GRADES 1 TO 12 SCHOOL: GRADE LEVEL: TEN (10)

DAILY LESSON LOG

TEACHER: LEARNING SCIENCE GRADE 10
AREA:
TEACHING DATES & Four Times Per Week QUARTER: FOURTH QUARTER
TIME:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an ICL
understanding of how gases understanding of how gases understanding of how gases understanding of how gases
behave based on the motion and behave based on the motion behave based on the motion behave based on the motion
relative distances between gas and relative distances between and relative distances between and relative distances between
particles gas particles gas particles gas particles
B. Performance Standards:
C. Learning Competencies/ Assess the knowledge of the Identify the parts of the nervous Describe the function of the Measure the length of time of
Objectives: Write the LC code students on the unit system neurons and each parts response to catch a dropped
for each object
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 in a week or two.
II. CONTENT Pre- Assessment an Introduction of
Break it Down Nerve Cells How fast is your reaction
the Unit
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide Pages Science Teacher’s Guide pp. Science Teacher’s Guide pp. Science Teacher’s Guide pp.
2. Learner’s Materials Science Learner’s Material pp Science Learner’s Material pp Science Learner’s Material pp
Pages
3. Text book Pages FSbg
4. Additional Materials from
Learning
resources(LR)Portal
B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning by
IV PROCEDURES/ 7 E’s the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their
Learning Model learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
A. Reviewing previous Let the students have the pre-test What do you know about What are the different parts of How are impulses sent to the
 lessons or presenting the nervous system this past few the nervous system? neurons?
new lesson years?
(ELICIT)
B. Establishing a purpose for Checking of the pre-test Show illustrations of nervous Show illustration of neurons an Throw a crumpled paper to a
the lesson system and ask stuents to let them identify its parts. student. And let him read the text
(ENGAGE) identify their parts and functions written in the crumpled paper.

C. Presenting
examples/instances of the
new lesson
(ENGAGE)

D. Discussing new concepts Let the students give their idea on Ask students to answer the Explain how nerve impulse Perform Activity
and practicing new skills #1 Gas Laws using the gallery walk activity Break it Down travels along neurons How fast is your reaction
(EXPLORE) Let them write in a piece of paper Discuss the major ivisions of the
their idea on Gas Laws and let it be Nervous System Describe how an organism
E. Discussing new concepts posted on the board respond to stimulus
and practicing new skills #2
(EXPLORE)

F. Developing mastery (Leads Presentation of output Explain the difference between

to Formative Assessment 3) Let the students have some an stimulus an a response
(EXPLAIN) reactions on their ideas.
G. Finding practical applications Give a brief background regarding
of concepts and skills in daily the coverage of the topic
living
(ELABORATE)

H. Making generalizations and

abstractions about the lesson
(ELABORATE)
I. Evaluating learning Assess the initial ideas/knowledge Explain how o organisms react to
(EVALUATE) of the students a certain stimulus

J. Additional activities for Let the students have an advance

application or remediation reading on Gas laws
(EXTEND)
VI- REMARKS

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

B. No. of learners who required

additional activities for
remediation
C. Did the remedial lessons
work?
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?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by:

ALVIN A. TABULA
Subject Teacher

GRADES 1 TO 12 SCHOOL: GRADE LEVEL: TEN (10)

DAILY LESSON LOG
TEACHER: LEARNING SCIENCE GRADE 10
AREA:
TEACHING DATES & Four Times Per Week QUARTER: FOURTH QUARTER
TIME:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
 I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: The learners demonstrate an understanding of how
B. Performance Standards:
C. Learning Competencies/ Assess the knowledge of the Identify the parts of the nervous Describe the function of the Measure the length of time of
Objectives: Write the LC code students on the unit system neurons and each parts response to catch a dropped
for each object
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 in a week or two.
II. CONTENT A Nervous Trip
Who’s In Control Who’s in Control What went wrong?
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
5. Teacher’s Guide Pages Science Teacher’s Guide pp Science Teacher’s Guide pp. Science Teacher’s Guide pp. Science Teacher’s Guide pp.
6. Learner’s Materials Science Learner’s Material pp Science Learner’s Material pp Science Learner’s Material pp Science Learner’s Material pp
Pages
7. Text book Pages
8. Additional Materials from
Learning
resources(LR)Portal
B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning by
IV PROCEDURES/ 7 E’s the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their
Learning Model learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
C. Reviewing previous Describe the nerve pathway What are the different parts of
lessons or presenting the the enocrine System
new lesson
(ELICIT)
D. Establishing a purpose for Message relay Show illustrations of nervous
the lesson system and ask stuents to
(ENGAGE) identify their parts and functions

C. Presenting
examples/instances of the
new lesson
(ENGAGE)
D. Discussing new concepts Let the students give their idea on Ask students to answer the Explain how nerve impulse Perform Activity
and practicing new skills #1 Gas Laws using the gallery walk activity Break it Down travels along neurons How fast is your reaction
(EXPLORE) Let them write in a piece of paper Discuss the major ivisions of the
their idea on Gas Laws and let it be Nervous System Describe how an organism
E. Discussing new concepts posted on the board respond to stimulus
and practicing new skills #2
(EXPLORE)

F. Developing mastery (Leads Presentation of output Explain the difference between

to Formative Assessment 3) Let the students have some an stimulus an a response
(EXPLAIN) reactions on their ideas.
G. Finding practical applications Give a brief background regarding
of concepts and skills in daily the coverage of the topic
living
(ELABORATE)

H. Making generalizations and

abstractions about the lesson
(ELABORATE)
I. Evaluating learning Assess the initial ideas/knowledge Explain how o organisms react to
(EVALUATE) of the students a certain stimulus

J. Additional activities for Let the students have an advance

application or remediation reading on Gas laws
(EXTEND)
VI- REMARKS

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

B. No. of learners who required

additional activities for
remediation
C. Did the remedial lessons
work?
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?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?