School F.

BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FIRST
LOG and Time 06/10/19 – 10:00 AM 06/14/19 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards Overview of Unit 1 Introduction
and pre-assessment of Module 1
The relationship among the locations of volcanoes, earthquake epicentres, and mountain ranges.
B. Performance Standards 1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions

2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions.

C. Learning Competencies/Objectives 1. Recall previous lesson Describe the distribution of active Describe the distribution of active Describe the distribution of active
2. Participate in class discussion volcanoes, earthquake epicentres, and volcanoes, earthquake epicentres, and volcanoes, earthquake epicentres, and
major mountain belts. S10ES – Ia-j – major mountain belts. S10ES – Ia-j – major mountain belts. S10ES – Ia-j –
36.1 36.1 36.1
1. Locate the epicenter of an 1. Describe the distribution of earthquake 1. Describe the distribution of active
earthquake using the triangulation epicentres of the world volcanoes of the world.
method
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Overview of Unit 1 Triangulation Method Earthquake Epicenters Active Volcanoes
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 2 - 5 pp. 8-10 pp. 11 - 12 pp. 12 - 13
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Ask students to prepare the materials Ask students to prepare the materials for Ask students to prepare the materials
presenting the new lesson Start the class with a prayer for the activity the activity for the activity

B. Establishing a purpose for the lesson Call at least 3 students to recall earth and Give instructions on what to do in the Give instructions on what to do in the Give instructions on what to do in the
space lessons in Grade 9 activity activity activity
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and Oral recitation Perform activity 1 Perform activity 2 Figure 5 Perform activity 2 Figure 6
practicing new
skill #1
E. Discussing new concepts and Answer the pre-assessment of module 1
practicing new
skill #2
F. Developing Mastery Give the overview of Unit 1 and Call at least 3 students to present their Call at least 3 students to present their Call at least 3 students to present their
introduction of Module 1 output and give insights about the output and give insights about the topic output and give insights about the
topic topic

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have Let them generalize what they have Let them generalize what they have
about the lesson learned learned learned
I. Evaluating Learning Check their answers in pre-assessment Check and record their output Check and record their output Check and record their output

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:
 CHONA B. TELESFORO JOCELYN C. SUMAOY
Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FIRST
LOG and Time 06/17/19 – 10:00 AM 06/21/19 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

The relationship among the locations of volcanoes, earthquake epicentres, and mountain ranges.

B. Performance Standards 1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions

2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.

C. Learning Competencies/Objectives Describe the distribution of active Describe the different types of plate Describe the different types of plate Describe the different types of plate
volcanoes, earthquake epicentres, and boundaries. S10ES – Ia – j – 36.2 boundaries. S10ES – Ia – j – 36.2 boundaries. S10ES – Ia – j – 36.2
major mountain belts. S10ES – Ia-j – 36.1 1. Identify the three types of plate 1. Describe convergent type of boundary 1. Describe convergent type of
1. Explain the distribution of earthquake boundaries. between continental and oceanic plate boundary between two oceanic plates
epicentres, volcanoes, and mountain 2. Describe the motion of each type of 2. Explore its various effects on the 2. Explore its various effects on the
ranges of the world. plate boundaries. Earth’s Lithosphere Earth’s Lithosphere
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Earthquake epicentres, volcanoes, and Types of plate boundaries Converging continental plate and Convergent of two oceanic plates
mountain ranges oceanic plate
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 11 - 13 pp. 14 - 15 pp. 16 - 17 pp. 18 - 20
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Ask questions regarding the activity last Recall yesterday’s lesson Recall the three types of boundaries Recall the convergence of continental
presenting the new lesson week and oceanic plate
B. Establishing a purpose for the lesson Let the reporter post his/ her visual aid Let the reporter post his/ her visual aid Let the reporter post his/ her visual aid Let the reporter post his/ her visual aid

C. Presenting examples/instances of the

new lesson
D. Discussing new concepts and Reporting proper Reporting proper Reporting proper Reporting proper
practicing new
skill #1
E. Discussing new concepts and Let the class asked questions from the Let the class asked questions from the Let the class asked questions from the Let the class asked questions from the
practicing new reporter reporter reporter reporter
skill #2
F. Developing Mastery Discuss the answers of the guide questions Explain the motion of plates of the Give inputs/insights about the topic Give inputs/insights about the topic
in the activity three types of plate boundaries.

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have learned Let them generalize what they have Let them generalize what they have Let them generalize what they have
about the lesson learned learned learned
I. Evaluating Learning Short Quiz Short Quiz Short Quiz Short Quiz

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FIRST
LOG and Time 06/24/19 – 10:00 AM 06/28/19 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

The relationship among the locations of volcanoes, earthquake epicentres, and mountain ranges.

B. Performance Standards 1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions

2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.

C. Learning Competencies/Objectives Describe the different types of plate Describe the different types of plate Describe the different types of plate Describe the different types of plate
boundaries. S10ES – Ia – j – 36.2 boundaries. S10ES – Ia – j – 36.2 boundaries. S10ES – Ia – j – 36.2 boundaries. S10ES – Ia – j – 36.2
1. Describe convergent type of boundary 1. Describe divergent type of boundary 1. Describe transform fault boundary 1. Relate hot spot with plate tectonics
a.) between continental and oceanic plate
b.) two oceanic plates 2. Explore its various effects on the 2. Explore its various effects on the
2. Explore its various effects on the Earth’s Earth’s Lithosphere Earth’s Lithosphere
Lithosphere
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Types of Convergent Boundary Divergent plate boundary Transform fault boundary Hot Spot
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
 2. Learner’s Material Pages pp. 16 -20 pp. 25 - 28 pp. 29 - 30 pp. 31 - 32
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Recall the convergent type between Recall yesterday’s lesson Recall divergent plate boundary Recall yesterday’s lesson
presenting the new lesson continental to continental plates
B. Establishing a purpose for the lesson Let the reporter post his/ her visual aid Let the reporter post his/ her visual aid Let the reporter post his/ her visual aid Let the reporter post his/ her visual aid

C. Presenting examples/instances of the

new lesson
D. Discussing new concepts and Reporting proper Reporting proper Reporting proper Reporting proper
practicing new
skill #1
E. Discussing new concepts and Let the class asked questions from the Let the class asked questions from the Let the class asked questions from the Let the class asked questions from the
practicing new reporter reporter reporter reporter
skill #2
F. Developing Mastery Give inputs/insights about the topic Give inputs/insights about the topic Give inputs/insights about the topic Give inputs/insights about the topic

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have learned Let them generalize what they have Let them generalize what they have Let them generalize what they have
about the lesson learned learned learned
I. Evaluating Learning Short Quiz Short Quiz Short Quiz Short Quiz

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FIRST
LOG and Time 07/01/19– 10:00 AM 07/05/19 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

The relationship among the locations of volcanoes, earthquake epicentres, and mountain ranges.

B. Performance Standards 1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions

2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.

