Daily Log

Dr. Maria D.
Pastrana
Daily Lesson Log Teacher: RINALYN M. ENDONILA
Teaching Dates and Time: Nov. 5 - Nov 12,
I. OBJECTIVES TUESDAY
A. Content Standards The learn
B. Performance Standards The learners shall be
Describe the different types of volcanoes

C. Learning Competencies/ Objectives Write the LC code for each S9ES -IIIa25
II. CONTENT
Volcanic Land Forms
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Module pages:
3. Textbook Pages:
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources Internet Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Recall the two classification of Volcano
B. Establishing a purpose for the lesson Show a video clip on volcanic land forms
Let the student share their ideas with
C. Presenting examples/ instances of the new lesson regard to the shape of volcano
D. Discussing new concepts and practicing new skills #1 Discuss the volcanic land forms
Discuss the crater and caldera by

E. Discussing new concepts and practicing new skills #2. providing an example.
F. Developing Mastery (Leads to Formative Assesment 3) Activity: Under Pressure
Let the students identify the

G. Finding practical application of concepts and skills in daily living importance of the knowledge acquired
in learning volcanic land froms
The three types of volcanic land forms

according to the shape of their cones:
H. Making generalizations and abstractions about the lesson namely: shield volcanoes, cinder cones,
and composite cones.
I. Evaluating learning Depend on the result of the activity
J. Additional activities for application of 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 lessons work? No. of learners who have caught up
with the lesson.
D. No. of learners who continue to require remediation
E. Which of my teaching strategies work well? Why did this work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
What innovation or localized materials did I use/ discover which I wish to
share with other teachers?
Prepared by: Checked by:
RINALYN M. ENDONILA
Teacher I
. Maria D. Pastrana High School Grade Level: Grade 9
ENDONILA Learning Area: Science
e: Nov. 5 - Nov 12, 2018 Quarter: Third Quarter
WEDNESDAY THURSDAY FRIDAY
The learners demonstrate an understanding of volcanoes found in the Philippines
The learners shall be able to participate in activities that reduce risks and lessen effects of climate change
Describe the different types of volcanoes Describe the different types of volcanoes Describe the different types of volcanoes
S9ES -IIIa25 S9ES -IIIa25 S9ES -IIIa25
Factors affecting the volcanoes Geothermal energy and signs of

Volcanic eruption
eruptive style Impending volcanic eruption
Internet Resources Internet Resources Internet Resources
Recall the volcanic land forms according Recall Factors affecting the volcanoes
Recall the types of volcanic eruptions
to shape eruptive style
Show a video clip of magma anf flowing Show a video clip about volcanic Show a video clip and picture of
lava eruption Geothermal Power Plant
Based on the video, let the student the
Based on the video, let the student Based on the video, let the student the
describe the structure of Geothermal
describe the different flow of lava different volcanic eruption
Power Plant
Briefly discuss the steps to generate

electricity in a geothermal power plant:
Discuss the factors affecting on the
Discuss the different types of volcanic
viscosity of the magma that affects
eruption.
eruptive style.
Discuss the signs of an impending
volcanic eruption
show a video clip of volcanic eruption and

Picture analysis on the flow of lava let the student identify the types of
volcanic eruptions.
Let the students identify the In case of volcanic eruption… what Groupings: Create a brochure
importance of the knowledge will you do to lessen casulaties in your showing the awareness on volcanic
acquired. family. eruption. (before, during and after)
There are primary factors affecting the geothermal – heat coming from inside the
volcanoes’ eruptive style: Earth
According to the Philippine Institute of
-the magma’s temperature Types of volcanic eruption: Phreatic,
Volcanology and Seismology (PHIVOLCS)T,
-its chemical composition Phreatomagmatic, Vulcanian, Strombolian
the government agency tasked with
-the amount of dissolved and Plinian
monitoring earthquakes and volcanoes in the
gases it contains. country, there are commonly observed signs
that a volcano is about to erupt.
Quiz on the steps to generate

Quiz on the viscosity of lava Quiz of types of volcanic eruption electricity in a geothermal power
plant.
Noted:
ELIZA D. MELINAS ELMER C. RAVINA

Department Chairman Principal II
ce
MONDAY
Describe the different types of volcanoes

S9ES -IIIa25
Chapter Test
Internet Resources
Simply remind the student on the rules

and consequences of their action while
taking the exam.
Distribution of the test paper
Test Proper
2014
10
Checking and Evaluation
5. Put one of the bottled cooking oil in hot water and the other one in c
6. Slowly unscrew the caps and observe. Q4. Do you have the same ob
Let us relate this concept to what is happening inside the volcano. Mag
Lava may appear to be the primary material ejected from a volcano, bu
Volcanic landforms and eruptive styles
Volcanoes come in different shapes and sizes, and each structure has a
Before we go further, let us discuss the external parts of a volcano. sum
her one in cold water. Wait for three minutes.
he same observation as in the soda drinks? Q5. Explain your answer. In the activity, you have seen the effect of temperature on the amount
lcano. Magma inside the volcano has high temperature. As the magma is continuously heated, it goes up. As it rises, gas bubbles are develo
volcano, but this is not always the case. Aside from lava, broken rocks, lava bombs, fine ash and dust are also ejected. Does this have any eff
cture has a unique history of eruption. However, volcanologists have been able to classify them according to their landforms and eruptive p
lcano. summit slope
he amount of gas that can be produced in a liquid. How does this affect the pressure inside the bottle? What is the role of pressure in the s
s are developed. The gas bubbles are trapped and expand causing the molten material to swell also, resulting in a gradual increase in press
have any effect on the volcanic shape? Let’s find out how.
d eruptive patterns. We have considered the three general volcanic types according to the shape of their cones: namely: shield volcanoes, c
ure in the setup?
se in pressure within the volcano. When the pressure exceeds the strength of the overlying rock, fracturing occurs. The resulting breaks lea
olcanoes, cinder cones, and composite cones.

g breaks lead to a further drop in confining pressure, which in turn causes even more gas bubbles to form.
Dr. Maria D. Pastrana
Teacher: LEIANNE MAE P. DE GUZMAN
Daily Lesson Log Teaching Dates and Time: Oct 29 - Nov 5, 2
MONDAY
I. OBJECTIVES
A. Content Standards The learn
B. Performance Standards The learners shall be
Describe the different types of

C. Learning Competencies/ Objectives Write the LC code for each volcanoes S9ES -IIIa25
II. CONTENT Checking of Periodical Test and

Completion of the Subjects
Requirements
A. References
1. Teacher's Guide pages 135 - 136
2. Learner's Module pages: 165 - 166
3. Textbook Pages:
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson Checking and Evaluation of Periodical

Test
C. Presenting examples/ instances of the new lesson
D. Discussing new concepts and practicing new skills #1

Completion of the Subject
E. Discussing new concepts and practicing new skills #2. Requirements
F. Developing Mastery (Leads to Formative Assesment 3)
G. Finding practical application of concepts and skills in daily living
H. Making generalizations and abstractions about the lesson
I. Evaluating learning
V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?

LEIANNE MAE P. DE GUZMAN
Teacher I
P. DE GUZMAN Learning Area: Science
e: Oct 29 - Nov 5, 2018 Quarter: Third Quarter
TUESDAY WEDNESDAY THURSDAY AND FRIDAY
The learners demonstrate an understanding of volcanoes found in the Philippines
The learners shall be able to participate in activities that reduce risks and lessen effects of climate change

volcanoes S9ES -IIIa25
Volcano
135 - 136
165 - 166
Recall how the tectonic plate affects

the volcanic eruptions (grade 8
lesson)
Make a concept map about the

description of the volcano
Show a video clip: Introduction to

Volcano
Activity: Volcanoes in the Philippines

Discussions
Discussions
What will you need to lessen the

effects of casualties of volcanic
eruption
Volcano is an opening on the earth

crust where molten rocks are
emitted.
Depend on the result of the activity
Noted:
ce
MONDAY

volcanoes S9ES -IIIa25
Volcano
135 - 136
165 - 166
Recall how the tectonic plate affects

the volcanic eruptions (grade 8
lesson)
Make a concept map about the

description of the volcano
Show a video clip: Introduction to

Volcano
Activity: Volcanoes in the Philippines

Discussions
Discussions
What will you need to lessen the

effects of casualties of volcanic
eruption
Volcano is an opening on the earth

crust where molten rocks are
emitted.
Depend on the result of the activity

Teaching Dates and Time: Oct. 16 - Oct 20,
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives Write the LC code for each
II. CONTENT
LONG TEST
A. References
3. Textbook Pages:
IV. PROCEDURES

taking the exam.
B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the new lesson Distribution of the test paper
E. Discussing new concepts and practicing new skills #2.

