 5. activity 6 DNA modeling
showing pictures. 4. answer guide question on (p. 43-44)
5. Use Table 3 to show p. 40 6. answering guide questions
inheritance of sex-linked 5. use Table 5 to explain the 7. Generalization: checking
traits. inheritance of baldness of guide questions
. pre-activity discussion 6. answer guide questions on 8. Evaluation: 10 item quiz
a. giving instruction p.41
c. forming groups 7. generalization
3. performing activity 3 a. differentiate sex-limited
(pp. 34-35) traits from sex-influence
4. presentation of the results traits
of the activity 8. evaluation
5. Generalization: Solve problems on sex-
Giving of the genotype linked traits and sex-
and phenotype of the influence traits
given problem
6. Evaluation:
Ask questions on how they
come up with the
genotype and phenotype
of the given problem
7. Homework
Answer Guide questions on
p. 39
V. REMARKS
VI. REFLECTION

level:

Date: July 24, 2017 Date: July 25, 2017 Date: July 26, 2017 Date: July 27, 2017 Date: July 28, 2017

Graham Bell Graham Bell Maxwell Graham Bell (July 26, 2017) Graham Bell (July 27, 2017)
Maxwell Maxwell
DAILY LESSON LOG

SY: 2017-2018
Week: 7
Science Date: July 17, 2017 Date: July 18, 2017 Date:
July 19, 2017 Date: July 20, 2017 Date: July 21, 2017
I. OBJECTIVES
A. Content Standards  Infer the unknown  Explain how sex in humans  Identify the genotype of  differentiate sex-limited
phenotypes of individuals is determined humans with sex-linked traits and sex-influenced
on the basis of the known  Draw a Punnett square to traits traits
phenotypes of their show the inheritance of  Solve problems related to  solve problems on sex-
members sex chromosomes sex-linked traits limited traits and sex-
 Perform an activity  Respect the opinions of  questions new ideas in influence traits
multiple alleles others order to fully understand  work cooperatively with
 Work cooperatively with them others
others
II. CONTENT Sex Chromosomes and Sex Limited Traits
Multiple Alleles Sex Linked Genes
Sex Determination Sex-Influenced Traits
1. Teacher’s Guide pp. 31-32 pp. 33-34 pp. 34-35 pp. 34-38
2. Learner’s Material pp. 34-35 pp. 36-37 pp. 38-39 pp. 40-42
3. Online Source
IV. PROCEDURES 1. introduce multiple alleles 1. Introduce the lesson by 1. explain hemophilia 1. explain what is autosomal
principle of heredity asking, how is sex 2. illustrate x-linked traits by 2. watch video on sex-limited
2. pre-activity discussion determined and inherited? using color blindness traits and sex-influenced traits
a. giving instruction 2. Show and explained fig. 3 3. explain y-linked traits using 3. Use Table 4 to show the
c. forming groups and 4 hypertrichosis pinnae auris genotypes and phenotypes of
3. performing activity 3 3. Pre-activity discussion 4. Provide other examples of the gene for lactation.
(pp. 34-35) a. giving instruction. sex-linked traits by showing 4. answer guide question on
4. presentation of the results b. forming groups pictures. p. 40
of the activity 4. Performing activity 3 5. Use Table 3 to show 5. use Table 5 to explain the
5. generalization: (p.37) inheritance of sex-linked inheritance of baldness
Giving of the genotype 5. presentation of the results traits. 6. answer guide questions on
and phenotype of the given of the activity . pre-activity discussion p.41
problem 6. generalization a. giving instruction 7. generalization
6. evaluation: ask questions to establish c. forming groups a. differentiate sex-limited
Ask questions on how they the key concepts 3. performing activity 3 traits from sex-influence traits
come up with the genotype 7. evaluation (pp. 34-35) 8. evaluation
and phenotype of the given Answer the introductory 4. presentation of the results Solve problems on sex-
problem question: how is sex of the activity linked traits and sex-influence
determined and inherited? traits
8. Homework 5. generalization:
Answer guide questions on Giving of the genotype
page 35. and phenotype of the given
problem
6. evaluation:
Ask questions on how they
come up with the genotype
and phenotype of the given
problem
7. Homework
Answer Guide questions on
p. 39
V. REMARKS
VI. REFLECTION

level:

Joule Joule Joule Joule Maxwell (July 20, 2017)