C. Learning Competencies/Objectives Describe the different types of plate 1. Answer the long summative test. Describe the internal structure of the Describe the internal structure of the
boundaries. S10ES – Ia – j – 36.2 earth. S10ES – Ia – j – 36.4 earth. S10ES – Ia – j – 36.4
1. Relate hot spot with plate tectonics 1. Define seismic waves 1. Identify the composition of the
2. Differentiate the different types of Earth’s interior
seismic waves
3. Recognize the importance of seismic
waves in the study of the Earth’s interior
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Hot Spot Module 1 Summative Test Earth’s Interior Earth’s Interior
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 31 - 32 pp.48 – 51 pp. 52 - 53
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Photocopy of the summative test

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Recall previous lesson Distribute the photocopy of the Start the class with a prayer Start the class with a prayer
presenting the new lesson summative test
B. Establishing a purpose for the lesson Let the reporter post his/ her visual aid Give instructions on what to do with Distribute the DLP Distribute the DLP
the test.

C. Presenting examples/instances of the

new lesson
D. Discussing new concepts and Reporting proper Let the students answer the summative Rewrite the text in Science notebook Rewrite the text in Science notebook
practicing new test
skill #1
E. Discussing new concepts and Let the class asked questions from the Check the answers of the students. Answer the guide questions Answer the guide questions
practicing new reporter
skill #2
F. Developing Mastery Give inputs/insights about the topic Give inputs about the topic Give inputs about the topic

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have learned Let them generalize what they have Let them generalize what they have
about the lesson learned learned
I. Evaluating Learning Short Quiz Record the scores of the students. Check and give points to their work Check and give points to their work

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FIRST
LOG and Time 07/16/18 – 9:30 AM 07/20/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

The relationship among the locations of volcanoes, earthquake epicentres, and mountain ranges.

B. Performance Standards 1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions

2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
C. Learning Competencies/Objectives Describe the internal structure of the earth. Describe the internal structure of the Describe the internal structure of the
S10ES – Ia – j – 36.4 earth. S10ES – Ia – j – 36.4 earth. S10ES – Ia – j – 36.4
1. Define seismic waves 1. Identify the composition of the 1. Describe the properties of the layers of INTRAMURALS 2018
2. Differentiate the different types of Earth’s interior the earth
seismic waves 2. Tell the composition of the layers of
 3. Recognize the importance of seismic the earth
waves in the study of the Earth’s interior
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Seismic Waves Earth’s Interior Layers of Earth
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 43 - 47 pp.48 – 51 pp. 52 - 53
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Give an overview of module 2 Recall yesterday’s lesson Recall yesterday’s lesson
presenting the new lesson
B. Establishing a purpose for the lesson Instruct the students to read the text from Distribute the DLP Distribute the DLP
page 43 – 46.

C. Presenting examples/instances of the

new lesson
D. Discussing new concepts and Perform activity 1 Rewrite the text in Science notebook Rewrite the text in Science notebook
practicing new
skill #1
E. Discussing new concepts and Answer the guide questions Answer the guide questions
practicing new
skill #2
F. Developing Mastery Call at least 3 students to present their Give inputs about the topic Give inputs about the topic
output
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & abstractions Let them generalized what they have Let them generalize what they have Let them generalize what they have
about the lesson learned learned learned
I. Evaluating Learning Check and give points to their work Check and give points to their work
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FIRST
LOG and Time 07/23/18 – 9:30 AM 07/27/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

The relationship among the locations of volcanoes, earthquake epicentres, and mountain ranges.

B. Performance Standards 1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
 2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
C. Learning Competencies/Objectives 1. Participate in class discussion Describe the internal structure of the Describe the internal structure of the Describe the internal structure of the
2. Answer the pre-assessment of unit 1 earth. S10ES – Ia – j – 36.4 earth. S10ES – Ia – j – 36.4 earth. S10ES – Ia – j – 36.4
module 1 1. Define seismic waves 1. Describe the properties of the layers of 1. Describe the properties of the layers
2. Differentiate the different types of the earth of the earth
seismic waves 2. Tell the composition of the layers of 2. Tell the composition of the layers of
3. Recognize the importance of seismic the earth the earth
waves in the study of the Earth’s
interior
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Overview of Module 2 Seismic Waves Composition of the Earth’s Interior Composition of the Earth’s Interior
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 39 - 42 pp. 43 - 47 pp. 48 - 51 pp. 48 - 51
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Pre –made activity sheet

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Distribute the activity sheet Let the students prepare the materials Show a video clip about the layers of
needed for the activity and give the the earth and its composition
instruction

C. Presenting examples/instances of the Distribute the activity sheet

new lesson
D. Discussing new concepts and Let the students answer the activity sheet Oral recitation about the dynamic Perform the given activity Call at least 5 students to present their
practicing new learning plan – Amazing Waves output in yesterday’s activity
skill #1
E. Discussing new concepts and Check their answers Answer the guide questions
practicing new
skill #2
F. Developing Mastery Discuss the topic by showing a video Give inputs/insights about the
composition of the earth’s interior
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & abstractions Let them generalized what they have Let them generalized what they have
about the lesson learned learned
I. Evaluating Learning Record their scores Short quiz Short quiz

J. Additional activities for application or Ask the students to bring any coloring Ask the students to prepare for a graded
remediation materials for the activity tomorrow recitation for tomorrow
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FIRST
LOG and Time 07/30/18 – 9:30 AM 08/03/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

The relationship among the locations of volcanoes, earthquake epicentres, and mountain ranges.

B. Performance Standards 1. Demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions

2. Suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions.
C. Learning Competencies/Objectives Describe the internal structure of the earth. *Enumerate the lines of evidence that *Enumerate the lines of evidence that *Enumerate the lines of evidence that
S10ES – Ia – j – 36.4 support plate movements. ; S10ES – Ia support plate movements. ; S10ES – Ia – support plate movements. ; S10ES – Ia
1. Describe the properties of the layers of – j – 36.6 j – 36.6 – j – 36.6
the earth 1. Describe the evolution of Pangaea 1. Enumerate and discuss the evidences 1. describe seafloor spreading process
2. Tell the composition of the layers of the 2. Recognize how the continental drift of Alfred Wegener to the continental drift 2. realize the importance of the
earth theory is developed theory seafloor spreading process relative to
2. Predict what will happen to the world the continental drift theory
as the continents continuously move.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Composition of the Earth’s Interior Pangaea Continental Drift Theory Seafloor Spreading Theory
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 48 - 51 pp. 53 - 54 pp. 55 - 60 pp. 61 - 65
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Show the map of the present day Recall yesterday’s lesson Recall yesterday’s lesson
presenting the new lesson
B. Establishing a purpose for the lesson Show a video clip about the layers of the Distribute the activity sheet and give Show pictures of the evidences to the Show a video about seafloor spreading
earth and its composition the instructions continental drift theory

C. Presenting examples/instances of the

new lesson
D. Discussing new concepts and Call at least 5 students to present their Perform the activity Let the students listen and take down Let the students listen and take down
practicing new output in yesterday’s activity notes in the discussion notes in the discussion
 skill #1
E. Discussing new concepts and Call at least 5 students to present their
practicing new output
skill #2
F. Developing Mastery Give inputs/insights about the composition Discuss the evidences under the Ask students to draw fossils distributed
of the earth’s interior continental drift across different continents

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let them generalized what they have Let them generalize what they have Let them generalize what they have
about the lesson learned learned learned
I. Evaluating Learning Short quiz Check and give points to their work Check and give points to their work

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To: Quarter FIRST
 and Time 08/06/18 – 9:30 AM 08/10/18 – 6:30 PM
LOG SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

FIRST PERIODICAL EXAM. FIRST PERIODICAL EXAM.