Test Proper
I. Evaluating learning Checking and Evaluation

V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
e: Oct. 16 - Oct 20, 2018 Quarter: Second Quarter
SECOND PERIODICAL TEST INSET
Simply remind the student on the rules Simply remind the student on the rules
and consequences of their action while and consequences of their action while
taking the exam. taking the exam.
Distribution of the test paper Distribution of the test paper
Test Proper Test Proper
Checking and Evaluation Checking and Evaluation

Noted:

ce
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START OF SEM BREAK FOR

STUDENTS.
Internet Resources
Teaching Dates and Time: Oct. 9 - Oct 15, 2
A. Content Standards The learners demonstrate an under
B. Performance Standards The learners shall be able to analyze the percentage
Use the mole concept to express

mass of substances S9MT-IIi19
II. CONTENT
MOLAR MASS
A. References
3. Textbook Pages:
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Recall Avogadro's Number
Show a pictures of measuring an objects

B. Establishing a purpose for the lesson mass.
Show the molar mass of water and
C. Presenting examples/ instances of the new lesson carbon dioxide
Discuss the Molar Mass and the steps in

D. Discussing new concepts and practicing new skills #1 computing molar mass
E. Discussing new concepts and practicing new skills #2. Board work on computing molar mass
Perform an Activity:The Mass of One

F. Developing Mastery (Leads to Formative Assesment 3) Mole of a Substance

G. Finding practical application of concepts and skills in daily living importance of the knowledge acquired
in learning molar mass.
Molar mass is the mass of one mole of a

substance expressed in grams. The
H. Making generalizations and abstractions about the lesson molar mass of a monatomic element like
Na, Li, Mg is numerically equal to its
atomic mass expressed in grams.
I. Evaluating learning Quiz on Molar Mass

V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
arners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matter.
e to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage compos
Use the mole concept to express Use the mole concept to express Use the mole concept to express
mass of substances S9MT-IIi19 mass of substances S9MT-IIi19 mass of substances S9MT-IIi19
MOLAR MASS PERCENTAGE COMPOSITION PERCENTAGE COMPOSITION
Recall the steps in computing Molar Recall the steps in computing Molar
Recall Avogadro's Number
Mass Mass
Show a pictures of measuring an objects

mass.
Show a pie grap of a percentage Show a pie grap of a percentage
Show the molar mass of water and
carbon dioxide
composition of male and female composition of male and female
students of 9 - toluene. students of 9 - toluene.
Discuss the Percentage Composition and Discuss the Percentage Composition and
Discuss the Molar Mass and the steps in
the steps in computing percentage the steps in computing percentage
computing molar mass
composition of a compounds. composition of a compounds.
Board work on computing molar mass
Board work on computing percentage Board work on computing percentage

composition of a compounds. composition of a compounds.
Perform an Activity:The Mass of One
Mole of a Substance
Let the students identify the Let the students identify the
importance of the knowledge acquired importance of the knowledge acquired
importance of the knowledge acquired
in learning percentage composition of in learning percentage composition of
in learning molar mass.
a compounds. a compounds.
Molar mass is the mass of one mole of a

substance expressed in grams. The Percentage composition of a compound tells Percentage composition of a compound tells
molar mass of a monatomic element like you the percentage of the mass made up by you the percentage of the mass made up by
Na, Li, Mg is numerically equal to its each element in a compound each element in a compound
atomic mass expressed in grams.
Quiz on percentage composition of a Quiz on percentage composition of a

Quiz on Molar Mass
compounds. compounds.
Noted:

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es of matter.
riate percentage composition.

LONG TEST
Internet Resources

taking the exam.
Test Proper

Teaching Dates and Time: Oct. 2 - Oct 8, 20
A. Content Standards The learners demonstrate an under
Explain how the structure of the

C. Learning Competencies/ Objectives Write the LC code for each carbon atom affects the type of bonds
it forms S9MT-IIg17
II. CONTENT
CHAPTER TEST
A. References
3. Textbook Pages:
IV. PROCEDURES

taking the exam.

Test Proper

V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
arners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matter.
FOUNDATION DAY AND SCHOOL-

TEACHERS DAY CELEBRATION TEACHERS DAY CELEBRATION
BASED TEACHERS DAY
FOR MSD TEACHERS FOR MSD TEACHERS
CELEBRATION

Noted:

ce
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es of matter.

MOLE
Internet Resources
Ask the students regarding their

understanding in Mole Concept
Show ways on how to count
materials/objects. E.g. ream of bond
paper.
Discuss Mole through Avogadro's

Number
Boardwork on Mole Computation

importance of the knowledge acquired
in lesrning mole concepts.
The Avogadro's number is the number of

particles in one mole of a substance. It is a
very large number equal to 6.02 x 10 23
particles. So, a mole (mol) of a substance is
6.02 x 10 23 representative particles of that
substance
Quiz on mole computation through

Avogadro's Number
Teaching Dates and Time: Sept 25 - Oct 1,
A. Content Standards .The learners demonstrate an und

C. Learning Competencies/ Objectives Write the LC code for each carbon atom affects the type of bonds
it forms S9MT-IIg17
II. CONTENT
ALCOHOLS
A. References
3. Textbook Pages:
IV. PROCEDURES
Recall the properties and families of

hydrocarbons

knowledge on the uses of alcohols
Show video on the different kinds of
alcohol and their uses.
Discuss the properties of alcohols
Perform an activity: Alcohols and their

uses.
Based on the activity and the

G. Finding practical application of concepts and skills in daily living discussion, cite some uses of
alcohols.
Alcohols are a group of organic compounds

that contain a hydroxyl group, -OH, that is
H. Making generalizations and abstractions about the lesson chemically bonded to a carbon atom in the
compound.
I. Evaluating learning Quiz on the structure of alcohols

V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
e: Sept 25 - Oct 1, 2018 Quarter: Second Quarter
learners demonstrate an understanding o the type of bonds that carbon forms that result in the diversity of carbon compounds
le to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage compos
Explain how the structure of the Explain how the structure of the
NATIONAL ACHIEVEMENT TEST
carbon atom affects the type of bonds carbon atom affects the type of bonds
FOR GRADE 7
it forms S9MT-IIg17 it forms S9MT-IIg17
ALCOHOLS ACETONE AND FORMALIN
Recall the properties and families of Recall the properties of Alcohols and
hydrocarbons its uses.
Ask the students regarding their Ask the students regarding their
knowledge on the uses of alcohols knowledge on Acetone and Formalin
Show video on the different kinds of Show the structural formula of
alcohol and their uses. Acetone and Formalin
Discuss the properties of Acetone.
Discuss the properties of alcohols
Discuss the properties of Formalin.
Perform an activity: Alcohols and their Perform an activity: What is between

uses. alcohol and formalin
Based on the activity and the Based on the activity and the
discussion, cite some uses of discussion, cite some uses of acetone
alcohols. and formalin
These common carbonyl compounds also

have important uses: acetone is used as a
Alcohols are a group of organic compounds
cleaning agent like a nail polish remover, and
that contain a hydroxyl group, -OH, that is
formaldehyde is used in preserving organic
chemically bonded to a carbon atom in the
materials like an animal specimen. This is
compound.
also the compound used in embalming
human cadavers.
Quiz on the structure of alcohols Quiz on Acetone and Formalin

Noted:

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mpounds
riate percentage composition

carbon atom affects the type of bonds
it forms S9MT-IIg17
ACETONE AND FORMALIN
Internet Resources
Recall the properties of Alcohols and

its uses.

knowledge on Acetone and Formalin
Show the structural formula of
Acetone and Formalin
Discuss the properties of Acetone.
Discuss the properties of Formalin.
Perform an activity: What is between

alcohol and formalin
Based on the activity and the

discussion, cite some uses of acetone
and formalin
These common carbonyl compounds also

have important uses: acetone is used as a
cleaning agent like a nail polish remover, and
formaldehyde is used in preserving organic
materials like an animal specimen. This is
also the compound used in embalming
human cadavers.
Quiz on Acetone and Formalin

Teaching Dates and Time: Sept 18 - 24, 201
The learners demonstrate an understanding of how atoms com

other atoms by transferring or by sharing electrons.
The learners shall be able to analyze the percentage composition

B. Performance Standards brands of two food products and decide on the products’ app
percentage composition.
Explain the formation of ionic and

covalent bonds S9MT-IIa13
II. CONTENT
METALLIC BOND
A. References
3. Textbook Pages:
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Recall ionic and covalent bonding.
Let the student identify the metal

elements of the Periodic Table
Let the student cite examples of metal
C. Presenting examples/ instances of the new lesson elements that they commonly use or
wear. E.g. silver jewelries
Discuss how metallic bonding occur.
Perform Activity: Bonding among

metals.
Let the student cite examples of metal

G. Finding practical application of concepts and skills in daily living elements that they commonly use or
wear. E.g. silver jewelries
Metallic bond formed by the attraction of

H. Making generalizations and abstractions about the lesson cations and the electrons around them.
Quiz on the property of metallic

bonding

V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
e: Sept 18 - 24, 2018 Quarter: Second Quarter
erstanding of how atoms combine with The learners demonstrate an understanding o the type of bonds that carbon forms that result in t
rring or by sharing electrons. carbon compounds
e the percentage composition of different

The learners shall be able to analyze the percentage composition of different brands of two food
d decide on the products’ appropriate
decide on the products’ appropriate percentage composition
ge composition.
Explain how the structure of the Explain how the structure of the
carbon atom affects the type of bonds carbon atom affects the type of bonds
it forms S9MT-IIg17 it forms S9MT-IIg17
PROPERTIES OC COMMON
CHAPTER TEST HYDROCARBONS
ORGANIC COMPOUNDS

Recall the properties of organic
understanding in organic compounds
compounds
or carbon compounds.
taking the exam.
Ask the students to look for the
Video presentation of some organic
properties of carbon and hydrogen in
compounds.
the periodic table.
Use the periodic table to identytify the Analyze the chemical formula of
properties of Carbon (C) atom. butane (C4H10)
Discuss the properties of organic Discuss Hydrocarbons and its

compounds. Families: Alkane, Alkene and Alkyne.
Perform an activity: Properties of Boardwork on structural formula of