Graham Bell Graham Bell Maxwell (July 18, 2017) Graham Bell (July 19, 2017) Graham Bell (July 20, 2017)
Maxwell (July 17, 2017) Maxwell (July 19, 2017)
DAILY LESSON LOG

SY: 2017-2018
Week: 6
Science Date: July 10, 2017 Date: July 11, 2017 Date: July 12, 2017 Date: July 13, 2017 Date: July 14, 2017
I. OBJECTIVES
A. Content Standards  Predict a genetic cross using a  Explain the incomplete  Explain the complete  Infer the unknown
Punnett square dominance pattern of dominance pattern of phenotypes of individuals
 Solve problems using Punnett inheritance inheritance on the basis of the known
squares  Construct a Punnett square  Diagram and complete the phenotypes of their
 Participates in class discussion to illustrate a cross Punnett square of the given members
involving incomplete problem  Perform an activity
dominance pattern of  Work cooperatively with multiple alleles
inheritance others  Work cooperatively with
 Work cooperatively with others
others
II. CONTENT Punnett Square Incomplete Dominance Codominance Multiple Alleles
1. Teacher’s Guide pp. pp. 28-29 pp. 29-30 pp. 31-32
2. Learner’s Material pp. pp. 30-32 p. 33 pp. 34-35
utahscience.oremjr.alpine.k12.ut.us/
3. Online Source sciber00/7th/genetics/sciber/
punnett.htm
IV. PROCEDURES 1. give the importance and 1. recall the use of Punnett 1. answering and checking of 1. answering and checking of
describe a Punnett square square, genotypes and the homework the homework
2. list the steps on how to phenotypes of a cross 2. introduce codominance 2. introduce multiple alleles
construct a Punnett square 2. introduce incomplete principle of heredity principle of heredity
3. constructing a Punnett dominance 3. pre-activity discussion 3. pre-activity discussion
square on predicting 3. pre-activity discussion a. giving instruction a. giving instruction
monohybrid cross a. giving instruction c. forming groups c. forming groups
4. generalization: writing the c. forming groups 4. performing activity 2 4. performing activity 3
genotype and phenotype of the 4. performing activity 1 (p. 33) (pp. 34-35)
given problem (pp. 31-32) 5. presentation of the results 5. presentation of the results
5. Evaluation: checking of their 5. presentation of the results of the activity of the activity
work on the problem given of the activity 6. generalization: 6. generalization:
6. generalization: Giving of the genotype Giving of the genotype
Giving of the genotype and phenotype of the given and phenotype of the given
and phenotype of the given problem problem
problem 7. evaluation: 7. evaluation:
7. evaluation: Ask questions on how Ask questions on how
Ask questions on how they come up with the they come up with the
they come up with the genotype and phenotype of genotype and phenotype of
genotype and phenotype of the given problem the given problem
the given problem 8. Homework 8. Homework
8. Homework Answer guide questions Answer guide questions
Answer guide questions on page 33. on page 35.
on pages 31-32.
V. REMARKS
VI. REFLECTION
level:

Joule Joule Joule Joule Maxwell (July 13, 2017)

Graham Bell Graham Bell Maxwell (July 11, 2017 Graham Bell (July 12, 2017) Graham Bell (July 13, 2017)
Maxwell (July 10, 2017) Maxwell (July 13, 2017)
DAILY LESSON LOG