(First Day) (Second Day)
B. Performance Standards
C. Learning Competencies/Objectives 1. Answer the long summative test 1. Recall all the lessons in Module 1
and 2 of Unit 1
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Module 2 – Summative Test Review Unit 1 (Module 1 & 2)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 6 - 72
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Photocopy of the Summative Test Division Prepared Test Paper Division Prepared Test Paper

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Distribute the photocopy of the summative Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson test
B. Establishing a purpose for the lesson Give instructions on what to do with the Explain the mechanics of the oral Distribute the test paper Distribute the test paper
test. recitation.
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and Let the students answer the summative test Graded Oral Recitation Let the students answer the test paper for Let the students answer the test paper
practicing new 1 hour. for 1 hour.
skill #1
E. Discussing new concepts and Check the answers of the students.
practicing new
skill #2
F. Developing Mastery

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions
about the lesson
I. Evaluating Learning Record the scores of the students. Record their points

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head
 School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10
DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FIRST
LOG and Time 08/13/18 – 9:30 AM 08/17/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

LOCAL HOLIDAY
(KADAYAWAN)
B. Performance Standards
C. Learning Competencies/Objectives 1. Checking of Test Papers 1. Present ways to mitigate the effects 1. Define force, motion, and energy
2. Getting the frequency of error of tectonic activities-related disasters 2. Recall previous lesson in Grade 8
about force, motion, and energy
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Presentation of Science Project Overview of Unit II
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages p. 82
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Informative materials like poster and Physics book
flyers/pamphlets

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Distribute the test paper Ask the student to post their output Ask the students to define physics
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and Let the students check the test paper Presentation of output Unlocking of terms – oral recitation
practicing new
skill #1
E. Discussing new concepts and Get the frequency of error Distribute the flyers/pamphlets
practicing new
skill #2
F. Developing Mastery Discuss the ways to mitigate the
effects of tectonic activities-related
disasters like earthquakes, floods,
volcanic eruptions, etc.

G. Finding practical applications of Ask students to give examples on

concepts & skills in daily living concepts of physics in daily living.
H. Making generalizations & abstractions
about the lesson
I. Evaluating Learning Record their scores Evaluate them according to the criteria

J. Additional activities for application or Advance study on electromagnetism

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head
 School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10
DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter SECOND
LOG and Time 08/20/18 – 9:30 AM 08/24/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

HOLIDAY NATIONAL HOLIDAY(EDIL QUADRANGULAR MEET

ADHA)
B. Performance Standards

C. Learning Competencies/Objectives

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or
presenting the new lesson

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new
skill #1
E. Discussing new concepts and
practicing new
skill #2
F. Developing Mastery

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions
about the lesson
I. Evaluating Learning

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:
 CHONA B. TELESFORO JOCELYN C. SUMAOY
Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter SECOND
LOG and Time 08/27/18 – 9:30 AM 0/31/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

NATIONAL HEROES DAY The relationship between electricity and magnetism in electric motors
and generators.
B. Performance Standards
C. Learning Competencies/Objectives 1. School-based LAC session (9:00 – Demonstrate the generation of electricity Demonstrate the generation of
3:00) by movement of a magnet through a coil; electricity by movement of a magnet
2. Finalization of first grading grades S10FE-Iii-53 through a coil; S10FE-Iii-53
1. Answer the Pre-assessment on 1. Trace the history of
electromagnetism electromagnetism
2. Unlock the terms encountered in 2. Identify materials that are magnetic
electromagnetism and non-magnetic
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Pre - assessment Magnetism
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources E-class record , grading sheets Pre – assessment sheet (Project ease) Project Ease (Physics)

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
 which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Give the overview of Unit II and Distribute the reading text about the
introduction of Module I history of magnetism

C. Presenting examples/instances of the Distribute the Pre-assessment sheet Discuss the history of magnetism
new lesson
D. Discussing new concepts and Let the students compute their own Let the student answer the Pre- Perform the activity – “what is
practicing new grades assessment sheet magnetic?”
skill #1
E. Discussing new concepts and Unlocking of terms
practicing new
skill #2
F. Developing Mastery Discuss to them on how to cope up Call at least 5 students to discuss the
with their grades and recall the result of their activity
grading system.

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have
about the lesson learned.
I. Evaluating Learning Let them assess/evaluate where and Record the scores of the students Record their points
what will be cause/reason why they
failed.
J. Additional activities for application or Ask them to study in advance on
remediation electromagnetism
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation
E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter SECOND
LOG and Time 09/03/18 – 9:30 AM 09/07/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

The relationship between electricity and magnetism in electric motors and generators.

B. Performance Standards
C. Learning Competencies/Objectives Demonstrate the generation of electricity Demonstrate the generation of Demonstrate the generation of electricity Demonstrate the generation of
by movement of a magnet through a coil; electricity by movement of a magnet by movement of a magnet through a coil; electricity by movement of a magnet
S10FE-Iii-53 through a coil; S10FE-Iii-53 S10FE-Iii-53 through a coil; S10FE-Iii-53
1. Trace the history of electromagnetism 1. Explain the process of 1. Explain what is meant by magnetic 1. Understand how electricity makes
2. Identify materials that are magnetic and Magnetization field and how it is detected. magnetism
non-magnetic 2. Make an artificial magnet through 2. Describe magnetic field. 2. Demonstrate how a current carrying
induced magnetism wire produces magnetic field

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Magnetism Induced Magnetism Magnetic Field Electricity and Magnetism
III. LEARNING RESOURCES
A. References
 1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Project Ease (Physics) Pre-made activity sheet Pre –made activity sheet Project Ease (Physics)

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Recall yesterday’s lesson Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Distribute the reading text about the Ask the students to prepare the Distribute the activity sheet Let the students post their visual aids
history of magnetism materials needed for the activity then
give the instruction.

C. Presenting examples/instances of the Discuss the history of magnetism Give instructions for the demonstration
new lesson
D. Discussing new concepts and Perform the activity – “what is magnetic?” Perform the Activity Let the students perform the activity Demonstration Proper
practicing new
skill #1
E. Discussing new concepts and Call at least 5 students to discuss their Call at least 5 students to discuss their
practicing new answers in the activity answers in the activity
skill #2
F. Developing Mastery Call at least 5 students to discuss the result Lecture about induced magnetism and Lecture about magnetic domain, Give inputs/insights about the lesson
of their activity how magnetism is detected and magnetic fields, and magnetic line of
created. force
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have learned. Let the generalized what they have Let the generalized what they have Let the generalized what they have
about the lesson learned. learned. learned.
I. Evaluating Learning Record their points Record their points Record their points Record their points

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher DANNIELYN T. BUAYA Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter SECOND
LOG and Time 11/02/22 – 6:00 AM 11/04/22 – 11:15 AM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

The relationship between electricity and magnetism in electric motors The different regions of the electromagnetic spectrum.
and generators.
B. Performance Standards
C. Learning Competencies/Objectives Demonstrate the generation of electricity Explain the operation of a simple Compare the relative wavelengths of Compare the relative wavelengths of
by movement of a magnet through a coil; electric motor and generator; S10FE- different forms of electromagnetic different forms of electromagnetic
S10FE-Iii-53 Iii-54 waves; S10FE-IIa-b-47 waves; S10FE-IIa-b-47
1. Explain what is meant by magnetic field 1. Explain the Faraday’s Discovery – 1. Trace the development of 1. Describe how electromagnetic wave
and how it is detected. Electromagnetic Induction electromagnetic wave theory. is produced and propagated.
2. Describe magnetic field, magnetic 2. Explain the application of 2. Make comic strips of the scientists’ 2. Define and compute for wavelength,
domain, and magnetic lines of force electromagnetic induction contributions frequency, and wave speed.
3. Explain the Oersted’s Discovery
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Oersted’s Discovery Electromagnetic Induction Electromagnetic Wave Theory Electromagnetic Wave
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 144 - 145 pp. 146 - 147
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Project Ease -Physics Project Ease -Physics
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or
presenting the new lesson Start the class with a prayer Start the class with a prayer Start the class with a prayer Start the class with a prayer

B. Establishing a purpose for the lesson Show different pictures of magnetic Prepare the materials for the Ask the students to prepare their research Show a video on electromagnetic wave
domain, magnetic field, and magnetic lines demonstration of electromagnetic on the contributors of electromagnetic propagation.
of force. induction wave theory.

