Grade 10 DLL (Science)

School: Tigbauan National High School Grade Level: 10
GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Zenly V. Allera Area: Science
Teaching Dates
and Time: Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters, and
mountain ranges.
B.Performance Standards: The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic
eruptions
C. Learning Orientation The Learners should be The Learners should be The Learners should be The Learners should be
Competencies/Objectives: able to describe the able to describe the able to describe the able to describe the
Write the LC Code for each distribution of active distribution of active distribution of active distribution of active
volcanoes, earthquake volcanoes, earthquake volcanoes, earthquake volcanoes, earthquake
epicenters, and major epicenters, and major epicenters, and major epicenters, and major
mountain belts; mountain belts; mountain belts; mountain belts;
S9ES –Ia-j-36.1 S9ES –Ia-j-36.1 S9ES –Ia-j-36.1 S9ES –Ia-j-36.1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
1. Plate Tectonics
II. CONTENT 1.1 Distribution
1.1.1 volcanoes
1.1.2 earthquake epicenters
1.1.3 mountain ranges
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES 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 pp. 3 – 22 pp. 3 – 22 pp. 3 – 22 pp. 3 – 22
2. Learner’s Materials pp. 3 – 32 pp. 3 – 32 pp. 3 – 32 pp. 3 – 32
Pages
3. Textbook Pages pp. 3 – 32 pp. 3 – 32 pp. 3 – 32 pp. 3 – 32
4. Additional Materials Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint
from Learning Resource Presentation Presentation Presentation Presentation
(LR) portal
B.Other Learning Resources Background information for Background information for Background information for Background information for
teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and
1
Technology 10 Technology 10 Technology 10 Technology 10
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing Previous Ask what are the different Ask what are the different Ask what are the different Ask what are the different
Lesson or Presenting the types of volcanoes? types of volcanoes? types of volcanoes? types of volcanoes?
New Lesson
B.Establishing a Purpose for Motive Question: What Motive Question: What Motive Question: What Motive Question: What
the Lesson causes volcanism? causes volcanism? causes volcanism? causes volcanism?
C. Presenting Determine the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
Examples/Instances of the
Lesson
D.Discussing New Concepts Awareness in the Awareness in the Awareness in the Awareness in the
and Practicing New Skills occurrence of different occurrence of different occurrence of different occurrence of different
#1 phenomena phenomena phenomena phenomena
E. Discussing New Concepts Figure out what causes the formation of different geologic features such as mountain ranges, volcanic arcs, trenches,
and Practicing New Skills mid-ocean ridges, and rift valleys
#2
F. Developing Mastery Giving description and Giving description and Giving description and Giving description and
(Leads to Formative perform an activity perform an activity perform an activity perform an activity
Assessment 3)
G.Finding Practical Awareness in the Awareness in the Awareness in the Awareness in the
Applications of Concepts occurrence of different occurrence of different occurrence of different occurrence of different
and Skills in Daily Living phenomena phenomena phenomena phenomena
H.Making Generalizations Describe the causes the formation of different geologic features such as mountain ranges, volcanic arcs, trenches, mid-
and Abstractions about ocean ridges, and rift valleys
the Lesson
I. Evaluating Learning Activity using worksheets Activity using worksheets Activity using worksheets Activity using worksheets
J. Additional Activities for Show video clips about Show video clips about Show video clips about Show video clips about
Application or plate tectonics plate tectonics plate tectonics plate tectonics
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
2
lesson
D. No. of learners who continue
to require remediation
E. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
F. Which of my teaching
strategies work well? Why did
these work?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

GRADES 1 to 12
Learning
Teaching Dates
and Time: August 6, 2018 Quarter: 1

mountain ranges.
B. Performance Standards: The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic
eruptions
C. Learning The Learners should be The Learners should be The Learners should be The Learners should be The Learners should be
Competencies/Objectives: able to describe the able to describe the able to describe the able to describe the able to describe the
Write the LC Code for each distribution of active distribution of active distribution of active different types of plate different types of plate
volcanoes, earthquake volcanoes, earthquake volcanoes, earthquake boundaries; boundaries;
epicenters, and major epicenters, and major epicenters, and major S9ES –Ia-j-36.2 S9ES –Ia-j-36.2
mountain belts; mountain belts; mountain belts;
S9ES –Ia-j-36.1 S9ES –Ia-j-36.1 S9ES –Ia-j-36.1
3
week or two.
1. Plate Tectonics
1.1 Distribution
II. CONTENT 1.1.1 volcanoes
1.1.2 earthquake epicenters
1.1.3 mountain ranges
1.2 Plate boundaries
A. References
1. Teacher’s Guide pp. 3 – 22 pp. 3 – 22 pp. 3 – 22 pp. 3 – 22 pp. 3 – 22
Pages
2. Learner’s Materials pp. 3 – 32 pp. 3 – 32 pp. 3 – 32 pp. 3 – 32 pp. 3 – 32
Pages
3. Textbook Pages pp. 3 – 32 pp. 3 – 32 pp. 3 – 32 pp. 3 – 32 pp. 3 – 32
4. Additional Materials Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint
from Learning Presentation Presentation Presentation Presentation Presentation
Resource (LR) portal
B. Other Learning Background information for Background information for Background information for Background information for Background information for
Resources teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and
Technology 10 Technology 10 Technology 10 Technology 10 Technology 10