Common Organic Compounds Hydrocarbons
Test Proper
Ask the students on the importance of
Ask the students to give some uses of
understanding the properties of
Hydrocarbons
common organic compounds.
Hydrocarbons is an organic compounds

Properties of organic compounds: odor.
Viscosity, volatility, flammability
consisting primarily of Crabons and
Hydrogen Atoms.
Quiz on the properties of organic

Checking and Evaluation Quiz on Hydrocarbons
compounds.
Noted:

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MONDAY
bon forms that result in the diversity of
erent brands of two food products and

e composition

carbon atom affects the type of bonds
it forms S9MT-IIg17
HYDROCARBONS
Internet Resources
Recall the properties of organic

compounds
Ask the students to look for the

properties of carbon and hydrogen in
the periodic table.
Analyze the chemical formula of
butane (C4H10)
Discuss Hydrocarbons and its

Families: Alkane, Alkene and Alkyne.
Boardwork on structural formula of

Hydrocarbons
Ask the students to give some uses of

Hydrocarbons
Hydrocarbons is an organic compounds

consisting primarily of Crabons and
Hydrogen Atoms.
Quiz on Hydrocarbons
A. Content Standards The learners demonstrate an

II. CONTENT
LEWIS DOT STRUCTURE
A. References
3. Textbook Pages:
IV. PROCEDURES
Recall the Periodic Trends in terms of

A. Reviewing previous lesson or presenting the new lesson Electronegativity, Valence electrons
and Atomic Radius
Let the student identify the valence

B. Establishing a purpose for the lesson electrons of some elements in group
A
Discuss the Lewis Dot Structure.
F. Developing Mastery (Leads to Formative Assesment 3) Perform Activity: Lewis Symbol
G. Finding practical application of concepts and skills in daily living Answer Guide Question 1 to 3
This symbol is composed of the chemical

H. Making generalizations and abstractions about the lesson symbol of the element and dots that
represent the number of valence electrons.
Quiz on Lewis Dot Structure of some

elements in Group AI

V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
The learners demonstrate an understanding of how atoms combine with other atoms by transferring or by sharing electrons.
Explain the formation of ionic and Explain the formation of ionic and Explain the formation of ionic and
covalent bonds S9MT-IIa13 covalent bonds S9MT-IIa13 covalent bonds S9MT-IIa13
CHEMICAL BONDING: COVALENT

CHEMICAL BONDING: IONIC BOND CHEMICAL BONDING: IONIC BOND
BOND
Recall the Lewis Dot Structure Recall the Rules in Ionic Bond Recall Ionic Bonding
Ask the student on the relationship of Ask the students on how an atom loss
Let student analyze the compound
Lewis Dot Structure in Chemical and gain electrons through Ionic
CO2 and H2O.
Bonding Bond.
Show an illustration of giving as an Perform an Activity: Bonding by Show an illustration of Sharing that
example of chemical bonding Transferring of Electrons will represent Covalent Bond
Discuss Ionic Bonding through

Cations and Anions and Answer Guide Question 1 to 6 Discuss Covalent Bond
Electronegativity Difference
Boardwork on Ionic Bonding Boardwork on Covalent Bonding
Ask the students on the importance of What is the importance of identifying Ask the students on the difference
the knowledge acquired in studying the electronegativity difference of between ionic bond and covalent
ionic bonding. cations and anions in Ionic Bonding? bond.
Metals have low electronegativity and Polar covalent bond and the nonpolar
ionization energy, thus they tend to transfer or covalent bond. If the electronegativity
loose electrons. Non-metals have high If the e;lectronegativity difference of a cations difference is equal to 0.4 or less it results
electronegativity and ionization energy. They and anions is greater than 1.9, complete to nonpolar covalent bond. If the
have a greater tendency to attract electrons transfer of electrons is possible electronegativity difference is less than
towards themselves. Thus non-metals tend to 1.9 and more than 0.4, polar covalent
gain electrons bond is formed.
Quiz on Ionic Bonding Quiz on Covalent Bond

Noted:

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ctrons.

CHEMICAL BONDING: COVALENT

BOND
Internet Resources
Recall Ionic Bonding
Let student analyze the compound

CO2 and H2O.
Show an illustration of Sharing that
will represent Covalent Bond
Discuss Covalent Bond
Boardwork on Covalent Bonding
Ask the students on the difference

between ionic bond and covalent
bond.
Polar covalent bond and the nonpolar

covalent bond. If the electronegativity
difference is equal to 0.4 or less it results
to nonpolar covalent bond. If the
electronegativity difference is less than
1.9 and more than 0.4, polar covalent
bond is formed.
Quiz on Covalent Bond

A. Content Standards T he learners demonstra
B. Performance Standards The learners shall be able to analyze the perce
Explain the formation of ionic and covalent

C. Learning Competencies/ Objectives Write the LC code for each bonds S9MT-IIa13
II. CONTENT
CHAPTER TEST
A. References
3. Textbook Pages:
IV. PROCEDURES


V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
T he learners demonstrate an understanding of how atoms combine with other atoms by transferring or by sharing electrons.
shall be able to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition.
Explain the formation of ionic and covalent Explain the formation of ionic and covalent Explain the formation of ionic and covalent
bonds S9MT-IIa13 bonds S9MT-IIa13 bonds S9MT-IIa13
PERIODIC TRENDS PERIODIC TRENDS PERIODIC TRENDS
Recall the electronegativity, valence

Recall the electronegativity and valence
Recall the Bohr model of an Atom electron, ionizayion energy and atomic
electrons in periodic trends
radius.
Show a picture of periodic table with Show a picture of periodic table with Show a summary of periodic trends in a
valence electrons only. ionization number and radius periodic table
Observe the GROUP and its relationship Observe the ionization energy and atomic
to valence elentrons. radius of a given example.
Discuss Valence Electrons Discuss Ionization energy

Activity: Mapping Periodic Table
Discuss Electronegativity Discuss Atomic radius
Boardwork on Valence electrons and Boardwork on Ionization energy and

Electronegativity. Electronegativity
What is the importance of identifying the What is the importance of identifying the
valence electrons and the Ionization energy and atomic radius of an Answer Guide Queztions 1 to 4
electronegativity of an elements. element.
The valence electrons are the electrons

directly involved in forming bonds to form
compounds. It is important that you know the Periodic trends is an organize way of
ionization energy is the energy required to
number of valence electrons so that you can
remove an electron from the outermost placing the elements base on
illustrate how bonds are formed.
Electronegativity is a measure of the
energy level of an atom. Atomic radius is the electronegativity, valence electron,
size of an atom. ionizayion energy and atomic radius.
tendency of an atom to attract electron, the
higher its value, the higher its tendency to
attract electron.
Arrange the electronegativity and valence Arrange the ionization energy and atomic
electrons of an elements in an increasing radius of an elements in an increasing
order. order.
Noted:

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ntage composition.
Explain the formation of ionic and covalent

bonds S9MT-IIa13
PERIODIC TRENDS
Internet Resources
Recall the electronegativity, valence

electron, ionizayion energy and atomic
radius.
Show a summary of periodic trends in a

periodic table
Activity: Mapping Periodic Table
Answer Guide Queztions 1 to 4
Periodic trends is an organize way of

placing the elements base on
electronegativity, valence electron,
ionizayion energy and atomic radius.
Quiz on electron configuration using

fourth period of the periodic table
1
B. Performance Standards The learne
Describe how the Bohr model of the atom

C. Learning Competencies/ Objectives Write the LC code for each improved Rutherford’s atomic model. S9MT-
IIa21
II. CONTENT
FLAME TEST
A. References
3. Textbook Pages:
IV. PROCEDURES
Recall the Rutherfords Atomic Model of

A. Reviewing previous lesson or presenting the new lesson an Atom
Let the students give some elements

B. Establishing a purpose for the lesson present in the periodic table
Show a video clip of a fireworks and let
C. Presenting examples/ instances of the new lesson the student identify the colors they've
seen in the fireworks
Perform Activity 1: Flame Test and

D. Discussing new concepts and practicing new skills #1 Answer Guide Question 1 to 3
E. Discussing new concepts and practicing new skills #2. Discuss Nohr Model of an Atom
Let the students identify the color that

F. Developing Mastery (Leads to Formative Assesment 3) each element in the flame tests emits.
Ass the students why do certain elements

G. Finding practical application of concepts and skills in daily living give off light of specific color when heat is
applied.
Bohr’s atomic model describes the atom like

a solar system, where the electron is found
only in specific circular paths, or orbits,
H. Making generalizations and abstractions about the lesson around the nucleus.
 In the Bohr model, each electron carries a
fixed amount of energy and does not lose
energy as long as it stays in its given orbit.
Recitation on the the difference between

I. Evaluating learning Bohr Moder and Rutherford model of an
atom

V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
T he learners demonstrate an understanding of…
1. how atoms combine with other atoms by transferring or by sharing electrons
The learners should be able to arranged electrons through quantum mechanical mode of an atom.
Explain how the Quantum Mechanical Model Explain how the Quantum Mechanical Model Explain how the Quantum Mechanical Model
of the atom describes the energies and of the atom describes the energies and of the atom describes the energies and
positions of the electrons. S9MT-IIa22 positions of the electrons. S9MT-IIa22 positions of the electrons. S9MT-IIa22
DISTRIBUTION OF ELECTRON IN
PROBABLE LOCATION OF AN ATOM ELECTRON CONFIGURATIONS
ATOMIC ORBITALS
Recal the Activity on predicting