C. Presenting examples/instances of the Give example on how to solve the

new lesson wavelength, frequency, and wave
speed.

D. Discussing new concepts and Let the students describe each Show to the class how magnetism Perform activity on page 144-145 Solve for problems on wavelength,
practicing new photo/picture. makes electricity. frequency, and wave speed
skill #1
E. Discussing new concepts and Presentation of output Check their answers
practicing new
skill #2
F. Developing Mastery Lecture about magnetic domain, magnetic Discuss electromagnetic induction and
field, and magnetic lines of force. its application
Explain a current carrying wire creates
magnetic field

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have learned. Let them generalize what they have Let them generalize what they have
about the lesson learned. learned.
I. Evaluating Learning Record their points Record their scores

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

DANNIELYN T. BUAYA JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter SECOND
LOG and Time 09/17/18 – 9:30 AM 09/21/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

The different regions of the electromagnetic spectrum.

B. Performance Standards
C. Learning Competencies/Objectives Compare the relative wavelengths of Compare the relative wavelengths of Cite examples of practical applications of Cite examples of practical applications
 different forms of electromagnetic waves; different forms of electromagnetic the different regions of EM waves, such of the different regions of EM waves,
S10FE-IIa-b-47 waves; S10FE-IIa-b-47 as the use of radio waves in such as the use of radio waves in
1. Trace the development of 1. Describe how electromagnetic wave telecommunications; S10FE-IIc-d-48 telecommunications; S10FE-IIc-d-48
electromagnetic wave theory. is produced and propagated. 1. describe how radio waves generated, 1. describe microwaves and infrared
2. Make comic strips of the scientists’ 2. Define and compute for wavelength, transmitted, and received. 2. cite examples of practical
contributions frequency, and wave speed. 2. identify materials that can block or applications of microwaves and
allow radio waves to pass through. infrared.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Electromagnetic Wave Theory Electromagnetic Wave Radio Waves Microwaves , Infrared
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 144 - 145 pp. 146 - 147 pp. 149 – 154 pp.155 - 159
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or
presenting the new lesson Start the class with a prayer Start the class with a prayer Start the class with a prayer Start the class with a prayer

B. Establishing a purpose for the lesson Ask the students to prepare their research Show a video on electromagnetic wave Let the reporters prepare and post their Distribute the activity sheet
on the contributors of electromagnetic propagation. visual aid
wave theory.

C. Presenting examples/instances of the Give example on how to solve the Distribute the activity sheet
new lesson wavelength, frequency, and wave
speed.

D. Discussing new concepts and Perform activity on page 144-145 Solve for problems on wavelength, Activity proper Activity proper
practicing new frequency, and wave speed
skill #1
E. Discussing new concepts and Presentation of output Check their answers
practicing new
skill #2
F. Developing Mastery Reporting- discuss radio waves Reporting- discuss microwaves and
infrared.
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have Let them generalize what they have Let them generalize what they have
about the lesson learned. learned. learned.
I. Evaluating Learning Record their points Record their scores

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter SECOND
LOG and Time 09/24/18 – 9:30 AM 09/28/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

Releasing of Form 138 The different regions of the electromagnetic spectrum.

(Report Card)
B. Performance Standards
C. Learning Competencies/Objectives Cite examples of practical applications Cite examples of practical applications of Cite examples of practical applications
of the different regions of EM waves, the different regions of EM waves, such of the different regions of EM waves,
such as the use of radio waves in as the use of radio waves in such as the use of radio waves in
telecommunications; S10FE-IIc-d-48 telecommunications; S10FE-IIc-d-48 telecommunications; S10FE-IIc-d-48
1. describe how radio waves generated, 1. describe microwaves and infrared 1. describe visible light and UVR
transmitted, and received. 2. cite examples of practical applications 2. cite examples of practical
2. identify materials that can block or of microwaves and infrared. applications of visible light and UVR
allow radio waves to pass through.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Radio Waves Microwaves , Infrared Visible light, UVR
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 149 - 154 pp.155 - 159 pp. 160 -162
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or
presenting the new lesson Start the class with a prayer Start the class with a prayer Start the class with a prayer

B. Establishing a purpose for the lesson Let the reporters prepare and post their Distribute the activity sheet Distribute the activity sheet
visual aid

C. Presenting examples/instances of the Distribute the activity sheet

new lesson
D. Discussing new concepts and Activity proper Activity proper Activity proper
practicing new
skill #1
E. Discussing new concepts and
practicing new
 skill #2
F. Developing Mastery Reporting- discuss radio waves Reporting- discuss microwaves and Reporting- discuss microwaves and
infrared. infrared.

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have Let them generalize what they have Let them generalize what they have
about the lesson learned. learned. learned.
I. Evaluating Learning

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter SECOND
LOG and Time 10/01/18 – 9:30 AM 10/05/18 – 6:30 PM
 SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

The different regions of the WORLD TEACHERS’ The different regions of the electromagnetic spectrum
electromagnetic spectrum DAY(VIKINGS)
B. Performance Standards
C. Learning Competencies/Objectives Cite examples of practical applications of Cite examples of practical applications of Cite examples of practical applications
the different regions of EM waves, such as the different regions of EM waves, such of the different regions of EM waves,
the use of radio waves in as the use of radio waves in such as the use of radio waves in
telecommunications; S10FE-IIc-d-48 telecommunications; S10FE-IIc-d-48 telecommunications; S10FE-IIc-d-48
1. describe microwaves and infrared 1. describe visible light and UVR 1. describe visible light and UVR
2. cite examples of practical applications 2. cite examples of practical applications 2. cite examples of practical
of microwaves and infrared. of visible light and UVR applications of visible light and UVR

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Microwaves , Infrared Visible light, UVR X-ray, Gamma Ray
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp.155 - 159 pp. 160 -162 pp. 163 - 164
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or
presenting the new lesson Start the class with a prayer Start the class with a prayer Start the class with a prayer

B. Establishing a purpose for the lesson Distribute the activity sheet Distribute the activity sheet Distribute the activity sheet

C. Presenting examples/instances of the

new lesson
D. Discussing new concepts and Activity proper Activity proper Activity proper
practicing new
skill #1
E. Discussing new concepts and
practicing new
skill #2
F. Developing Mastery Reporting- discuss microwaves and Reporting- discuss microwaves and Reporting- discuss microwaves and
infrared. infrared. infrared.