A. Reviewing Previous Lesson Ask what are the different Ask what are the different Ask what are the different Ask what are the different Ask what are the different
or Presenting the New types of volcanoes? types of volcanoes? types of volcanoes? types of volcanoes? types of volcanoes?
Lesson
B. Establishing a Purpose for Motive Question: What Motive Question: What Motive Question: What Motive Question: What Motive Question: What
the Lesson causes volcanism? causes volcanism? causes volcanism? causes volcanism? causes volcanism?
Lesson
D. Discussing New Concepts Awareness in the Awareness in the Awareness in the Awareness in the Awareness in the
and Practicing New Skills #1 occurrence of different occurrence of different occurrence of different occurrence of different occurrence of different
phenomena phenomena phenomena phenomena phenomena
4
E. Discussing New Concepts Figure out what causes the formation of different geologic features such as mountain ranges, volcanic arcs, trenches, mid-ocean ridges, and rift valleys
and Practicing New Skills #2
F. Developing Mastery Giving description and Giving description and Giving description and Giving description and Giving description and
(Leads to Formative perform an activity perform an activity perform an activity perform an activity perform an activity
Assessment 3)
G. Finding Practical Awareness in the Awareness in the Awareness in the Awareness in the Awareness in the
Applications of Concepts and occurrence of different occurrence of different occurrence of different occurrence of different occurrence of different
Skills in Daily Living phenomena phenomena phenomena phenomena phenomena
H. Making Generalizations Describe the causes the formation of different geologic features such as mountain ranges, volcanic arcs, trenches, mid-ocean ridges, and rift valleys
and Abstractions about the
Lesson
I. Evaluating Learning Activity using worksheets Activity using worksheets Activity using worksheets Activity using worksheets Activity using worksheets
J. Additional Activities for Show video clips about Show video clips about Show video clips about Show video clips about Show video clips about
Application or Remediation plate tectonics plate tectonics plate tectonics plate tectonics plate tectonics
V. REMARKS
remediation
work? No. of learners who have
caught up with the lesson
encounter which my principal or
supervisor can help me solve?
these work?
which I wish to share with other
teachers?
GRADES 1 to 12
Learning
Teaching Dates
and Time: June 19-23, 2017 7:30-8:30 Quarter: 1
5
mountain ranges.
eruptions
Competencies/Objectives: able to describe the able to describe the able to describe the able to describe the able to explain the
Write the LC Code for each different types of plate different types of plate different types of plate different types of plate different processes that
boundaries; boundaries; boundaries; boundaries; occur along the plate
S9ES –Ia-j-36.2 S9ES –Ia-j-36.2 S9ES –Ia-j-36.2 S9ES –Ia-j-36.2 boundaries;
S9ES –Ia-j-36.3
week or two.
II. CONTENT
1.2 Plate boundaries
A. References
1. Teacher’s Guide Pages pp. 3 – 22 pp. 3 – 22 pp. 3 – 22 pp. 3 – 22 pp. 3 – 22
Pages
from Learning Resource Presentation Presentation Presentation Presentation Presentation
(LR) portal
B. Other Learning Resources Background information for Background information for Background information for Background information for Background information for
teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
Lesson
6
Lesson
Assessment 3)
Lesson
V. REMARKS
remediation
lesson
D. No. of learners who
continue to require
remediation
encounter which my
principal or supervisor can
help me solve?
strategies work well? Why
did these work?
G. What innovations or
7
localized materials did I
used/discover which I wish
to share with other
teachers?

GRADES 1 to 12
Learning
Teaching Dates
and Time: June 26-, 2017 7:30-8:30 Quarter: 1

mountain ranges.
eruptions
Competencies/Objectives: able to explain the able to explain the able to explain the able to explain the able to explain the
Write the LC Code for each different processes that different processes that different processes that different processes that different processes that
occur along the plate occur along the plate occur along the plate occur along the plate occur along the plate
boundaries; boundaries; boundaries; boundaries; boundaries;
S9ES –Ia-j-36.3 S9ES –Ia-j-36.3 S9ES –Ia-j-36.3 S9ES –Ia-j-36.3 S9ES –Ia-j-36.3
week or two.
II. CONTENT
1.3 Processes and landforms along plate boundaries
A. References
8
Pages
(LR) portal
teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and
Lesson
Lesson
Assessment 3)
Lesson
V. REMARKS
A. No. of learners who
9
earned 80% in the evaluation
B. No. of learners who
require additional activities
for remediation
lesson
continue to require
remediation
solve?
did these work?
used/discover which I wish to
share with other teachers?