Recall the maximum number of electrons
Recall the Bohr model of an Atom theprobabale location of an electrons in
in each orbitals/energy levels
an atom
Let the students identify the sub-atomic Observe the Electron Configuration
particles of an atom Mnemonics in periodic table
Show an illustration of an electron cloud. Show an illustration of an electron cloud.
Show simple examples of electron
Let the student share what they had Let the student share what they had
configuration
observe in the electron cloud observe in the electron cloud
Perform Activity 2: Predicting the Explain the students on how to use varied
Probabale Location of an Electron techniques in electron configuration
Perform an activity on how to distribute

electrons in each orbitals. (using modified
Complete the data needed in the Activity activity sheet)
Perform an activity 3: Electron
2 and Answer Guide Questions number 1
Configurations
to 5
What is the importance of identifying Identify the pattern oberve in electron

location of an electron in an atom? configuration.
The quantum mechanical model views an The quantum mechanical model views an
electron as a cloud of negative charge having electron as a cloud of negative charge having
a certain geometrical shape. This model a certain geometrical shape. This model Electron configuration – the distribution of
shows how likely an electron could be found shows how likely an electron could be found
in various locations around the nucleus. in various locations around the nucleus.
electrons within the orbitals of the atoms
However, the model does not give any However, the model does not give any of an element
information about how the electron moves information about how the electron moves
from one position to another. from one position to another.
Short quiz on distribution of electrons in Quiz on electron configuration using

atomic orbitals fourth period of the periodic table
Noted:

ce
r
MONDAY
Explain how the Quantum Mechanical Model

of the atom describes the energies and
positions of the electrons. S9MT-IIa22
ELECTRON CONFIGURATIONS
Internet Resources
Recall the maximum number of electrons

in each orbitals/energy levels
Observe the Electron Configuration

Mnemonics in periodic table
Show simple examples of electron
configuration
Explain the students on how to use varied

techniques in electron configuration
Perform an activity 3: Electron

Configurations
Identify the pattern oberve in electron

configuration.
Electron configuration – the distribution of

electrons within the orbitals of the atoms
of an element
Quiz on electron configuration using

fourth period of the periodic table
Teaching Dates and Time: August 7 - Aug 1
A. Content Standards The learners demonstrate
B. Performance Standards The learners should be able
II. CONTENT
LONG TEST
A. References
3. Textbook Pages:
IV. PROCEDURES

taking the exam.


Test Proper

V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
e: August 7 - Aug 13, 2018 Quarter: First Quarter
The learners demonstrate an understanding of the structure and function of plant parts and organelles involved in photosynthesis.
The learners should be able to design and conduct an investigation to provide evidence that plants can manufacture their own food.
Review for First Quarter Exam First Periodical Exam
Remind the students regarding the

upcoming first quarter exam
Simply remind the student on the rules and consequences of their action while
taking the exam.
Review on Respiratory and Circulatory

System
Review on Heredity (Non-Mendellian
Inheritance Pattern)
Review Biodiversity
Review Photosynthesis
Test Proper
Review Cellular Respiration

Noted:

ce
MONDAY
Checking and Completion
Checking and Evaluation of the Fisrt

Quarter Exam
Quarter Exam
Distribution of Activity Sheets and

Projects
Checking and complying of incomplete

activities
Teaching Dates and Time: July 31 - Aug 6,
A. Content Standards The learners demonstrate
B. Performance Standards The learners should be able
Differentiate basic features and importance of

C. Learning Competencies/ Objectives Write the LC code for each photosynthesis and respiration.
S9LT-lg-j31
II. CONTENT
LIFE ENERGY: PHOTOSYNTHESIS
A. References
2. Learner's Module pages: 75 -77
3. Textbook Pages:
IV. PROCEDURES
Recall the cause and effects of

A. Reviewing previous lesson or presenting the new lesson degradation of Biodiversity
B. Establishing a purpose for the lesson Recall the meaning of Photosynthesis

Show a video clip of Photosynthesis
C. Presenting examples/ instances of the new lesson Process
Cite the raw materials and end products

D. Discussing new concepts and practicing new skills #1 of Photosynthesis

Perform activity 1: "What are the structure
involved in the food making process in
plants?"
Identify the function of Chloroplast and

G. Finding practical application of concepts and skills in daily living Chlorophyll in food making process
Plants have green pigments called

chlorophyll stored in the chloroplast. This
pigment aids in capturing light energy from
H. Making generalizations and abstractions about the lesson the sun that enables plants to change it into
chemical energy stored in the food. This
process is called photosynthesis
Short quiz in the plant stucture with

I. Evaluating learning regard to photosynthesis

V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
e: July 31 - Aug 6, 2018 Quarter: First Quarter
The learners demonstrate an understanding of the structure and function of plant parts and organelles involved in photosynthesis.
The learners should be able to design and conduct an investigation to provide evidence that plants can manufacture their own food.
Differentiate basic features and importance of Differentiate basic features and importance of Differentiate basic features and importance of
photosynthesis and respiration. photosynthesis and respiration. photosynthesis and respiration.
S9LT-lg-j31 S9LT-lg-j31 S9LT-lg-j31
The basic concept of how your cells

CELLULAR RESPIRATION The Power House
release the energy from the food you eat
83-83 84-85 86-88
Recall the importance of parts of

Recall the strutures involve in
Recall the meaning of cellular respiration mitochondria as the power house of the
photosynthesis
cell
Cite the three stages of cellular

respiration
Introductory video regarding cellular Cite the three stages of cellular

respiration respiration
Introductory video regarding cellular Cite the three stages of cellular
respiration respiration
Show a picture of mitochondria as the site

for cellular respiration.
Differentiate photosynthesis and cellular

respiration
Discuss how how your eating habits and
Discuss the mitochondria as the power
daily activities affect the production and
house of the cell
storage of energy of your body cells.
Discuss the three stages of cellular
respiration
Identify the number of ATP's produce in

Perform activity 4: The Power House!
each stage of cellular respiration
Perform Activity 5: Let us Rechrage
(B - D)
Identify theimportance of photosynthesis
to cellular respiration.
The electrons in NADH and FADH2 flow

Mitochondrion is considered as the power
through a series of electron transport
Cellular respiration breaks down glucose into house of the cell. It plays an important
acceptors. The flow of electrons and H+
carbon dioxide, water and energy (ATP) in role in the breakdown of food molecules
the presence of oxygen. results in ATP formation. The last
to release the stored energy in the form of
electron (hydrogen ions) combine with the
ATP (Adenosine Triphosphate)
last acceptor (oxygen) to form water.
Oral recitaion on the parts of Identify how cells release the energy
Short quiz on cellular respiration.
mitochondria. from the food you eat.
Noted:

ce
MONDAY

photosynthesis and respiration.
S9LT-lg-j31
LONG TEST
Internet Resources

taking the exam.
Test Proper

Teaching Dates and Time: July 24-30, 2018
A. Content Standards The learners demonstrate an understandi
The learners should be able to conduct an information dissemination a

B. Performance Standards on data gather
Relate species extinction to the failure of

C. Learning Competencies/ Objectives Write the LC code for each populations of organisms to adapt to abrupt
changes in the environment. S9LT-Ie-f30
II. CONTENT Biodiversity: Local and Global Issues
A. References
2. Learner's Module pages: 61-70
3. Textbook Pages:
IV. PROCEDURES
Recall the cause and effects of

A. Reviewing previous lesson or presenting the new lesson degradation of Biodiversity
Picture analysis of degradation of

B. Establishing a purpose for the lesson biodiversity by identifying it cause and
effects.
C. Presenting examples/ instances of the new lesson Show a picture of two islands
Let the students share their opinions on

D. Discussing new concepts and practicing new skills #1 the difference between two islands.
Create a table that compose of 4

F. Developing Mastery (Leads to Formative Assesment 3) columns: Environmental issues, Cause,
Effects and Solutions.
G. Finding practical application of concepts and skills in daily living Share the output to the class
The principal causes of deforestation are

illegal logging, kaingin farming, forest
H. Making generalizations and abstractions about the lesson fires, and conversion of agricultural lands
to housing projects, and typhoon.
Recitation on the Global and Local Issues

I. Evaluating learning of degradation of Biodiversity
V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
e: July 24-30, 2018 Quarter: First Quarter
ers demonstrate an understanding of how genetic information is organized in genes on chromosomes.
t an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based
on data gathered from the school or local health workers
Relate species extinction to the failure of Relate species extinction to the failure of Relate species extinction to the failure of
populations of organisms to adapt to abrupt populations of organisms to adapt to abrupt populations of organisms to adapt to abrupt
changes in the environment. S9LT-Ie-f30 changes in the environment. S9LT-Ie-f30 changes in the environment. S9LT-Ie-f30
Measuring Population Density Measuring Populaion Density Chapter Test on Biodiveisity
56 - 57 56 - 57
Recall the Global and Local Recall the Global and Local Give general directions before the
Environmental Issues/Problems Environmental Issues/Problems distribution of Test paper
Give the instruction in each part of the

chapter test
Show a Video of over populated area Show a Video of over populated area Distribute the test paper
Differentiate Carrying capacity and Differentiate Carrying capacity and

Limiting Factor Limiting Factor
Discuss abiotic and biotic limiting factors Discuss abiotic and biotic limiting factors
Perform Activity: Measuring Population Perform Activity: Measuring Population