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have learned. Let them generalize what they have Let them generalize what they have
about the lesson learned. learned.
I. Evaluating Learning Short Quiz Short Quiz Short Quiz

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head
 School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10
DAILY Teacher DANNIELYN T. BUAYA Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter SECOND
LOG and Time 01/23/23 – 6:00 AM 01/27/23 – 11:15 AM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards Lenses Equation Identify ways in which the properties Explain the operation of a simple electric DRY RUN for NAT (NATIONAL
of mirrors and lenses determine their motor and generator ACHIEVEMENT TEST) of Grade 12
use in optical instruments (e.g. students
cameras and binoculars)

B. Performance Standards The learners demonstrate techniques in The learners should be able to The learner demonstrates an understanding of the
describing the positions of images formed by identify ways in which the relationship between electricity and magnetism in
lenses and how to solve the equation using properties of lenses determine their electric motors and generators.
lenses equation and magnification. use in optical instruments.

C. Learning Competencies/Objectives The learners should be able to solve the lenses The learners should be able to The learner can explain the operation of
equation and describe the location, size, and identify ways in which the a simple electric motor and generator.
orientation of the images formed by lenses properties of lenses determine their
using ray diagramming. use in optical instruments.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Ray Diagram (Lenses) Optical Instruments and its Uses Electric motor and Generator
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 129 - 130
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Project Ease in Physics Project Ease in Physics

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Ask students to prepare their presentation and Show different kinds optical Show an example of simple electric
remind them of the criteria. instruments. motor.
C. Presenting examples/instances of the What happen to light rays when its strikes a What are the optical instruments and Show examples on simple electric
new lesson mirror and a lens? their uses? motor.

D. Discussing new concepts and Let each team show their AVP Perform the activity
practicing new
skill #1
E. Discussing new concepts and
practicing new
skill #2
F. Developing Mastery Lecture on reflection and refraction. Lecture on optical instruments and Discuss simple electric motor.
Show the formation of image by plane their uses
mirrors, curved mirrors, and lenses.

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have Let them generalize what they have
about the lesson learned. learned.
I. Evaluating Learning Record their points

J. Additional activities for application or Ask students to research some of the

remediation optical instruments and their uses.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

DANNIELYN T. BUAYA JOCELYN C. SUMAOY

Subject Teacher Department Head
 School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10
DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter SECOND
LOG and Time 10/15/18 – 9:30 AM 10/19/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

REVIEW OF UNIT II – FORCE MOTION AND ENERGY SECOND PERIODICAL TEST

B. Performance Standards
C. Learning Competencies/Objectives 1. Answer the summative test of module II 1. Locate and describe the image
formed by curved mirrors and lenses
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Review on Electromagnetic Spectrum Review on Mirrors and Lenses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Ready-made summative test Test questionnaire from Division Office Test questionnaire from Division
Office
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the exam with a prayer Start the exam with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Distribute the test paper Distribute the test paper Distribute the test paper
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and Let the students answer the summative test Boardwork – let the students locate Let the student answer the test Let the student answer the test
practicing new for 45 minutes the image using ray diagram questionnaire for one hour questionnaire for one hour
skill #1
E. Discussing new concepts and Discuss the answers for 15 minutes Call another students to describe the
practicing new image formed by curved mirrors and
skill #2 lenses.
F. Developing Mastery

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let them generalized what they have
about the lesson learned.
I. Evaluating Learning Record the scores

J. Additional activities for application or Remind the students of the exam

remediation tomorrow.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:
 CHONA B. TELESFORO JOCELYN C. SUMAOY
Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter
LOG and Time 10/22/18 – 9:30 AM 10/26/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards 1. Organisms as having feedback mechanisms,
which are coordinated by the nervous,
reproductive, and endocrine systems

2. How these feedback mechanisms help the

organisms maintain homeostasis to reproduce
and survive.

B. Performance Standards
C. Learning Competencies/Objectives Describe the parts of the reproductive system and
their functions; S10LT-IIIa-33
1. Know the Reproductive System and its functions.
2. Identify and name the parts of male and female
reproductive system and their functions.
3. Appreciate the importance of this system to our
body.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Reproductive System
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 247 - 249
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources www.google.com

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Settling down – Prayer , checking of attendance
presenting the new lesson
B. Establishing a purpose for the lesson Show a picture of a sperm cell and an egg cell

C. Presenting examples/instances of the Show a picture of the male and female reproductive
new lesson system – what is the function of the male and female
reproductive system?

D. Discussing new concepts and Activity Proper- identifying and naming the parts of
practicing new male and female reproductive system with their
skill #1 functions.
E. Discussing new concepts and
practicing new
skill #2
F. Developing Mastery Discussion

G. Finding practical applications of Valuing

concepts & skills in daily living
H. Making generalizations & abstractions Let the students generalized what they have learned.
about the lesson
I. Evaluating Learning Quiz

J. Additional activities for application or Make a research on the role of hormones in female and
remediation male reproductive systems.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY JOAN B. GALARION

Subject Teacher Department Head/Head Teacher I Principal II

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter SECOND
LOG and Time 10/29/18 – 9:30 AM 11/02/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

HOLIDAY

B. Performance Standards
C. Learning Competencies/Objectives 1. Checking of Test Papers 1. Practice the electromagnetic 1. Perform the electromagnetic spectrum ALL SAINTS AND ALL SOULS
2. Getting the correct response spectrum song song DAY

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
 4. Additional Materials from Learning
Resources
B. Other Learning Resources Division Test Questionnaire www.youtube.com www.youtube.com

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Distribute the test paper What can you say about the song? Give the criteria

C. Presenting examples/instances of the How far have you practice the song?
new lesson
D. Discussing new concepts and Check the test paper Let the students practice the song for Let the students perform the song one by
practicing new the whole session one
skill #1
E. Discussing new concepts and Get the correct response
practicing new
skill #2
F. Developing Mastery

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions
about the lesson
I. Evaluating Learning Record the scores Record the scores

J. Additional activities for application or Ask them to prepare the individual

remediation presentation tomorrow
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter THIRD
LOG and Time 11/05/18 – 9:30 AM 11/09/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards 1. Organisms as having feedback mechanisms, which are coordinated
by the nervous and endocrine systems
2. how these feedback mechanisms help the organisms maintain
homeostasis to reproduce
B. Performance Standards
C. Learning Competencies/Objectives 1. Checking of Test Papers 1. Perform the electromagnetic Describe the parts of the nervous system Describe the parts of the nervous
2. Getting the correct response spectrum song and their functions S10LT-IIIa-33 system and their functions S10LT-IIIa-
1. Identify the parts of the nervous 33
system and their functions 1. Explain how the body processes are
controlled through the nervous system
and how the nervous system works
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Nervous System Nervous System
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp.228 - 231 pp. 232 - 237
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Division Test Questionnaire www.youtube.com

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Distribute the test paper Give the criteria Overview of Unit III and introduction of Review the basic parts of neurons
Module I

C. Presenting examples/instances of the What system of the body that connects

new lesson all your body parts and transmits signals
from one part to another?
D. Discussing new concepts and Check the test paper Let the students perform the song one Preform the activity- graphic organizer Perform the activity- message relay
practicing new by one making
skill #1
E. Discussing new concepts and Get the correct response
practicing new
skill #2
F. Developing Mastery Discussion on the parts of the nervous Lecture on the control of body
system and their functions processes through the nervous system
and how the nervous system works
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & abstractions Let them generalized what they have Let them generalized what they have
about the lesson learned learned
I. Evaluating Learning Record the scores Record the scores Check their graphic organizer and record Record the scores in the activity
the points
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter THIRD
LOG and Time 11/12/18 – 9:30 AM 11/16/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards 1. Organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems
2. how these feedback mechanisms help the organisms maintain homeostasis to reproduce