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: ZENLY V. ALLERA Area: Science
Teaching Dates

mountain ranges.
10
eruptions ; suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis,
and volcanic eruptions.
C. Learning The Learners should be Summative Test (Module The Learners should be The Learners should be The Learners should be
Competencies/Objectives: able to explain the 1) able to describe the able to describe the able to describe the
Write the LC Code for each different processes that internal structure of the internal structure of the internal structure of the
occur along the plate Earth; Earth; Earth;
boundaries; S9ES –Ia-j-36.4 S9ES –Ia-j-36.4 S9ES –Ia-j-36.4
S9ES –Ia-j-36.3
week or two.
II. CONTENT
1.4 Internal structure of the Earth
A. References
1. Teacher’s Guide Pages pp. 3 – 22 pp. 32 – 42 pp. 32 - 42 pp. 32 - 42
Pages
(LR) portal
B. Other Learning Resources Background information for Background information for Background information for Background information for
teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and
A. Reviewing Previous Lesson Ask what are the different What are the Earth’s interior What are the Earth’s interior What are the Earth’s interior
or Presenting the New types of volcanoes? structure and processes? structure and processes? structure and processes?
Lesson Can you name volcanoes that
can be found here in our
place?
B. Establishing a Purpose for Show a picture How do the structure and composition of the Earth cause geologic activities and physical changes?
the Lesson
C. Presenting Determine the relationship Use of powerpoint presentation Use of powerpoint presentation Use of powerpoint presentation
Examples/Instances of the among the locations of in discussing a topic in discussing a topic in discussing a topic
Lesson volcanoes, earthquake
epicenters, and mountain
ranges.(
D. Discussing New Concepts Awareness in the occurrence What are the possible causes What are the possible causes What are the possible causes
11
and Practicing New Skills #1 of different phenomena. of the lithospheric plate of the lithospheric plate of the lithospheric plate
What are the Disaster movements? movements? movements?
preparedness you have
learned in your MAPEH class?
E. Discussing New Concepts Figure out what causes the What proves the movement of What proves the movement of What proves the movement of
and Practicing New Skills #2 formation of different geologic the tectonic plates? the tectonic plates? the tectonic plates?
features such as mountain
ranges, volcanic arcs,
trenches, mid-ocean ridges,
and rift valleys
F. Developing Mastery Giving description and perform Giving description and perform Giving description and perform Giving description and perform
(Leads to Formative an activity an activity an activity an activity
Assessment 3) Integrate ARTS( Making a
model figure out of clay)
G. Finding Practical Awareness in the occurrence Familiarize with the internal Familiarize with the internal Familiarize with the internal
Applications of Concepts and of different phenomena structure of the earth structure of the earth structure of the earth
Skills in Daily Living
H. Making Generalizations Describe the causes the Describe the possible causes Describe the possible causes Describe the possible causes
and Abstractions about the formation of different geologic of the lithospheric plate of the lithospheric plate of the lithospheric plate
Lesson features such as mountain movements? movements? movements?
ranges, volcanic arcs,
trenches, mid-ocean ridges,
and rift valleys
J. Additional Activities for Show video clips about plate Show video clips about earth’s Show video clips about earth’s Show video clips about earth’s
Application or Remediation tectonics interior interior interior
V. REMARKS
remediation
these work?
12
teachers?
GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Ma. Procesa E. Socolar Area: Science
July 18 – 22, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-
and Time: 3:00;3:00-4:00 Quarter: 1