Density Density
Test Proper
Answer Guide Questions 3 to 8 Answer Guide Questions 3 to 8
Limiting factor environmental conditions Limiting factor environmental conditions

that keep a population from over that keep a population from over
increasing in size and thus help balance increasing in size and thus help balance
ecosystems. Carrying capacity number ecosystems. Carrying capacity number
of organisms of one species that an of organisms of one species that an
environment can support. environment can support.
Short quiz on Measuring Population Short quiz on Measuring Population

Density Density
Noted:

ce
MONDAY
The learners demonstrate an understanding

of the structure and function of plant parts
and organelles involved in photosynthesis.
The learners should be able to design and

conduct an investigation to provide evidence
that plants can manufacture their own food.

photosynthesis and respiration.
S9LT-lg-j31
LIFE ENERGY: PHOTOSYNTHESIS
75 - 77
Internet Resources
Recall the meaning of Photosynthesis
Show a video clip of Photosynthesis

Process
Cite the raw materials and end products

of Photosynthesis

plants?"
Identify the function of Chloroplast and

Chlorophyll in food making process
Ask the importance of the knowldege

acquired by relating it to real life situation.
Plants have green pigments called

chlorophyll stored in the chloroplast. This
pigment aids in capturing light energy from
the sun that enables plants to change it into
chemical energy stored in the food. This
process is called photosynthesis
Short quiz in the plant stucture with

regard to photosynthesis
A. Content Standards The learners demonstrate an understanding of: how genetic info
The learners should be able to: conduct an information dissemination a

B. Performance Standards and circulatory systems based on data gathered fro
Predict phenotypic expressions of traits following simple

C. Learning Competencies/ Objectives Write the LC code for each patterns of inheritance (S8LT-IVf18 )
II. CONTENT SEX LIMITED and SEX INFLUENCED

TRAITS
A. References
1. Teacher's Guide pages 40-41
3. Textbook Pages:
IV. PROCEDURES
Recall the concepts of Sex Linked

A. Reviewing previous lesson or presenting the new lesson Traits
Show a Video Presentation Sex

B. Establishing a purpose for the lesson limited and Sex influenced traits
Show the human karyotype to

C. Presenting examples/ instances of the new lesson identify the non sex and sex
chromosomes
D. Discussing new concepts and practicing new skills #1 Brief discussion sex limted traits
Brief discussion of Sex influenced
E. Discussing new concepts and practicing new skills #2. traits
F. Developing Mastery (Leads to Formative Assesment 3) Answer Guide Questions no. 24 to 27
Cite example of sex limited and sex

G. Finding practical application of concepts and skills in daily living influenced traits
Sex-limited traits are those that are

expressed exclusively in one sex.
H. Making generalizations and abstractions about the lesson Sex-influenced traits are expressed in
both sexes but more frequently in one
than in the other sex
Quiz on sex limited and sex

I. Evaluating learning influenced traits
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80 % in the evaluation 120
B. No. of learners who require additional activities for remediation who None
scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up n/a
with the lesson.
E. Which of my teaching strategies work well? Why did this work? ICT
help me solve?

RINALYN M. ENDONILA
Teacher I
The learners demonstrate an understanding of how changes in the

nderstanding of: how genetic information is organized in genes on chromosomes.
affect species extinction.
ct an information dissemination activity on effective ways of taking care of the respiratory The learners should be able to make a multimedia presentation
ems based on data gathered from the school or local health workers extinction of representative microorganisms, plants, and
Relate species extinction to the failure of populations of

organisms to adapt to abrupt changes in the environment.
patterns of inheritance (S8LT-IVf18 )
S9LT-Ie-f30
DNA: Genetic Material CHAPTER TEST Biodiversity
43-44 51-52
Recall the concepts of Sex Limited Give general directions before the
Pre-assessment (Photo Quiz)
and Sex Influenced Traits distribution of Test paper
Ask the students regarding their idea Give the instruction in each part of To start the lesson of Biodiversity,
about DNA the chapter test discuss the answer in Pre-assessment
Show a video presentation about

Show a picture of DNA. Distribute the test paper biodiversity
Discuss the meaning of Biodiversity

Brief discussion of DNA and its part and Population
Perform activity 6: DNA Modeling
Perform activity "Measuring

Answer Guide Questions no. 33 to 37 Population Density"
Test Proper
Cite the importance of DNA Answer Guide Questions 3 to 7
DNA is composed of chains of

nucleotides built on a sugar and Biodiversity refers to the variety of
phosphate backbone and wrapped life in an area. Population is a group
around each other in the form of a of organisms of the same species
double helix. The backbone supports living in a certain place.
four bases: guanine, cytosine, adenine,
and thymine.
Sharing on how to protect

Short quiz on DNA Checking and Evaluation Biodiversity
123
none
n/a
Noted:
ce
MONDAY
nding of how changes in the environment may

ecies extinction.
e a multimedia presentation of a timeline of

icroorganisms, plants, and animals.
Relate species extinction to the failure of populations of

organisms to adapt to abrupt changes in the environment.
S9LT-Ie-f30
Destruction of Biodiversity
53-54
Internet Resources
Recall the measurement and index of

biodiversity
Picture analysis
Discuss the cause of destruction of

biodiversity
Discuss the cause of destruction of
biodiversity
Cite ways to prevent the destruction

of bodiversity
Human actions have resulted in

habitat loss and degradation that has
accelerated the rate of extinction.
Construct an awareness campaign of

conservation opf biodiversity
A. Content Standards The learners demons


II. CONTENT CODOMINANCE
A. References
3. Textbook Pages: 22-23

IV. PROCEDURES
Recall the concepts of Incomplete

A. Reviewing previous lesson or presenting the new lesson Dominance
Show a Video Presentation of

B. Establishing a purpose for the lesson Codominace
Show a picture of differen traits and

C. Presenting examples/ instances of the new lesson let the student analyze each picture
D. Discussing new concepts and practicing new skills #1 Brief discussion of Codominance
Do the acitivity on LM "Mystery Bull"
E. Discussing new concepts and practicing new skills #2. p.33
F. Developing Mastery (Leads to Formative Assesment 3) Answer Guide Questions Q5-Q8 p.33
Cite example of codominant traits

G. Finding practical application of concepts and skills in daily living that you observe in your
surrounding.
H. Making generalizations and abstractions about the lesson Codominance - both traits expressed
Quiz on Codominance using Punnet

I. Evaluating learning Square
V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
The learners demonstrate an understanding of: how genetic information is organized in genes on chromosomes.
t an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered
from the school or local health workers
Predict phenotypic expressions of traits following simple Predict phenotypic expressions of traits following simple Predict phenotypic expressions of traits following simple
patterns of inheritance (S8LT-IVf18 ) patterns of inheritance (S8LT-IVf18 ) patterns of inheritance (S8LT-IVf18 )
SEX CHROMOSOMES and SEX

MULTIPLE ALLELES MULTIPLE ALLELES
DETERMINATION
34 - 35 34 - 35 36 - 37
23 - 24 23 - 24 25 - 26
Recall the Concepts of Multiple

Recall the concepts of Codominace Recall the concepts of Codominace Alleles
Show Video Presentation of Multiple Show Video Presentation of Multiple Show a video presentation of Sex
alleles alleles chromosomes and sex determination
Show a picture of traits of Multple Show a picture of traits of Multple

Alleles Alleles
Discuss the concepts of Sex

Brief discussion of multiple alleles Brief discussion of multiple alleles Chromosomes and sex determination
Do the activity on LM: "Boy or Girl"
Perform Punnet square on different Perform Punnet square on different Answer Guide Questions on P 37
problem of Blood Typing problem of Blood Typing
Ask the importance of the

Cite the possible offspring of the Cite the possible offspring of the knowledge acquired on sex
different blood type different blood type chromosomes and sex determination
Human Blood Type of A, B, O and AB Human Blood Type of A, B, O and AB Sex Chromosomes are XY (Male) and
XX (Female)
Short quiz on multiple alleles using Short quiz on multiple alleles using Short quiz on the possible outcome
for sex chromosomes and sex
punnet square punnet square determination
Noted:

ce
MONDAY
gathered

SEX LINKED GENES
36 - 37
25 - 26
Internet Resources
Recall the Concepts of Sex

Chromosomes and Sex
Determination
Show a picture of Baldness
Discuss the concepts of Sex-Linke

Genes
Do the activity: "Boy or Girl" and
"When Gender Matters"
Answer Guide Questions on Q18-22

p39

knowledge acquired on sex-linked
genes
Sex-linked are inherited through the

X chromosomes
Quiz on Sex Linked Traits



II. CONTENT CODOMINANCE
A. References
3. Textbook Pages: 22-23

IV. PROCEDURES
Recall the concepts of Incomplete

A. Reviewing previous lesson or presenting the new lesson Dominance
Show a Video Presentation of

B. Establishing a purpose for the lesson Codominace
Show a picture of differen traits and

C. Presenting examples/ instances of the new lesson let the student analyze each picture
D. Discussing new concepts and practicing new skills #1 Brief discussion of Codominance
Do the acitivity on LM "Mystery Bull"
E. Discussing new concepts and practicing new skills #2. p.33
F. Developing Mastery (Leads to Formative Assesment 3) Answer Guide Questions Q5-Q8 p.33
Cite example of codominant traits

G. Finding practical application of concepts and skills in daily living that you observe in your
surrounding.
H. Making generalizations and abstractions about the lesson Codominance - both traits expressed
Quiz on Codominance using Punnet