B. Performance Standards
C. Learning Competencies/Objectives Describe the parts of the nervous system Describe the parts of the endocrine Describe the parts of the endocrine 1. Evaluate the learning on nervous
and their functions S10LT-IIIa-33 system and their functions S10LT-IIIa- system and their functions S10LT-IIIa-33 and endocrine system
1. Explain how the body processes are 33 1. Explain the effect of a particular
controlled through the nervous system and 1. Identify the major endocrine glands hormone in the body if not properly
how the nervous system works and their functions regulated
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
 Nerve Cell Endocrine System Endocrine System Summative Test
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 232 - 237 pp. 240 - 243 pp. 244 - 246
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Paper made test on Nervous and
Endocrine system
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Review yesterday’s lesson Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Review the basic parts of neurons What system of the body that What is a hormone? How it is related to Distribute the test questionnaire
coordinates with the nervous system in the endocrine? What causes the
controlling and regulating the body hormonal imbalance?
processes?

C. Presenting examples/instances of the Cell growth is one the example Show pictures of disorders due to
new lesson wherein the endocrine system is in endocrine dysfunction
control of the mechanisms in the body.
D. Discussing new concepts and Perform the activity- message relay Activity proper Let the student perform activity 5 on Let the student answer the summative
practicing new pages 245 -246 test
skill #1
E. Discussing new concepts and Check their answers
practicing new
skill #2
F. Developing Mastery Lecture on the control of body processes Discussion on the major glands in the Lecture on the effects of hormones in
through the nervous system and how the body and their functions. the body
nervous system works
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & abstractions Let them generalized what they have Let them generalized what they have Let them generalized what they have
about the lesson learned learned learned
I. Evaluating Learning Record the scores in the activity Record their points Record their points Record the scores
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter THIRD
LOG and Time 11/19/18 – 9:30 AM 11/23/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards 1. Organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems
2. how these feedback mechanisms help the organisms maintain homeostasis to reproduce

B. Performance Standards
C. Learning Competencies/Objectives 1. Finalization of Second Grading Describe the parts of the endocrine Describe the parts of the reproductive Describe the parts of the reproductive system
Grade system and their functions S10LT-IIIa- system and their functions S10LT- and their functions S10LT-IIIa-33
2. Follow up students with failing 33 IIIa-33 1. Explain the role of hormones in female and
grades 1. Explain the effect of a particular 1. Identify the parts and functions of male reproductive system
hormone in the body if not properly the male and female reproductive 2. Describe the feedback mechanisms
regulated system. involved in regulating processes in the female
reproductive system – Menstrual Cycle
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Endocrine Disorders Reproductive System Reproductive System
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 244 - 246 pp. 247 - 249 pp. 250 - 252
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Composite and E-class record

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson What is a hormone? How it is related Show pictures of sperm and egg cell What do you think are the hormones involved
to the endocrine? What causes the – What happens when there is a in the male and female reproductive system?
hormonal imbalance? union of this two cells?

C. Presenting examples/instances of the Show pictures of disorders due to

new lesson endocrine dysfunction
D. Discussing new concepts and Call the students one by one and show Let the student perform activity 5 on Activity Proper Let them make a diagram on the role of
practicing new their grades pages 245 -246 hormones in male and female reproductive
skill #1 system
E. Discussing new concepts and Activity on menstrual cycle
practicing new
skill #2
F. Developing Mastery Discuss on how to increase their grades Lecture on the effects of hormones in Show to the class the parts and Discuss the role of hormones in male and
for the next grading period the body functions of the male and female female reproductive system and menstrual
reproductive system cycle
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & abstractions Let them generalized what they have Let them generalized what they have Let them generalized what they have
about the lesson learned learned learned
I. Evaluating Learning Record their points Record their points Record their points

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter THIRD
LOG and Time 11/26/18 – 9:30 AM 11/30/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards 1. Organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems
2. how these feedback mechanisms help the organisms maintain homeostasis to reproduce

B. Performance Standards
C. Learning Competencies/Objectives Describe the parts of the reproductive Describe the parts of the reproductive 1. Evaluate the learning on nervous ,
system and their functions S10LT-IIIa-33 system and their functions S10LT-IIIa- endocrine, reproductive system
1. Identify the parts and functions of the
male and female reproductive system.
33
1. Explain the role of hormones in HOLIDAY
female and male reproductive system
2. Describe the feedback mechanisms
involved in regulating processes in the
female reproductive system –
Menstrual Cycle
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Reproductive System Reproductive System Summative Test (Module I)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 247 - 249 pp. 250 - 252
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Paper made test on Nervous, Endocrine,
and Reproductive system
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Show pictures of sperm and egg cell – What do you think are the hormones Distribute the test questionnaire
What happens when there is a union of this involved in the male and female
two cells? reproductive system?

C. Presenting examples/instances of the

new lesson
D. Discussing new concepts and Activity Proper Let them make a diagram on the role Let the student answer the summative
practicing new of hormones in male and female test
 skill #1 reproductive system

E. Discussing new concepts and Activity on menstrual cycle Check their answers
practicing new
skill #2
F. Developing Mastery Show to the class the parts and functions of Discuss the role of hormones in male
the male and female reproductive system and female reproductive system and
menstrual cycle
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & abstractions Let them generalized what they have Let them generalized what they have
about the lesson learned learned
I. Evaluating Learning Record their points Record their points Record the scores

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To: Quarter THIRD
 and Time 12/03/18 – 9:30 AM 12/07/18 – 6:30 PM
LOG SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards 1. Organisms as having feedback mechanisms, which are coordinated 1. the information stored in DNA as being used to make proteins
by the nervous and endocrine systems
2. how changes in a DNA molecule may cause changes in its product
2. how these feedback mechanisms help the organisms maintain
homeostasis to reproduce 3. mutations that occur in sex cells as being heritable

B. Performance Standards
C. Learning Competencies/Objectives 1. Evaluate the learning on nervous , Describe the parts of the reproductive Explain how protein is made using Explain how protein is made using
endocrine, reproductive system system and their functions S10LT-IIIa- information from DNAS10LT-IIId-37 information from DNAS10LT-IIId-37
33 1. Compare the structure of the DNA and 1. Describe RNA
1. Describe the role of hormones in RNA molecule. 2. Explain transcription
male and female reproductive system 2. Explain replication
2. Describe the feedback mechanisms
involved in regulating processes in the
female reproductive systems
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Summative Test (Module I) Menstrual Cycle DNA RNA
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 250 - 254 pp. 266 - 270 pp. 272 - 274
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Paper made test on Nervous, Endocrine,
and Reproductive system