mountain ranges.
B. Performance The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic
Standards: eruptions ; suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis,
Competencies/Objectiv able to describe the able to describe the able to describe the able to describe the able to describe the
es: internal structure of the internal structure of the internal structure of the internal structure of the internal structure of the
Write the LC Code for each Earth; Earth; Earth; Earth; Earth;
week or two.
II. CONTENT 1.4 Internal structure of the Earth
A. References
1. Teacher’s Guide Pages pp. 32 – 42 pp. 32 - 42 pp. 32 – 42 pp. 32 - 42 pp. 32 - 42
Pages
(LR) portal
teachers teachers teachers teachers teachers
13
A. Reviewing Previous Lesson What are the Earth’s interior What are the Earth’s interior What are the Earth’s interior What are the Earth’s interior What are the Earth’s interior
or Presenting the New structure and processes? structure and processes? structure and processes? structure and processes? structure and processes?
Lesson
B. Establishing a Purpose for How do the structure and How do the structure and How do the structure and How do the structure and How do the structure and
the Lesson composition of the Earth cause composition of the Earth cause composition of the Earth cause composition of the Earth cause composition of the Earth cause
geologic activities and physical geologic activities and physical geologic activities and physical geologic activities and physical geologic activities and physical
changes? changes? changes? changes? changes?
C. Presenting Use of powerpoint presentation Use of powerpoint presentation Use of powerpoint presentation Use of powerpoint presentation Use of powerpoint presentation
Examples/Instances of the in discussing a topic in discussing a topic in discussing a topic in discussing a topic in discussing a topic
Lesson
D. Discussing New Concepts What are the possible causes What are the possible causes What are the possible causes What are the possible causes What are the possible causes
and Practicing New Skills #1 of the lithospheric plate of the lithospheric plate of the lithospheric plate of the lithospheric plate of the lithospheric plate
movements? movements? movements? movements? movements?
E. Discussing New Concepts What proves the movement of What proves the movement of What proves the movement of What proves the movement of What proves the movement of
and Practicing New Skills #2 the tectonic plates? the tectonic plates? the tectonic plates? the tectonic plates? the tectonic plates?
F. Developing Mastery Giving description and perform Giving description and perform Giving description and perform Giving description and perform Giving description and perform
(Leads to Formative an activity an activity an activity an activity an activity
Assessment 3)
G. Finding Practical Familiarize with the internal Familiarize with the internal Familiarize with the internal Familiarize with the internal Familiarize with the internal
Applications of Concepts and structure of the earth structure of the earth structure of the earth structure of the earth structure of the earth
H. Making Generalizations Describe the possible causes Describe the possible causes Describe the possible causes Describe the possible causes Describe the possible causes
and Abstractions about the of the lithospheric plate of the lithospheric plate of the lithospheric plate of the lithospheric plate of the lithospheric plate
Lesson movements? movements? movements? movements? movements?
J. Additional Activities for Show video clips about earth’s Show video clips about earth’s Show video clips about earth’s Show video clips about earth’s Show video clips about earth’s
Application or Remediation interior interior interior interior interior
V. REMARKS
for remediation
lesson
14
continue to require
remediation
solve?
did these work?

GRADES 1 to 12
Learning
July 25 – 29, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

mountain ranges.
Competencies/Objectives: able to describe the able to describe the able to describe the able to describe the able to describe the
Write the LC Code for each possible causes of plate possible causes of plate possible causes of plate possible causes of plate possible causes of plate
movement movement movement movement movement
15
week or two.
II. CONTENT
1.5 Mechanism (possible causes of movement)
A. References
1. Teacher’s Guide Pages pp. 32 - 42 pp. 32 - 42 pp. 32 - 42 pp. 32 - 42 pp. 32 – 42
2. Learner’s Materials Pages pp. 39 – 72 pp. 39 – 72 pp. 39 – 72 pp. 39 – 72 pp. 39 – 72
4. Additional Materials from Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint
Learning Resource (LR) Presentation Presentation Presentation Presentation Presentation
portal
Lesson
Lesson
Assessment 3)
16
V. REMARKS
for remediation
lesson
continue to require
remediation
solve?
did these work?

GRADES 1 to 12
Learning
Teaching Dates August 1 – 5, 2016 Quarter: 1
and Time: 7:30-8:30;10:50-11:50;1:00-2:00;2:00-
17
3:00;3:00-4:00

mountain ranges.
B. Performance The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic
Standards: eruptions ; suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis,
Competencies/Objectives: able to describe the able to describe the able to describe the able to enumerate the able to enumerate the
Write the LC Code for each possible causes of plate possible causes of plate possible causes of plate lines of evidence that lines of evidence that
movement movement movement support plate movement support plate movement
week or two.
II. CONTENT
1.5 Mechanism (possible causes of movement)
A. References
Pages
(LR) portal
Resources teachers teachers teachers teachers teachers
Lesson
18
Lesson
Assessment 3)
V. REMARKS
for remediation
lesson
continue to require
remediation
solve?
19
did these work?
20
GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: ZENLY ALLERA Area: Science
Teaching Dates August 6-10, 2018
and Time: 10:00-11:00/ 1:00-2:00 Quarter: 1

mountain ranges.
B.Performance Standards: The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic
Competencies/Objectives: able to enumerate the able to enumerate the able to enumerate the able to enumerate the able to enumerate the
Write the LC Code for each lines of evidence that lines of evidence that lines of evidence that lines of evidence that lines of evidence that
support plate movement support plate movement support plate movement support plate movement support plate movement
week or two.
II. CONTENT
1.6 Evidence of plate movement
A. References
Pages
(LR) portal
21
Lesson
Lesson
Is there any phenomenon take Is there any phenomenon take Is there any phenomenon take Is there any phenomenon take Is there any phenomenon take
place when there are place when there are place when there are place when there are place when there are
movements in lithospheric movements in lithospheric movements in lithospheric movements in lithospheric movements in lithospheric
plates? plates? plates? plates? plates?
Recalling your MAPEH Recalling your MAPEH Recalling your MAPEH Recalling your MAPEH Recalling your MAPEH
class.what are the things class.what are the things class.what are the things class.what are the things class.what are the things
needed to do to reduce needed to do to reduce needed to do to reduce needed to do to reduce needed to do to reduce
casualties in natural disaster? casualties in natural disaster? casualties in natural disaster? casualties in natural disaster? casualties in natural disaster?
E. Discussing New Concepts ANSWER THE QUESTION ANSWER THE QUESTION ANSWER THE QUESTION ANSWER THE QUESTION ANSWER THE QUESTION
and Practicing New Skills #2 THROUGH A DEBATE THROUGH A DEBATE THROUGH A DEBATE THROUGH A DEBATE THROUGH A DEBATE
What proves the movement of What proves the movement of What proves the movement of What proves the movement of What proves the movement of
the tectonic plates? the tectonic plates? the tectonic plates? the tectonic plates? the tectonic plates?
Assessment 3)
V. REMARKS
22
for remediation
lesson
continue to require
remediation
solve?
did these work?