I. Evaluating learning Square
V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
Predict phenotypic expressions of traits following simple Predict phenotypic expressions of traits following simple Predict phenotypic expressions of traits following simple
patterns of inheritance (S8LT-IVf18 ) patterns of inheritance (S8LT-IVf18 ) patterns of inheritance (S8LT-IVf18 )
SEX CHROMOSOMES and SEX

MULTIPLE ALLELES MULTIPLE ALLELES
DETERMINATION
34 - 35 34 - 35 36 - 37
23 - 24 23 - 24 25 - 26
Recall the Concepts of Multiple

Recall the concepts of Codominace Recall the concepts of Codominace Alleles
Show Video Presentation of Multiple Show Video Presentation of Multiple Show a video presentation of Sex
alleles alleles chromosomes and sex determination
Show a picture of traits of Multple Show a picture of traits of Multple

Alleles Alleles
Discuss the concepts of Sex

Brief discussion of multiple alleles Brief discussion of multiple alleles Chromosomes and sex determination
Do the activity on LM: "Boy or Girl"
Perform Punnet square on different Perform Punnet square on different Answer Guide Questions on P 37
problem of Blood Typing problem of Blood Typing

Cite the possible offspring of the Cite the possible offspring of the knowledge acquired on sex
different blood type different blood type chromosomes and sex determination
Human Blood Type of A, B, O and AB Human Blood Type of A, B, O and AB Sex Chromosomes are XY (Male) and
XX (Female)
Short quiz on multiple alleles using Short quiz on multiple alleles using Short quiz on the possible outcome
for sex chromosomes and sex
punnet square punnet square determination
Noted:

ce
MONDAY
gathered

SEX DETERMINATION
38 - 39
27
Internet Resources
Recall the Concepts of Sex

chromosomes
Show a video presentation of

inherited traits for sex chromosomes
and sex determination
Show a picture of Baldness
Discuss the concepts of sex linked

traits
Do the activity: "When Gender
Matters"
Answer Guide Questions on Q19 -

Q23
Boardwork on sex linked traits
Sex-linked are inherited through the

X chromosomes
Quiz on Sex Linked Traits


Explain the different patterns of non-Mendelian

C. Learning Competencies/ Objectives Write the LC code for each inheritance (S9LT-Id-2)
II. CONTENT ON-LEAVE
A. References
3. Textbook Pages:
IV. PROCEDURES

V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?
RINALYN M. ENDONILA
Teacher I
Quarter: First Quarter
Explain the different patterns of non-Mendelian Explain the different patterns of non-Mendelian Explain the different patterns of non-Mendelian
inheritance (S9LT-Id-2) inheritance (S9LT-Id-2) inheritance (S9LT-Id-2)
INTRODUCTION TO HEREDITY INTRODUCTION TO HEREDITY PUNNET SQUARE
29 - 30 31 - 32
Recall Heredity in Grade 8 Recall Heredity in Grade 8 Recall soe of your inherited traits
specifically the Mendellian specifically the Mendellian from your parents
Inheritance Inheritance
Show an example of inherited traits

Show a video about Heredity Show a video about Heredity through video presentation
Let the students share their inherited Let the students share their inherited Cite some problems for inherited
traits from their parents traits from their parents using punnet square
Brief discussion on the basic concept Brief discussion on the basic concept Discussion on the interpretation of
the answer of the result in punnet
of heredity of heredity square.
Discuss the punnet square Discuss the punnett square
Practice drill for Punnet Square Practice drill for Punett Square Board work on the different
through Problem Solving through Problem Solving examples for punnet square
Relate punett square in the inherited Relate punett square in the inherited
traits from your parents traits from your parents
Mendelian laws of inheritance have Mendelian laws of inheritance have Mendelian laws of inheritance have
important exceptions to them. For important exceptions to them. For important exceptions to them. For
example, not all genes show simple example, not all genes show simple example, not all genes show simple
patterns of dominant and recessive patterns of dominant and recessive patterns of dominant and recessive
alleles. alleles. alleles.
Quiz on inherited traits using Punett Quiz on inherited traits using Punett Quiz on inherited traits using Punett
Square Square Square
Noted:

ce
MONDAY
gathered
Explain the different patterns of non-Mendelian

inheritance (S9LT-Id-2)
INCOMPLETE DOMINANCE
33 - 34
Recall the use of Punnet Square
Show a video showing incomplete

doninance
Discuss the concept of incomplete

dominance
Do the activity on Page 31
"Phenotypes and Genotypes in
Incomplete Dominance"
Answer Guide Questions Q1 - Q4

pp31-32
In incomplete dominance, a
heterozygote shows a phenotype that is
intermediate between the two
homozygous phenotypes. Neither allele
is dominant over the other.
Answe the problem for incomplete

dominance using punnet square
Daily Lesson Log Teaching Dates and Time: JANUARY 15-1
MONDAY
I. OBJECTIVES
II. CONTENT THIRD PERIODICAL EXAM
A. References
3. Textbook Pages:
These steps should be done across the week. Spread out the
IV. PROCEDURES which you can infer from formative assessment activities.
question their learning process, and fraw conclusions about w
A. Reviewing previous lesson or presenting the new lesson Orient the student on the rules of taking the exam
B. Establishing a purpose for the lesson distribution of test papers

EXAM PROPER
I. Evaluating learning retrival of test papers
V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?

Teacher I
r. Maria D. Pastrana High School Grade Level: G7
AE P. DE GUZMAN Learning Area: Science
me: JANUARY 15-18, 21 , 2018 Quarter: THIRD Quarter
TUESDAY WEDNESDAY THURSDAY
checking and item analysis Completion of Grades
oss the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by rhe
mative assessment activities. Sustain learning systematically by providing students with multiple ways ro learn new things, practice their lea
and fraw conclusions about what they learned in relation to their life experiences and previous knowledge indicate the time allotment for
n the rules of taking the exam
on of test papers
AM PROPER checking and item analysis student completion of grade requirements
l of test papers
Noted:

ence
er
FRIDAY
etion of Grades
onstration of learning by rhe students

new things, practice their learning,
icate the time allotment for each step.
on of grade requirements
Dr. Ma
Daily Lesson Log Teacher: LEIANNE MAE P. DE GUZMAN
DATE: FEBRUARY 6-11, 2019
B. Performance Standards • LC1. D
C. Learning Competencies/ Objectives Write the LC code for

each
II. CONTENT PROJECTILE MOTION (PROBLEM

SOLVING)

A. References
1. Teacher's Guide pages PP. 168-169
2. Learner's Module pages: pp.252-255
3. Textbook Pages:
IV. PROCEDURES
The 4-min video clip entitled “PALARONG

PAMBANSA 2014 Events Highlights" will
A. Reviewing previous lesson or presenting the new lesson be shown. Let the students identify the
different kinds of motion demonstrated in
particular sports categories.
. Describe the horizontal and vertical

motions of a projectile
Have students identify bodies in two-
C. Presenting examples/ instances of the new lesson dimensional motion. Let them describe
how the bodies move.
Demonstration Activity (Predict-Observe-

Explain Approach)
Demonstration Proper: Using the
Projectile Kit Apparatus, the teacher will
ask a student to demonstrate projectile
and freely falling motions.
F. Developing Mastery (Leads to Formative Assesment 3) Answer the guide questions
Problem analysis
Projectile motion moves in two

dimensions - having both horizontal and
vertical motion components, acted by
gravity only.
Let the students solve another set of

problems in projectile motion (by pairs).

V. REMARKS
VI. REFLECTION

B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
E. Which of my teaching strategies work well? Why did this
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/ discover which
I wish to share with other teachers?

Teacher I
Dr. Maria D. Pastrana High School Grade Level: Grade 9
N Learning Area: Science
Quarter: FOURTH Quarter
Demonstrate an understanding of projectile motion.
Competency Code: S9FE-IVa-34

• LC1. Describe the horizontal and vertical motions of a projectile.
Describe the horizontal and vertical motions of a projectile.
PROJECTILE MOTION (PROBLEM

Chapter Test POST VALENTINES PARTY
SOLVING)
PP. 168-169
pp.252-255
Internet Resources
The 4-min video clip entitled

“PALARONG PAMBANSA 2014 Events
Highlights" will be shown. Let the
students identify the different kinds of
motion demonstrated in particular Simply remind the student on the
sports categories. rules and consequences of their
action while taking the exam.

dimensional motion. Let them describe Distribution of the test paper
how the bodies move.
Demonstration Activity (Predict-

Observe-Explain Approach)
Test Proper
Demonstration Proper: Using the
Projectile Kit Apparatus, the teacher will
ask a student to demonstrate projectile
and freely falling motions.
Test Proper
Answer the guide questions
Problem analysis

dimensions - having both horizontal and
vertical motion components, acted by
gravity only.

problems in projectile motion (by pairs).
110
40
N/A
Noted:

ce
er
MONDAY
S9FE-IVa-35
Investigate the relationship between
the angle of release and the height and
range of the projectile
PROJECTILE MOTION
pp. 181-182
4 pics 1 word
Investigate the relationships between

the projection angle, the height, the
range, and the time of travel of a
projectile.
Virtual Lab Activity in Projectile Motion
(Please refer to Worksheet #2.)
Answer guide questions

How does the angle of projection affect
the following?
a. Range
b. Height
c. Time of travel
Cite situations that show examples of

objects in projectile motion.

dimensions - having both horizontal
and vertical motion components, acted
by gravity only.

problems in projectile motion.
(Matching type)
Dr. Maria D. Pas
DATE: FEBRUARY 6-11, 2019
C. Learning Competencies/ Objectives Write the LC code

for each
II. CONTENT
HOLIDAY

A. References
3. Textbook Pages:
IV. PROCEDURES


G. Finding practical application of concepts and skills in

daily living
H. Making generalizations and abstractions about the

lesson
V. REMARKS
VI. REFLECTION

work?
What innovation or localized materials did I use/ discover
which I wish to share with other teachers?