SY: 2017-2018
Week: 5
Science Date: July 3, 2017 Date: July 4, 2017 Date:July 5, 2017 Date:July 6, 2017 Date: July 7, 2017
I. OBJECTIVES
A. Content Standards  present helpful  answer 16 out of 20 item  recall meiosis and Gregor  explain the incomplete
information to the public quiz Mendel’s work on heredity pattern of inheritance
about effective ways of  take the quiz honestly and variation  construct a Punnett square
taking care of the  organizes the different to illustrate a cross
respiratory and principles established by involving incomplete
circulatory systems based Mendel dominance pattern of
on gathered data  participate in class inheritance
 design a leaflet that will be discussion  questions new ideas in
used to disseminate order to fully understand
information on how they them
can effectively take care of
their respiratory and
circulatory systems
 demonstrate of helping
others by dessiminating
information
B. Performance Standards Conduct an information dissemination activity on effective ways of taking care of the respiratory systems
C. Learning Competencies S9LT-la-b-26
II. CONTENT Introduction tonNon- Phenotypes and
Information
Long quiz Mendelian Patterns of Genotypes in
Dissemination Activity
Inheritance Incomplete Dominance
1. Teacher’s Guide pp. 21-22 pp. pp. 27 pp. 28
2. Learner’s Material pp. 24-25 pp. pp. 28-29 pp. 31-32
IV. PROCEDURES 1. review of the different 1. distribute the test 1. recall the process of 1. answer the homework
health measures to avoid questionnaires meiosis 2. recall how to construct a
respiratory and circulatory 2. give instructions 2. discuss Mendel’s work on Punnett square
diseases 3. answer the quiz heredity and variation 3. pre-activity discussion
2. explain the procedure of 4. checking of papers 3. explain the Chromosome 4. perform the activity
the activity 5. collect questionnaires and Theory of Inheritance 5. answering the guide
3. giving instructions papers 4. discuss Punnett square questions
4. presenting the rubric to be 5. seatwork on Punnett 6. checking answers to guide
used to assess their output square questions
5. presentation of selected 6. generalization: 7. generalization: ask
leaflets a. summarize Mendel’s questions to established the
observations key concepts
b. Checking of the 8. evaluation: 5 item quiz
Assignment: seatwork
Study for a long quiz 7. evaluation: 5 item quiz
tomorrow Homework:
Define the following:
1. allele
2. codominance
3. incomplete dominance
4. phenotype
5. genotype
Ref. LM page 9
V. REMARKS
VI. REFLECTION

level:


Graham Bell Graham Bell Maxwell Graham Bell (July 5, 2017) Graham Bell (July 6, 2017)
Maxwell Maxwell
DAILY LESSON LOG

SY: 2017-2018
Week: 4
Science Date: June 26, 2017 Date: June 27, 2017 Date:
June 28, 2017 Date: June 29, 2017 Date: June 30, 2017
I. OBJECTIVES
A. Content Standards Holiday  identify the components  evaluate how the heart  describe how the heart  explain how to use
of the circulatory system can be compared to a functions different time intervals to
 perform an activity on the mechanical pump  perform an activity on how measure your heart rate
circulatory system  label the different major the blood is pumped by  measure and describe your
 listen attentively to the divisions of the heart the heart pulse (heart rate) after
instructions  show awareness of being  work cooperatively with several activities
healthy others  be aware that strenuous
activities may lead to an
increased heart rate and
that monitoring their
activities can avoid the
dangers of cardio-
respiratory diseases.
II. CONTENT The Circulatory System The Human Heart How the Heart Functions Heart Rate
1. Teacher’s Guide pp. 9 pp. 10 pp. 11 pp. 14-15
IV. PROCEDURES 1. introduce the circulatory 1. review the different organs 1. review the different parts 1. ask the students where
system by asking, what is the involve in the circulatory and functions of the heart does the sound of their heart
function of the circulatory system 2. pre-actiivity discussion coming from? Why do
system. 2. asking, how big is your 3. perform activity 5, page 15
doctors take our heartbeat?
2. discuss the three major heart. 4. answer the guide
parts of the circulatory system 3. using pictures and video, questions, 2. pre-activity discussion
3. discuss the three types of discuss the different parts and 5. checking the answers to 3. perform activity 6. Page 17
circulation functions of the heart guide questions 4. answer the guide
4. perform activity 4, page 13 4. explain how the heart 6. generalization, discuss the questions
5. generalization: checking works key concepts by asking 5. checking the answers to
the answer for activity 4 5. comparing the heart to a questions the guide questions
6. evaluation: 5 item quiz mechanical pump 7. evaluation, 5 item quiz
6. generalization: why is it
6. generalization: drawing
the heart and labeling its important to monitor our
major division heart beat?
7. evaluation, checking the 7. evaluation:
drawing with the correct a. What happens every
labels. time your heart beats?
b. How do you determine
your heart rate?
Assignment:
Bring the following tomorrow:
1-wide mouthed jar
1-balloon
2-flexible drinking straws
1-pair of scissors
1-large pan
V. REMARKS
VI. REFLECTION

level:

Date: June 26, 2017 Date: June 27, 2017 Date: June 28, 2017 Date: June 29, 2017 Date: June 30, 2017

Graham Bell Graham Bell Maxwell Graham Bell (June 28, 2017) Graham Bell (June 29, 2017)
Maxwell Maxwell
DAILY LESSON LOG