GRADES 1 to 12
Learning
August 15 – 19, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Summative Test Review Review First Periodical First Periodical
Examination Examination
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
23
A. Content Standards:
B. Performance
Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
week or two.
II. CONTENT
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
A. Reviewing Previous Lesson
or Presenting the New
Lesson
B. Establishing a Purpose for
the Lesson
C. Presenting
Lesson
D. Discussing New Concepts
E. Discussing New Concepts
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
24
Applications of Concepts and
H. Making Generalizations
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
for remediation
lesson
continue to require
remediation
solve?
did these work?
25
GRADES 1 to 12
Learning
August 22 – 26, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

A. Content Standards: The learners demonstrate an understanding of the different regions of the electromagnetic spectrum
B. Performance
Standards:
Competencies/Objectives: able to compare the able to compare the able to compare the able to compare the able to compare the
Write the LC Code for each relative wavelengths of relative wavelengths of relative wavelengths of relative wavelengths of relative wavelengths of
different forms of different forms of different forms of different forms of different forms of
electromagnetic waves; electromagnetic waves; electromagnetic waves; electromagnetic waves; electromagnetic waves;
S10FE-IIa-b-47 S10FE-IIa-b-47 S10FE-IIa-b-47 S10FE-IIa-b-47 S10FE-IIa-b-47
week or two.
II. CONTENT Electromagnetic Spectrum
A. References
Pages
(LR) portal
26
A. Reviewing Previous Lesson Show picture of EM Show picture of EM Show picture of EM Show picture of EM Show picture of EM
or Presenting the New spectrum spectrum spectrum spectrum spectrum
Lesson
B. Establishing a Purpose for How do the regions in the How do the regions in the How do the regions in the How do the regions in the How do the regions in the
the Lesson electromagnetic spectrum electromagnetic spectrum electromagnetic spectrum electromagnetic spectrum electromagnetic spectrum
differ in terms of differ in terms of differ in terms of differ in terms of differ in terms of
wavelength, frequency, and wavelength, frequency, and wavelength, frequency, and wavelength, frequency, and wavelength, frequency, and
energy? energy? energy? energy? energy?
C. Presenting How are the different types How are the different types How are the different types How are the different types How are the different types
Examples/Instances of the of electromagnetic waves of electromagnetic waves of electromagnetic waves of electromagnetic waves of electromagnetic waves
Lesson become relevant to people become relevant to people become relevant to people become relevant to people become relevant to people
and environment? and environment? and environment? and environment? and environment?
D. Discussing New Concepts Introducing of topic using Introducing of topic using Introducing of topic using Introducing of topic using Introducing of topic using
and Practicing New Skills #1 powerpoint presentation powerpoint presentation powerpoint presentation powerpoint presentation powerpoint presentation
E. Discussing New Concepts What are the consequent What are the consequent What are the consequent What are the consequent What are the consequent
and Practicing New Skills #2 effects of electromagnetic effects of electromagnetic effects of electromagnetic effects of electromagnetic effects of electromagnetic
waves? waves? waves? waves? waves?
Assessment 3)
G. Finding Practical Realized that the different Realized that the different Realized that the different Realized that the different Realized that the different
Applications of Concepts and components of SM spectrum components of SM spectrum components of SM spectrum components of SM spectrum components of SM spectrum
Skills in Daily Living differ in wavelength and differ in wavelength and differ in wavelength and differ in wavelength and differ in wavelength and
frequency frequency frequency frequency frequency
H. Making Generalizations Familiarized the different types Familiarized the different types Familiarized the different types Familiarized the different types Familiarized the different types
and Abstractions about the of EM waves and their of EM waves and their of EM waves and their of EM waves and their of EM waves and their
Lesson applications applications applications applications applications
J. Additional Activities for Show video clips about EM Show video clips about EM Show video clips about EM Show video clips about EM Show video clips about EM
Application or Remediation Spectrum Spectrum Spectrum Spectrum Spectrum
V. REMARKS
remediation
27
these work?
teachers?