Teacher I
Dr. Maria D. Pastrana High School
DE GUZMAN
19
WEDNESDAY THURSDAY

Describe the horizontal and vertical motions of a projectile.
UNIFORMLY ACCELERATED MOTION

PROJECTILE MOTION
(VERTICAL) PROBLEM SOLVING
PP. 168-169
31 - 32 pp.252-255

Define the following: velocity, average Highlights" will be shown. Let the
velocity and acceleration students identify the different kinds
of motion demonstrated in particular
sports categories.
Present the defining equations of

velocity, average velocity and
acceleration
Cite some problems for inherited
dimensional motion. Let them
using punnet square
describe how the bodies move.
Derive the equations for uniformly

Demonstration Activity (Predict-
accelerated motion. Present sample
Observe-Explain Approach)
problems (LM pp. 236 – 237)
A. Problem Solving in Uniformly Demonstration Proper: Using the
Accelerated Motion (Please refer to Projectile Kit Apparatus, the teacher
Worksheet #1: Uniformly Accelerated will ask a student to demonstrate
Motion –Problem Solving) projectile and freely falling motions.
Have the students solve another set

of problems in uniformly accelerated Answer the guide questions
motion (by pairs)
Have the students choose a partner

and determine each other’s reaction Problem analysis
time by dropping a ruler between
his/her partner’s fingers.

Acceleration due to gravity is 9.8 dimensions - having both horizontal
meter per second squared, and vertical motion components,
acted by gravity only.
How would you describe the

horizontal and vertical motions of a
Have the students solve another set projectile…
of problems in uniformly accelerated qualitatively? quantitatively? (What
motion. are the equations necessary to
analyze the motion of a projectile?)
Noted:
ELIZA D. MELINAS
Department Chairman
Grade Level: Grade 9
Learning Area: Science
Quarter: FOURTH Quarter
FRIDAY MONDAY
ojectile motion.
Va-34
motions of a projectile.
ons of a projectile.
PROJECTILE MOTION (PROBLEM

PROJECTILE MOTION
SOLVING)
PP. 168-169 PP. 168-169

pp.252-255 pp.252-255

The 4-min video clip entitled “PALARONG
PAMBANSA 2014 Events Highlights" will
Highlights" will be shown. Let the
be shown. Let the students identify the
students identify the different kinds of
different kinds of motion demonstrated in
motion demonstrated in particular
particular sports categories.
sports categories.
. Describe the horizontal and vertical . Describe the horizontal and vertical
motions of a projectile motions of a projectile
Have students identify bodies in two- Have students identify bodies in two-
dimensional motion. Let them describe dimensional motion. Let them describe
how the bodies move. how the bodies move.
Demonstration Activity (Predict- Demonstration Activity (Predict-Observe-

Observe-Explain Approach) Explain Approach)
Demonstration Proper: Using the Demonstration Proper: Using the
Projectile Kit Apparatus, the teacher will Projectile Kit Apparatus, the teacher will
ask a student to demonstrate projectile ask a student to demonstrate projectile
and freely falling motions. and freely falling motions.
Answer the guide questions Answer the guide questions
Problem analysis Problem analysis
Projectile motion moves in two Projectile motion moves in two

dimensions - having both horizontal and dimensions - having both horizontal and
vertical motion components, acted by vertical motion components, acted by
gravity only. gravity only.
How would you describe the horizontal

and vertical motions of a projectile…
qualitatively? quantitatively? (What are Let the students solve another set of
the equations necessary to analyze the problems in projectile motion (by pairs).
motion of a projectile?)
ELMER C. RAVINA
Principal II
DATE: JANUARY 22-25, 28, 2019
B. Performance Standards • LC1
C. Learning Competencies/ Objectives Write the LC code Describe the horizontal and
for each vertical motions of a projectile.
II. CONTENT
FREE FALLING BODIES

A. References
1. Teacher's Guide pages P.167
2. Learner's Module pages: PP. 237-239
3. Textbook Pages:
IV. PROCEDURES
Show a picture of a boy about

A. Reviewing previous lesson or presenting the new lesson to drop a stone from the top of
a cliff.
Define freely falling bodies

Record the time for the ball to
reach the ground
Calculate the height of a
building
Using pictures of stones

provided by the teacher, have
C. Presenting examples/ instances of the new lesson the students paste the stones
to show the path taken as the
it falls
D. Discussing new concepts and practicing new skills #1 Do Activity 2: Drop me!
E. Discussing new concepts and practicing new skills #2. relating to the performed
activity
Have the students solve

F. Developing Mastery (Leads to Formative Assesment 3) another set of problems in
freely falling bodies. (by pairs)
Have the students choose a

partner and determine each
G. Finding practical application of concepts and skills in
other’s reaction time by
daily living
dropping a ruler between
H. Making generalizations and abstractions about the Acceleration due to gravity is

lesson 9.8 meter per second squared,
I. Evaluating learning What are freely falling bodies?
V. REMARKS
VI. REFLECTION

work?
What innovation or localized materials did I use/ discover
which I wish to share with other teachers?

Teacher I
Dr. Maria D. Pastrana High School Grade Level: Grade 9
. DE GUZMAN Learning Area: Science
8, 2019 Quarter: FOURTH Quarter

Describe the horizontal and Describe the horizontal and

vertical motions of a projectile. vertical motions of a projectile.
FREE FALLING BODIES FREE FALLING BODIES
P.167 P.167
PP. 237-239 PP. 237-239
Show a picture of a boy about Show a picture of a boy about to

CARD GIVING AND GENERAL
to drop a stone from the top of drop a stone from the top of a
ASSEMBLY
a cliff. cliff.

reach the ground
reach the ground
Calculate the height of a
Calculate the height of a building
building
Using pictures of stones

Using pictures of stones provided
provided by the teacher, have
by the teacher, have the students
the students paste the stones
paste the stones to show the path
to show the path taken as the
taken as the it falls
it falls
Do Activity 2: Drop me! Do Activity 2: Drop me!
relating to the performed
relating to the performed activity
activity
Have the students solve Have the students solve another

another set of problems in set of problems in freely falling
freely falling bodies. (by pairs) bodies. (by pairs)
Have the students choose a Have the students choose a

partner and determine each partner and determine each
other’s reaction time by other’s reaction time by dropping
dropping a ruler between a ruler between his/her partner’s
his/her partner’s fingers. fingers.
Acceleration due to gravity is Acceleration due to gravity is 9.8

9.8 meter per second squared, meter per second squared,
What are freely falling bodies? What are freely falling bodies?
Noted:

MONDAY
Describe the horizontal and

vertical motions of a projectile.
UNIFORMLY ACCELERATED
MOTION (VERTICAL) PROBLEM
SOLVING
31 - 32
Define the following: velocity,

average velocity and
acceleration
Present the defining equations

of velocity, average velocity
and acceleration
Cite some problems for

inherited using punnet square
Derive the equations for
uniformly accelerated motion.
Present sample problems (LM
pp. 236 – 237)
A. Problem Solving in Uniformly
Accelerated Motion (Please
refer to Worksheet #1:
Uniformly Accelerated Motion –
Problem Solving)

another set of problems in
uniformly accelerated motion
(by pairs)
Have the students choose a

partner and determine each
other’s reaction time by
dropping a ruler between
Acceleration due to gravity is

9.8 meter per second squared,

another set of problems in
uniformly accelerated motion.
DATE: JANUARY 22-25, 28, 2019
B. Performance Standards • LC
Describe the horizontal and

vertical motions of a projectile.
II. CONTENT UNIFORMLY ACCELERATED

MOTION (HORIZONTAL)

A. References
1. Teacher's Guide pages PP. 164-165
2. Learner's Module pages: PP. 233-234
3. Textbook Pages:
IV. PROCEDURES
• What is speed? velocity?

• What is the difference between
A. Reviewing previous lesson or presenting the new lesson speed and velocity?
• What is acceleration?
Construct a graph showing the

results of the calculation
A picture of an airplane taking off

will be shown.
Do Activity 1: Roll, Roll and
Away!
Presentation of Activity “ Roll, Roll
and Away!”

relating to the performed activity
Give situation/scenario that the

object is in uniform motion, non-
moving object and accelerating
object.
If a body maintains a constant

change in its velocity in a given
H. Making generalizations and abstractions about the lesson time interval along a straight line,
then the body is said to have a
uniform acceleration.
A. Draw the graphical

representation of motion of an
I. Evaluating learning Escalator and a boulder rolling
downhill.
V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?

Teacher I
E P. DE GUZMAN Learning Area: Science
28, 2019 Quarter: FOURTH Quarter

Explain the different patterns of

Describe the horizontal and Describe the horizontal and
non-Mendelian inheritance (S9LT-
vertical motions of a projectile. vertical motions of a projectile.
Id-2)
UNIFORMLY ACCELERATED UNIFORMLY ACCELERATED
MOTION (HORIZONTAL)
MOTION (HORIZONTAL) MOTION (HORIZONTAL)
PROBLEM SOLVING
PP. 164-165 PP. 164-165

PP. 233-234 PP. 233-234 31 - 32
• What is speed? velocity? • What is speed? velocity?