SY: 2017-2018
Week: 3
Science Date: June 19, 2017 Date: June 20, 2017 Date:
June 21, 2017 Date:June 22, 2017 Date: June 23, 2017
I. OBJECTIVES
A. Content Standards  describe blood flow and gas  identify the components  evaluate how the heart  describe how the heart
exchange within the heart, of the circulatory system can be compared to a functions
circulatory system, and  perform an activity on the mechanical pump  perform an activity on how
lungs; circulatory system  label the different major the blood is pumped by
 explain the mechanism of  listen attentively for the divisions of the heart the heart
how the respiratory and instructions  show awareness of being  work cooperatively with
circulatory systems work healthy others
together
 appreciate the importance
of taking care of the
respiratory system and
circulatory system
II. CONTENT Gas Flow and Gas Exchange in
The Circulatory System The Human Heart How the Heart Functions
the Human Body
1. Teacher’s Guide pp. 9 pp. 9 pp. 10 pp. 11
IV. PROCEDURES 1. review how the lungs work 1. introduce the circulatory 1. review the different organs 1. review the different parts
2. watch video on blood flow system by asking, what is the involve in the circulatory and functions of the heart
and gas exchange function of the circulatory system 2. pre-actiivity discussion
3. explain the mechanism of system. 2. asking, how big is your 3. perform activity 5, page 15
how the respiratory and 2. discuss the three major heart. 4. answer the guide
circulatory system work parts of the circulatory system 3. using pictures and video, questions,
together 3. discuss the three types of discuss the different parts and 5. checking the answers to
4. answer the guide circulation functions of the heart guide questions
questions on LM page 9 4. perform activity 4, page 13 4. explain how the heart 6. generalization, discuss the
5. generalizing by discussing 5. generalization: checking works key concepts by asking
fig. 5 the answer for activity 4 5. comparing the heart to a questions
5. evaluation: 5 item quiz 6. evaluation: 5 item quiz mechanical pump 7. evaluation, 5 item quiz
6. Homework 6. generalization: drawing
Answer Enrichment the heart and labeling its
Activity major division
Page 10 7. evaluation, checking the
drawing with the correct
labels.
Assignment:
Bring the following tomorrow:
1-wide mouthed jar
1-balloon
2-flexible drinking straws
1-pair of scissors
1-large pan
V. REMARKS
VI. REFLECTION
level:

Joule Joule Joule Joule Maxwell (June 22, 2017)

Graham Bell Graham Bell Maxwell (June 20, 2017) Graham Bell (June 21, 2017) Graham Bell (June 22, 2017)
Maxwell (June 19, 2017) Maxwell (June 21, 2017)
Kepler Kepler Kepler Kepler
DAILY LESSON LOG

SY: 2017-2018
Holiday! Lesson/s: Bottled Balloons Lesson/s: Diagnostic Test Lesson/s: What a Bunch of
Independence Day Objective/s: Objective/s: Grapes
1. to explain how the lungs work 1. to recall previous knowledge Objective/s:
2. to perform an activity to in science 1. to identify the key parts of the
describe how the movement of 2. to write legibly the answers to respiratory system
the diaphragm helps the air go in the questions 2. to describe the function of
and out of the lungs 3. to observe honesty in taking a each part of the respiratory
3. to work cooperatively with test system
others Procedure: 3. to recognize the role of the
1. give instructions respiratory system in sustaining
Procedure: 2. distribute test life in human beings
1. pre-lab discussion questionnaires Procedure:
S
2. performing the activity 3. test proper 1. pre-lab discussion
C 3. post lab discussion a. checking of materials
b. giving instructions
I 2. performing the activity
3. post lab discussion
E a. draw and label the parts of
the respiratory system
N b. write the function of each
part
C
E
References
TG: pp.
LM: pp. 2-6
Msaterials: Materials: Materials:
Test questonnaires Powerpoint presentation
1. spiral notebook Answer sheets Worksheet
2. ruler
3. black and colored pens
Remarks: Remarks:

level:
remediation/reinforcements:
Other Activities Other Activities:
Assignment:
1. Trace the passage of air as it
enters the respiratory system
from the nostrils to the lungs/
2. Draw it in your notebook.