GRADES 1 to 12
Learning
August 29 – 31; September 1 – 2, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

A. Content Standards: The learners demonstrate an understanding of the different regions of the electromagnetic spectrum.
B. Performance
Standards:
Competencies/Objectives: able to cite examples of able to cite examples of able to cite examples of able to cite examples of able to cite examples of
Write the LC Code for each practical applications of practical applications of practical applications of practical applications of practical applications of
the different regions of the different regions of the different regions of the different regions of the different regions of
EM waves, such as the EM waves, such as the EM waves, such as the EM waves, such as the EM waves, such as the
use of radio waves in use of radio waves in use of radio waves in use of radio waves in use of radio waves in
telecommunications; telecommunications; telecommunications; telecommunications; telecommunications;
S10FE-IIc-d-48 S10FE-IIc-d-48 S10FE-IIc-d-48 S10FE-IIc-d-48 S10FE-IIc-d-48
week or two.
II. CONTENT
28
Electromagnetic Spectrum
A. References
Pages
(LR) portal
Technolgy 10 Technolgy 10 Technolgy 10 Technolgy 10 Technolgy 10
Lesson
Assessment 3)
of EM waves and their of EM waves and their of EM waves and their of EM waves and their of EM waves and their
29
and Abstractions about the applications applications applications applications applications
Lesson
V. REMARKS
remediation
these work?
teachers?

GRADES 1 to 12
Learning
September 5 – 9, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

30
B. Performance Standards:
Write the LC Code for each effects of EM radiation effects of EM radiation effects of EM radiation effects of EM radiation effects of EM radiation
on living things and the on living things and the on living things and the on living things and the on living things and the
environment; environment; environment; environment; environment;
S10FE-IIe-f-49 S10FE-IIe-f-49 S10FE-IIe-f-49 S10FE-IIe-f-49 S10FE-IIe-f-49
week or two.
II. CONTENT
Electromagnetic Spectrum
A. References
Pages
(LR) portal
Technolgy 10 Technolgy 10 Technolgy 10 Technolgy 10 Technolgy 10
Lesson
31
Assessment 3)
and Abstractions about the of EM waves and their of EM waves and their of EM waves and their of EM waves and their of EM waves and their
Lesson applications applications applications applications applications
V. REMARKS
remediation
these work?
teachers?
32
GRADES 1 to 12
Learning
September 12 – 16, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

Summative Test
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
B. Performance
Standards:
C. Learning The Learners should be The Learners should be The Learners should be The Learners should be
Competencies/Objectives: able to predict the able to predict the able to apply ray able to apply ray
Write the LC Code for each qualitative qualitative diagramming techniques diagramming techniques
characteristics characteristics in describing the in describing the
(orientation, type, and (orientation, type, and characteristics and characteristics and
magnification) of images magnification) of images positions of images positions of images
formed by plane and formed by plane and formed by lenses; formed by lenses;
curved mirrors and curved mirrors and S10FE-IIg-51 S10FE-IIg-51
lenses; lenses;
S10FE-IIg-50 S10FE-IIg-50
week or two.
II. CONTENT 2. Light
2.1Reflection of Light in Mirrors
2.2 Refraction of Light in Lenses
A. References
Pages
33
(LR) portal
B. Other Learning Background information for Background information for Background information for Background information for
Resources teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and teachers; Vibal Science and
A. Reviewing Previous Lesson or Think – Pair – Share Think – Pair – Share Think – Pair – Share Think – Pair – Share
Presenting the New Lesson
B. Establishing a Purpose for the How do the laws of reflection How do the laws of reflection How do the laws of reflection How do the laws of reflection
Lesson explain the functions of some explain the functions of some explain the functions of some explain the functions of some
optical instruments? optical instruments? optical instruments? optical instruments?
C. Presenting How does changing the How does changing the How does changing the How does changing the
Examples/Instances of the location of the object from the location of the object from the location of the object from the location of the object from the
Lesson lens/mirror affect the image lens/mirror affect the image lens/mirror affect the image lens/mirror affect the image
formed? formed? formed? formed?
D. Discussing New Concepts and Introducing of topic using Introducing of topic using Introducing of topic using Introducing of topic using
Practicing New Skills #1 powerpoint presentation powerpoint presentation powerpoint presentation powerpoint presentation
E. Discussing New Concepts and How does changing the focal How does changing the focal How does changing the focal How does changing the focal
Practicing New Skills #2 length of the lens/curved mirror length of the lens/curved mirror length of the lens/curved mirror length of the lens/curved mirror
affect the image formed? affect the image formed? affect the image formed? affect the image formed?
(Leads to Formative Assessment an activity an activity an activity an activity
3)
G. Finding Practical Applications Selecting the right type of Selecting the right type of Selecting the right type of Selecting the right type of
of Concepts and Skills in Daily mirrors and lenses that can be mirrors and lenses that can be mirrors and lenses that can be mirrors and lenses that can be
Living used in our daily lives. used in our daily lives. used in our daily lives. used in our daily lives.
H. Making Generalizations and Explain the law of reflection Explain the law of reflection Explain the law of reflection Explain the law of reflection
Abstractions about the Lesson and refraction and applying ray and refraction and applying ray and refraction and applying ray and refraction and applying ray
diagram diagram diagram diagram
J. Additional Activities for Provide activities and problem Provide activities and problem Provide activities and problem Provide activities and problem
Application or Remediation about ray diagram and mirror about ray diagram and mirror about ray diagram and mirror about ray diagram and mirror
and lens equation and lens equation and lens equation and lens equation
V. REMARKS
remediation
34
these work?
teachers?