• What is the difference between • What is the difference between
speed and velocity? speed and velocity?
average velocity and acceleration
• What is acceleration? • What is acceleration?

Construct a graph showing the Construct a graph showing the
results of the calculation results of the calculation
acceleration
A picture of an airplane taking off A picture of an airplane taking off Cite some problems for inherited
will be shown. will be shown. using punnet square
Do Activity 1: Roll, Roll and Do Activity 1: Roll, Roll and accelerated motion. Present
Away! Away! sample problems (LM pp. 236 –
237)
Presentation of Activity “ Roll, Roll Presentation of Activity “ Roll, Roll Accelerated Motion (Please refer to
and Away!” and Away!” Worksheet #1: Uniformly Accelerated
Motion –Problem Solving)

Answer the guide questions Answer the guide questions
of problems in uniformly accelerated
relating to the performed activity relating to the performed activity motion (by pairs)
Give situation/scenario that the Give situation/scenario that the Give situation/scenario that the
object is in uniform motion, non- object is in uniform motion, non- object is in uniform motion, non-
moving object and accelerating moving object and accelerating moving object and accelerating
object. object. object.
If a body maintains a constant If a body maintains a constant If a body maintains a constant

change in its velocity in a given change in its velocity in a given change in its velocity in a given
time interval along a straight line, time interval along a straight line, time interval along a straight line,
then the body is said to have a then the body is said to have a then the body is said to have a
uniform acceleration. uniform acceleration. uniform acceleration.
A. Draw the graphical A. Draw the graphical

representation of motion of an representation of motion of an Have the students solve another
Escalator and a boulder rolling Escalator and a boulder rolling set of problems in uniformly
downhill. downhill. accelerated motion.
Noted:

ce
er
MONDAY
Explain the different patterns of

non-Mendelian inheritance (S9LT-
Id-2)
MOTION (HORIZONTAL)
PROBLEM SOLVING
31 - 32

average velocity and acceleration

acceleration
Cite some problems for inherited

using punnet square
accelerated motion. Present
sample problems (LM pp. 236 –
237)
Accelerated Motion (Please refer to
Worksheet #1: Uniformly Accelerated
Motion –Problem Solving)

of problems in uniformly accelerated
motion (by pairs)
Give situation/scenario that the

object is in uniform motion, non-
moving object and accelerating
object.
If a body maintains a constant

change in its velocity in a given
time interval along a straight line,
then the body is said to have a
uniform acceleration.
Have the students solve another

set of problems in uniformly
accelerated motion.
Daily Lesson Log Teaching Dates and Time: January 6-8, 1
TUESDAY
I. OBJECTIVES
A. Content Standards Demonstrate an understanding of t
B. Performance Standards Discuss whether or not popu
Show which constellations may be observed at different times

using models.
C. Learning Competencies/ Objectives Write the LC code for each (S9ES-IIIg-35)
II. CONTENT CONSTELLATIONS

A. References
1. Teacher's Guide pages p. 161
2. Learner's Module pages: pp. 220-224
3. Textbook Pages:
EASE Science I. Module 18;
https://www.youtube.com/watch?
4. Additional Materials from Learning Resource (LR) portal v=1gwwgR7oNb4
IV. PROCEDURES
Why can’t we see the constellations at

A. Reviewing previous lesson or presenting the new lesson the same time? Are stars really moving
(3min)
Explain why some constellations are

B. Establishing a purpose for the lesson not seen at certain months
C. Presenting examples/ instances of the new lesson Show some pictures of the stars
Perform the activity 4: Different Star

D. Discussing new concepts and practicing new skills #1 Patterns throughout the year
Let the students discussed what they
E. Discussing new concepts and practicing new skills #2. observed in the picture.
Answer the guide questions after the

F. Developing Mastery (Leads to Formative Assesment 3) activity.
1. How are constellations useful in

calendars?
G. Finding practical application of concepts and skills in daily living 2. Why is Polaris used in navigation?
These patterns in the night sky appear

H. Making generalizations and abstractions about the lesson to move in the course of the night
because of Earth's rotation.
Explain briefly in a sheet of paper.

Why some constellations are not seen
I. Evaluating learning at certain months?
1.Explains why Cygnus is visible to an

observer in Manila in September
J. Additional activities for application of remediation but not visible in March?
2. If you are located at the North Pole,
where will you see the Polaris?
V. REMARKS
VI. REFLECTION

scored below 80%
with the lesson.
help me solve?

Teacher I
. Maria D. Pastrana High School Grade Level: G9
AE P. DE GUZMAN Learning Area: Science
me: January 6-8, 12,2019 Quarter: Third Quarter
nstrate an understanding of the relationship between the visible constellations in the sky and Earth’s position along its orbit
Discuss whether or not popular beliefs and practices with regard to constellations and astrology have scientific basis
e observed at different times of the year Competency Code: (S9ES-IIIi-34)

ng models. Observe that the position of a constellation changes in the course of a
9ES-IIIg-35) night
CONSTELLATIONS APPARENT MOVEMENT OF STARS
p. 161 P. 161 P. 161

pp. 220-224 218-220 218-220
EASE Science I. Module 18;

https://www.youtube.com/watch?
v=1gwwgR7oNb4 EASE SCIENCE Module 18 EASE SCIENCE Module 18
Why can’t we see the constellations at What is constellation? Name What is constellation? Name
the same time? Are stars really moving
(3min) examples of constellations. (3min) examples of constellations. (3min)
Explain why some constellations are Describe the apparent motion of Describe the apparent motion of
not seen at certain months stars at night. stars at night.
Show some pictures of the stars Show a video presentation Show a video presentation
Perform the Activity: Apparent Perform the Activity: Apparent

Perform the activity 4: Different Star
Patterns throughout the year Movement of the Stars through the Movement of the Stars through the
Night Night
Let the students discussed what they Show the comparison of the Show the comparison of the
observed in the picture. position of the stars position of the stars
Answer the guide questions after the Answer the guide questions after the Answer the guide questions after the
activity. activity. activity.
1. How are constellations useful in A picture of Polaris and star trail. A picture of Polaris and star trail.
calendars?
2. Why is Polaris used in navigation? Why is it difficult to observe or see Why is it difficult to observe or see
in some places? (3 min) in some places? (3 min)
These patterns in the night sky appear These patterns in the night sky appear These patterns in the night sky appear
to move in the course of the night to move in the course of the night to move in the course of the night
because of Earth's rotation. because of Earth's rotation. because of Earth's rotation.
At which location can an observer At which location can an observer

Explain briefly in a sheet of paper. not see Polaris in the night sky at not see Polaris in the night sky at
Why some constellations are not seen any time during the year? Write any time during the year? Write
at certain months? the letter/s that corresponds the the letter/s that corresponds the
location. location.
Justify your answer. Justify your answer.
1.Explains why Cygnus is visible to an

observer in Manila in September
Why does the constellation Pisces Why does the constellation Pisces
but not visible in March?
2. If you are located at the North Pole, changes position during night? changes position during night?
where will you see the Polaris?
Noted:

ence
r
MONDAY
along its orbit
fic basis
LONG TEST
Internet Resources

taking the exam.
Test Proper
Test Proper

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Dr. Maria D.

A. Content Standards The learn

B. Performance Standards The learners shall be

Describe the different types of volcanoes

III. LEARNING RESOURCES

Discuss the crater and caldera by

F. Developing Mastery (Leads to Formative Assesment 3) Activity: Under Pressure

Let the students identify the

The three types of volcanic land forms

I. Evaluating learning Depend on the result of the activity

J. Additional activities for application of remediation

A. No. of learners who earned 80 % in the evaluation

Prepared by: Checked by:

The learners demonstrate an understanding of volcanoes found in the Philippines

Factors affecting the volcanoes Geothermal energy and signs of

Internet Resources Internet Resources Internet Resources

Briefly discuss the steps to generate

show a video clip of volcanic eruption and

Quiz on the steps to generate

ELIZA D. MELINAS ELMER C. RAVINA

Describe the different types of volcanoes

Simply remind the student on the rules

Checking and Evaluation

Lava may appear to be the primary material ejected from a volcano, bu

Volcanic landforms and eruptive styles

olcanoes, cinder cones, and composite cones.

A. Content Standards The learn

B. Performance Standards The learners shall be

Describe the different types of

II. CONTENT Checking of Periodical Test and

III. LEARNING RESOURCES

A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson Checking and Evaluation of Periodical

C. Presenting examples/ instances of the new lesson

D. Discussing new concepts and practicing new skills #1

F. Developing Mastery (Leads to Formative Assesment 3)

G. Finding practical application of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

J. Additional activities for application of remediation

A. No. of learners who earned 80 % in the evaluation

Prepared by: Checked by:

The learners demonstrate an understanding of volcanoes found in the Philippines

Describe the different types of

Recall how the tectonic plate affects

Make a concept map about the

Show a video clip: Introduction to

Activity: Volcanoes in the Philippines

What will you need to lessen the

Volcano is an opening on the earth

Depend on the result of the activity

Describe the different types of

Recall how the tectonic plate affects

Make a concept map about the

Show a video clip: Introduction to

Activity: Volcanoes in the Philippines

What will you need to lessen the

Volcano is an opening on the earth

Depend on the result of the activity

C. Learning Competencies/ Objectives Write the LC code for each

III. LEARNING RESOURCES

A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

D. Discussing new concepts and practicing new skills #1