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer Recall yesterdays lesson
presenting the new lesson
B. Establishing a purpose for the lesson Distribute the test questionnaire Distribute the activity sheet What is DNA stands for? What do you think is the role of RNA
in making proteins in the cell?
C. Presenting examples/instances of the Show examples on how the DNA is
new lesson being transcribed.
D. Discussing new concepts and Let the student answer the summative test Perform the activity Perform the activity Boardwork
practicing new
skill #1
E. Discussing new concepts and Check their answers
practicing new
skill #2
F. Developing Mastery Lecture about menstrual cycle and Show a video about DNA Discuss RNA
role of hormones in the male and
female reproductive system
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & abstractions Let them generalize what they have Let them generalized what they have Let them generalized what they have
about the lesson learned learned learned
I. Evaluating Learning Record the scores Record their points from the activity

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head
 School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10
DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter THIRD
LOG and Time 01/07/19 – 9:30 AM 01/11/19 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards 1. the information stored in DNA as being used to make proteins
2. how changes in a DNA molecule may cause changes in its product
3. mutations that occur in sex cells as being heritable
B. Performance Standards
C. Learning Competencies/Objectives Explain how protein is made using Explain how protein is made using Explain how protein is made using Explain how mutations may cause
information from DNAS10LT-IIId-37 information from DNAS10LT-IIId-37 information from DNAS10LT-IIId-37 changes in the structure and function of
1. Compare the structure of the DNA and 1. Describe RNA 1. Explain translation a protein; S10LT-IIIe-38
RNA molecule. 2. Explain transcription 2. Identify the amino acids coded by the 1. Describe mutation
2. Explain replication mRNA codon using the Genetic Code 2. Identify the two types of mutation
Table
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
REPLICATION TRANSCRIPTION TRANSLATION MUTATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 266 - 270 pp. 272 - 274 pp. 275 - 279 pp.281 - 288
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Recall yesterday’s lesson Recall yesterday’s lesson Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson What is DNA stands for? What do you think is the role of RNA How the message of the mRNA is What happen when the code in a gene
in making proteins in the cell? translated to proteins? is changed?
C. Presenting examples/instances of the Show examples on how the DNA is Show examples on how the mRNA is When is mutation inherited? Why are
new lesson being transcribed. translated mutations in sex cells heritable?
D. Discussing new concepts and Perform the activity Boardwork Boardwork
practicing new
skill #1
E. Discussing new concepts and
practicing new
skill #2
F. Developing Mastery Show a video about DNA Discuss RNA and transcription Discuss translation Lecture on gene and chromosomal
mutations
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & abstractions Let them generalized what they have Let them generalized what they have Let them generalized what they have
about the lesson learned learned learned
I. Evaluating Learning Record their points from the activity

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head
 School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10
DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter THIRD
LOG and Time 01/14/19 – 9:30 AM 01/18/19 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

UNIT III – LIVING THINGS AND THEIR ENVIRONMENT THIRD PERIODICAL TEST

B. Performance Standards
C. Learning Competencies/Objectives Review on Module I – Coordinated Review on Module II – Heredity: Answer a 60 items test Answer a 60 items test
Functions of the Reproductive, Endocrine, Inheritance and Variations
and Nervous System

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 225 - 255 pp.263 – 293
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Division Test Questionnaire Division Test Questionnaire

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Remind the students about the coverage of Recall and define terms in the module Distribute the test papers Distribute the test papers
the exam like DNA, RNA, and etc..
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and Oral Recitation Oral Recitation Let the students answer the test Let the students answer the test
practicing new questionnaire for one hour questionnaire for one hour
skill #1
E. Discussing new concepts and
practicing new
skill #2
F. Developing Mastery Recall all the lessons in Module I and Recall all the lessons in Module I and
stresses the important terms/topics stresses the important terms/topics

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Ask students about their feelings Ask students about their feelings
about the lesson towards the test. towards the test.
I. Evaluating Learning

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?

Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter THIRD
LOG and Time 01/21/19 – 9:30 AM 01/25/19 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

THIRD PERIODICAL TEST How gases behave based on the motion and relative distances between
gas particles
B. Performance Standards
C. Learning Competencies/Objectives Answer a 60 items test Check the test papers Investigate the relationship between: 1.1 Investigate the relationship between:
volume and pressure at constant 1.1 volume and temperature at constant
temperature of a gas S10MT-Iva –b-21 pressure of a gas S10MT-Iva –b-21
1. Define terms such as volume,
pressure, and temperature 1. Explain the relationship between
2. Explain the relationship between volume and pressure at constant
volume and pressure at constant temperature.
temperature.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Checking of Test Papers Boyle’s Law Charles’ Law
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 366 – 368 pp. 372 - 374
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Division Test Questionnaire

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Distribute the test papers Distribute the test papers Let the students answer the Pre- Show a video clip on the relationship
Assessment of volume and temperature at constant
pressure.

C. Presenting examples/instances of the Show a video clip on the relationship of

new lesson volume and pressure at constant
temperature.

D. Discussing new concepts and Let the students answer the test Let the students check their test papers Show a video clip on the relationship of Boarwork - Computation
practicing new questionnaire for one hour volume and pressure at constant
skill #1 temperature.

E. Discussing new concepts and Get the correct response Boarwork - Computation
practicing new
skill #2
F. Developing Mastery Discuss Boyle’s Law Discuss Boyle’s Law

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Ask students about their feelings towards Let the students generalized what they Let the students generalized what they
about the lesson the test. have learned have learned
I. Evaluating Learning Record their scores Short Quiz Short Quiz

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FOURTH
LOG and Time 01/28/19 – 9:30 AM 02/01/19 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

How gases behave based on the motion and relative distances between gas particles.

B. Performance Standards
C. Learning Competencies/Objectives Investigate the relationship between: 1.1 Investigate the relationship between: Investigate the relationship between: 1.1 Investigate the relationship between:
volume and pressure at constant 1.1 volume and pressure at constant volume and temperature at constant 1.1 volume and temperature at constant
temperature of a gas S10MT-Iva –b-21 temperature of a gas S10MT-Iva –b-21 pressure of a gas S10MT-Iva –b-21 pressure of a gas S10MT-Iva –b-21
1. Define terms such as volume, pressure, 1. Define terms such as volume,
and temperature pressure, and temperature 1. Explain the relationship between 1. Explain the relationship between
2. Explain the relationship between 2. Explain the relationship between volume and pressure at constant volume and pressure at constant
volume and pressure at constant volume and pressure at constant temperature. temperature.
temperature. temperature.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Boyle’s Law Boyle’s Law Charles’ Law Charles’ Law
III. LEARNING RESOURCES
A. References
 1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 366 – 368 pp. 372 - 374
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Boyle’s law worksheet Charles law worksheet

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Let the students answer the Pre- Distribute the worksheet Show a video clip on the relationship of Distribute the worksheet
Assessment volume and temperature at constant
pressure.

C. Presenting examples/instances of the Show a video clip on the relationship of Explain the Charles formula and give
new lesson volume and pressure at constant problem example
temperature.

D. Discussing new concepts and Show a video clip on the relationship of Let the students answer the worksheet Boardwork - computation Let the students answer the worksheet
practicing new volume and pressure at constant for 45 minutes and check their for 45 minutes and check their answers
skill #1 temperature. answers

E. Discussing new concepts and Boarwork - Computation

practicing new
skill #2
F. Developing Mastery Discuss Boyle’s Law Lecture on Charles law

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let the students generalized what they have Let the students generalized what they
about the lesson learned have learned
I. Evaluating Learning Record their points Record their points

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FOURTH
LOG and Time 02/04/19 – 9:30 AM 02/08/19 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

How gases behave based on the motion and relative distances between gas particles.