GRADES 1 to 12
Learning
September 19 – 23, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

Summative Test
A. Content Standards: The learners demonstrate an understanding of the images formed by the different types of mirrors and lenses.
B. Performance The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
Standards:
Competencies/Objectives: able to identify ways in able to identify ways in able to identify ways in able to identify ways in
Write the LC Code for each which the properties of which the properties of which the properties of which the properties of
mirrors and lenses mirrors and lenses mirrors and lenses mirrors and lenses
determine their use in determine their use in determine their use in determine their use in
optical instruments (e.g., optical instruments (e.g., optical instruments (e.g., optical instruments (e.g.,
cameras and cameras and cameras and cameras and
binoculars); binoculars); binoculars); binoculars);
S10FE-IIh-52 S10FE-IIh-52 S10FE-IIh-52 S10FE-IIh-52
35
week or two.
II. CONTENT 2. Light
2.3Reflection of Light in Mirrors
2.4 Refraction of Light in Lenses
A. References
Pages
(LR) portal
Resources teachers teachers teachers teachers
A. Reviewing Previous Lesson or Think – Pair – Share Think – Pair – Share Think – Pair – Share Think – Pair – Share
B. Establishing a Purpose for the How do the laws of reflection How do the laws of reflection How do the laws of reflection How do the laws of reflection
Lesson explain the functions of some explain the functions of some explain the functions of some explain the functions of some
optical instruments? optical instruments? optical instruments? optical instruments?
C. Presenting How does changing the How does changing the How does changing the How does changing the
Examples/Instances of the location of the object from the location of the object from the location of the object from the location of the object from the
Lesson lens/mirror affect the image lens/mirror affect the image lens/mirror affect the image lens/mirror affect the image
formed? formed? formed? formed?
D. Discussing New Concepts and Introducing of topic using Introducing of topic using Introducing of topic using Introducing of topic using
Practicing New Skills #1 powerpoint presentation powerpoint presentation powerpoint presentation powerpoint presentation
E. Discussing New Concepts and How does changing the focal How does changing the focal How does changing the focal How does changing the focal
Practicing New Skills #2 length of the lens/curved mirror length of the lens/curved mirror length of the lens/curved mirror length of the lens/curved mirror
affect the image formed? affect the image formed? affect the image formed? affect the image formed?
(Leads to Formative Assessment an activity an activity an activity an activity
3)
G. Finding Practical Applications Selecting the right type of Selecting the right type of Selecting the right type of Selecting the right type of
of Concepts and Skills in Daily mirrors and lenses that can be mirrors and lenses that can be mirrors and lenses that can be mirrors and lenses that can be
Living used in our daily lives. used in our daily lives. used in our daily lives. used in our daily lives.
H. Making Generalizations and Explain the law of reflection Explain the law of reflection Explain the law of reflection Explain the law of reflection
Abstractions about the Lesson and refraction and applying ray and refraction and applying ray and refraction and applying ray and refraction and applying ray
diagram diagram diagram diagram
36
J. Additional Activities for Provide activities and problem Provide activities and problem Provide activities and problem Provide activities and problem
Application or Remediation about ray diagram and mirror about ray diagram and mirror about ray diagram and mirror about ray diagram and mirror
and lens equation and lens equation and lens equation and lens equation
V. REMARKS
remediation
these work?
teachers?

GRADES 1 to 12
Learning
September 26 – 30, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