Prepared by:
SOLITA M. DE LEON
Science Teacher
DAILY LESSON LOG

SY: 2017-2018
Date: June 5, 2017 Date: June 6, 2017 Date: June 7, 2017 Date: June 8, 2017 Date: June 9,2017
Lesson/s: Introduction Lesson/s: Preparation of the Lesson/s: Diagnostic Test Lesson/s: What a Bunch of
Objective/s: Interactive Science Objective/s: Grapes
1. to introduce science 9 Notebook 4. to recall previous knowledge Objective/s:
2. to get to know each other Objective/s: in science 1. to identify the key parts of the
3. to be polite in asking 1. to introduce Interactive 5. to write legibly the answers to respiratory system
questions Science Notebook the questions 2. to describe the function of
2. to prepare their ISN 6. to observe honesty in taking a each part of the respiratory
Procedure: 3. to listen attentively test system
1. welcome the class to school Procedure: 3. to recognize the role of the
year 2016-17 Procedure: 4. give instructions respiratory system in sustaining
2. introduce self to class 1. explaining the use of 5. distribute test life in human beings
3. get to know each student in interactive notebooks questionnaires Procedure:
S
the class by calling their 2. preparing the ISN 6. test proper 4. pre-lab discussion
C names c. checking of materials
4. introduce science 9 d. giving instructions
I 5. discuss the grading system 5. performing the activity
6. post lab discussion
E c. draw and label the parts of
the respiratory system
N d. write the function of each
part
C
E
References
TG: pp.
LM: pp. 2-6
Materials: Msaterials: Materials: Materials:
Test questonnaires Powerpoint presentation
1. spiral notebook Answer sheets Worksheet
2. ruler
3. black and colored pens
Remarks: Remarks: Remarks:

level:
remediation/reinforcements:
Other Activities: Other Activities Other Activities:
Assignment: Assignment:
Bring the following tomorrow: 1. Trace the passage of air as it
1. Spiral notebook enters the respiratory system
2. Ruler from the nostrils to the lungs/
3. pens 2. Draw it in your notebook.

Prepared by:
SOLITA M. DE LEON
Science Teacher

DLL Science 2017-2018

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DAILY LESSON LOG

C. Learning Competencies S9FE-IVa-35

II. CONTENT Forms of Energy Law of Conservation of Law of Conservation of

III. LEARNING RESOURCES

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DAILY LESSON LOG

F. Learning Competencies S9FE-IVa-34

VIII. CONTENT Quiz

IX. LEARNING RESOURCES

http://www.physicsclassroom.com http://www.physicsclassroom.com http://www.physicsclassroom.com

-1 worded problem quiz

Solve. (See attachment)

Joule Joule Joule Joule Maxwell

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DAILY LESSON LOG

I. Learning Competencies S9FE-IVa-34

XIV. CONTENT Uniformly Accelerated

XV. LEARNING RESOURCES

-describe the vertical

-1 worded problem quiz

Solve. (See attachment)

Maxwell (Feb. 5, 2018) Maxwell (Feb. 6, 2018) Maxwell (Feb. 7, 2018)

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DAILY LESSON LOG

Class Schedule and LP Schedule

Joule Joule Joule Joule Graham Bell (Feb. 1, 2018)

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DAILY LESSON LOG

Class Schedule and LP Schedule

Joule Joule Joule Joule Graham Bell (Jan. 18, 2018)

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C. Content Standard  Answer correctly 12 of the  Review Unit 3  Review Unit 3

III. LEARNING RESOURCES

Class Schedule and LP Schedule

Joule Joule Joule Joule Graham Bell

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III. LEARNING RESOURCES

Class Schedule and LP Schedule

Joule Joule Joule Joule Graham Bell (Dec. 14, 2017)

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DAILY LESSON LOG

Class Schedule and LP Schedule

Joule Joule Joule Joule Graham Bell (Dec. 7, 2017)

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Class Schedule and LP Schedule

Joule Joule Joule Joule Graham Bell (Nov . 29, 2017)

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Class Schedule and LP Schedule

Joule Joule Joule Joule Graham Bell (Nov . 23, 2017)

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Class Schedule and LP Schedule

Joule Joule Joule Joule Graham Bell (Nov . 9, 2017)

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Second Periodical Test Second Periodical Test INSET INSET INSET

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Class Schedule and LP Schedule

Joule Joule Joule Joule Graham Bell Maxwell

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Class Schedule and LP Schedule

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Class Schedule and LP Schedule