B. Performance Standards
C. Learning Competencies/Objectives Investigate the relationship between: 1.1 Investigate the relationship between: Investigate the relationship between: 1.1 Investigate the relationship between:
volume and temperature at constant 1.1 volume and temperature at constant volume and temperature at constant 1.1 volume and temperature at constant
pressure of a gas S10MT-Iva –b-21 pressure of a gas S10MT-Iva –b-21 pressure of a gas S10MT-Iva –b-21 pressure of a gas S10MT-Iva –b-21

1. Explain the relationship between 1. Explain the relationship between 1. Explain the relationship between 1. Explain the relationship between
 volume and pressure at constant temperature and pressure at constant temperature and pressure at constant temperature, pressure, and volume.
temperature. volume. volume.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Charles’ Law Gay – Lussac’s Law Gay – Lussac’s Law Combined Gas Law
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 377 - 379 pp. 383 - 387
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Charles law worksheet Gay-Lussac’s law worksheet

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Distribute the worksheet Show a video clip on the relationship Distribute the worksheet Show a video clip on the relationship
of pressure and temperature at constant of pressure, temperature, and volume.
volume.

C. Presenting examples/instances of the Explain the Gay-Lussac formula and Explain the Combine Gas law formula
new lesson give problem example and give problem example
D. Discussing new concepts and Let the students answer the worksheet for Boardwork - computation Let the students answer the worksheet Boardwork - computation
practicing new 45 minutes and check their answers for 45 minutes and check their answers
skill #1
E. Discussing new concepts and
practicing new
skill #2
F. Developing Mastery Lecture on Gay- Lussac’s law Lecture on Combine Gas law

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let the students generalized what they Let the students generalized what they
about the lesson have learned have learned
I. Evaluating Learning Record their points Record their points

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FOURTH
LOG and Time 02/11/19 – 9:30 AM 02/15/19 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

How gases behave based on the motion and relative distances between gas particles.

B. Performance Standards
C. Learning Competencies/Objectives Investigate the relationship between: 1.1 Investigate the relationship between: Investigate the relationship between: 1.1
volume and temperature at constant 1.1 volume and temperature at constant volume and temperature at constant
pressure of a gas S10MT-Iva –b-21 pressure of a gas S10MT-Iva –b-21 pressure of a gas S10MT-Iva –b-21

1. Explain the relationship between 1. Explain the relationship between 1. Explain the relationship between
temperature and pressure at constant temperature and pressure at constant temperature, pressure, and volume.
volume. volume.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Gay – Lussac’s Law Gay – Lussac’s Law Combined Gas Law Combined Gas Law
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 377 - 379 pp. 383 - 387
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Gay-Lussac’s law worksheet Combine gas law worksheet

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Show a video clip on the relationship of Distribute the worksheet Show a video clip on the relationship of Distribute the worksheet
pressure and temperature at constant pressure, temperature, and volume.
volume.

C. Presenting examples/instances of the Explain the Gay-Lussac formula and give Explain the Combine Gas law formula
new lesson problem example and give problem example
D. Discussing new concepts and Boardwork - computation Let the students answer the worksheet Boardwork - computation Let the students answer the worksheet
practicing new for 45 minutes and check their for 45 minutes and check their answers
skill #1 answers
E. Discussing new concepts and
practicing new
skill #2
F. Developing Mastery Lecture on Gay- Lussac’s law Lecture on Combine Gas law

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let the students generalized what they have Let the students generalized what they
about the lesson learned have learned
I. Evaluating Learning Record their points Record their points

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FOURTH
LOG and Time 02/18/19 – 9:30 AM 02/22/19 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

How gases behave based on the motion and relative distances between gas particles.

B. Performance Standards
C. Learning Competencies/Objectives Investigate the relationship between: Investigate the relationship between: Investigate the relationship of volume, Investigate the relationship of volume,
volume and number of mole at constant volume and number of mole at constant temperature, pressure, and number of temperature, pressure, and number of
pressure and temperature of a gas S10MT- pressure and temperature of a gas mole. S10MT-Iva –b-21 mole. S10MT-Iva –b-21
Iva –b-21 S10MT-Iva –b-21
1. Explain the relationship of 1. Explain the relationship of
1. Explain the relationship between 1. Explain the relationship between temperature, pressure, volume and temperature, pressure, volume and
volume and number of mole at constant volume and number of mole at constant number of mole. number of mole.
temperature and pressure. temperature and pressure.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two
Avogadro’s Law Avogadro’s Law Ideal Gas Law Ideal Gas Law
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp.384 - 387 pp. 389 - 390
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Pre –made worksheet Pre –made worksheet

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Show a video clip on the relationship of Distribute the worksheet Show a video clip on the relationship of Distribute the worksheet
volume and number of mole pressure, temperature, volume and
number of mole

C. Presenting examples/instances of the Explain the Avogadro’s formula and give Explain the Ideal Gas law formula and
new lesson problem example give problem example
D. Discussing new concepts and Boardwork - computation Let the students answer the worksheet Boardwork - computation Let the students answer the worksheet
practicing new for 45 minutes and check their for 45 minutes and check their answers
skill #1 answers
E. Discussing new concepts and
practicing new
skill #2
F. Developing Mastery Lecture on Avogadro’s law Lecture on Ideal Gas law

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Let the students generalized what they have Let the students generalized what they
about the lesson learned have learned
I. Evaluating Learning Record their points Record their points

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head

School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10

DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To: Quarter FOURTH
 and Time 02/25/19 – 9:30 AM 03/01/19 – 6:30 PM
LOG SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

NATIONAL HOLIDAY SEMI – FINAL TEST SEMI – FINAL TEST

B. Performance Standards
C. Learning Competencies/Objectives 1. Answer the 50 items test 1. Check the test paper 1. Recall lessons from first quarter to
fourth quarter through oral recitation
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources Pre – made Semi-Final questionnaire Pre- made questions

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Start the class with a prayer Start the class with a prayer Start the class with a prayer
presenting the new lesson
B. Establishing a purpose for the lesson Prepare the seat plan and give the Distribute the test paper Give the criteria in oral recitation
instructions

C. Presenting examples/instances of the Distribute the test questionnaire

new lesson
D. Discussing new concepts and Computation -Let the students answer Boardwork – call students to write their Oral recitation proper
practicing new the exam for 1 hour computation on the board
skill #1
E. Discussing new concepts and
practicing new
skill #2
F. Developing Mastery Check their answers

G. Finding practical applications of

concepts & skills in daily living
H. Making generalizations & abstractions Ask the students whether the exam is
about the lesson easy or difficult
I. Evaluating Learning Record their scores Record their points

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head
 School F. BUSTAMANTE NATIONAL HIGH SCHOOL Grade Level GRADE 10
DAILY Teacher CHONA B. TELESFORO Learning Area SCIENCE
LESSON Teaching Dates From: To:
Quarter FIRST
LOG and Time 06/25/18 – 9:30 AM 06/29/18 – 6:30 PM
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards

B. Performance Standards
C. Learning Competencies/Objectives

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new
skill #1
E. Discussing new concepts and
practicing new
skill #2
F. Developing Mastery
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & abstractions
about the lesson
I. Evaluating Learning

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked 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?
Prepared by: Checked by:

CHONA B. TELESFORO JOCELYN C. SUMAOY

Subject Teacher Department Head