37
A. Content Standards: The learners demonstrate an understanding of the relationship between electricity and magnetism in electric motors and generators.
B.Performance Standards: The learners shall be able to assemble a simple model of the relationship between electricity and magnetism.
Competencies/Objectives: able to demonstrate the able to demonstrate the able to demonstrate the able to demonstrate the able to demonstrate the
Write the LC Code for each generation of electricity generation of electricity generation of electricity generation of electricity generation of electricity
by movement of a by movement of a by movement of a by movement of a by movement of a
magnet through a coil; magnet through a coil; magnet through a coil; magnet through a coil; magnet through a coil;
S10FE-IIi-53 S10FE-IIi-53 S10FE-IIi-53 S10FE-IIi-53 S10FE-IIi-53
week or two.
II. CONTENT 3. Electricity and Magnetism
3.1. Electromagnetic effects
A. References
Pages
(LR) portal
A. Reviewing Previous Lesson Show pictures of motor and Show pictures of motor and Show pictures of motor and Show pictures of motor and Show pictures of motor and
or Presenting the New generator generator generator generator generator
Lesson
B. Establishing a Purpose for How is electricity related to How is electricity related to How is electricity related to How is electricity related to How is electricity related to
the Lesson magnetism? magnetism? magnetism? magnetism? magnetism?
C. Presenting How does electricity How does electricity How does electricity How does electricity How does electricity
Examples/Instances of the produce magnetism, and produce magnetism, and produce magnetism, and produce magnetism, and produce magnetism, and
Lesson magnetism produce magnetism produce magnetism produce magnetism produce magnetism produce
electricity? electricity? electricity? electricity? electricity?
D. Discussing New Concepts How does an electric motor How does an electric motor How does an electric motor How does an electric motor How does an electric motor
and Practicing New Skills #1 and an electric generator and an electric generator and an electric generator and an electric generator and an electric generator
work? work? work? work? work?
E. Discussing New Concepts What is electromagnetic What is electromagnetic What is electromagnetic What is electromagnetic What is electromagnetic
38
and Practicing New Skills #2 induction? induction? induction? induction? induction?
F. Developing Mastery Perform an activity Perform an activity Perform an activity Perform an activity Perform an activity
(Leads to Formative
Assessment 3)
G. Finding Practical Explore the relationship Explore the relationship Explore the relationship Explore the relationship Explore the relationship
Applications of Concepts and between electricity and between electricity and between electricity and between electricity and between electricity and
Skills in Daily Living magnetism magnetism magnetism magnetism magnetism
H. Making Generalizations How is electricity related to How is electricity related to How is electricity related to How is electricity related to How is electricity related to
and Abstractions about the magnetism? magnetism? magnetism? magnetism? magnetism?
Lesson
I. Evaluating Learning Ask students of more Ask students of more Ask students of more Ask students of more Ask students of more
examples about application examples about application examples about application examples about application examples about application
of electricity and magnetism of electricity and magnetism of electricity and magnetism of electricity and magnetism of electricity and magnetism
V. REMARKS
for remediation
lesson
continue to require
remediation
solve?
did these work?
39
GRADES 1 to 12
Learning
October 3 – 7, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

A. Content Standards: The learners demonstrate an understanding of the relationship between electricity and magnetism in electric motors and generators.
B. Performance The learners shall be able to assemble a simple model of the relationship between electricity and magnetism.
Standards:
Competencies/Objectives: able to demonstrate the able to demonstrate the able to demonstrate the able to explain the able to explain the
Write the LC Code for each generation of electricity generation of electricity generation of electricity operation of a simple operation of a simple
by movement of a by movement of a by movement of a electric motor and electric motor and
magnet through a coil; magnet through a coil; magnet through a coil; generator. generator.
S10FE-IIi-53 S10FE-IIi-53 S10FE-IIi-53 S10FE-IIj-54 S10FE-IIj-54
week or two.
A. References
Pages
(LR) portal
40
Lesson
(Leads to Formative
Assessment 3)
Lesson
V. REMARKS
for remediation
41
lesson
continue to require
remediation
solve?
did these work?
H. What innovations or
localized materials did
I used/discover which I
wish to share with
other teachers?
42
GRADES 1 to 12
Learning
Teaching Dates

A. Content Standards: The learners demonstrate an understanding of the relationship between electricity and magnetism in electric motors and generators
B.Performance Standards:
Write the LC Code for each operation of a simple operation of a simple operation of a simple operation of a simple operation of a simple
electric motor and electric motor and electric motor and electric motor and electric motor and
generator. generator. generator. generator. generator.
S10FE-IIj-54 S10FE-IIj-54 S10FE-IIj-54 S10FE-IIj-54 S10FE-IIj-54
week or two.
A. References
Pages
(LR) portal
43
III. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
Lesson
(Leads to Formative
Assessment 3)
Lesson
V. REMARKS
for remediation
44
lesson
continue to require
remediation
solve?
did these work?

GRADES 1 to 12
Learning
October 17 – 21, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

Summative Test Review Review Second Periodical Second Periodical
Test Test
B. Performance
Standards:
C. Learning
45
week or two.
II. CONTENT
A. References
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
Lesson
the Lesson
C. Presenting
Lesson
(Leads to Formative
Assessment 3)
Lesson
46
V. REMARKS
for remediation
lesson
continue to require
remediation
solve?
did these work?
47
GRADES 1 to 12 Learning
October 24 – 28, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

Semestral Break Semestral Break Semestral Break Semestral Break Semestral Break
B. Performance
Standards:
C. Learning
week or two.
II. CONTENT
A. References
Pages
3. Textbook Pages
(LR) portal
B. Other Learning
Resources
Lesson
48
the Lesson
C. Presenting
Lesson

(Leads to Formative
Assessment 3)
Lesson
V. REMARKS
for remediation
lesson
continue to require
remediation
solve?
49
did these work?

GRADES 1 to 12
Learning
November 7 – 11, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

A. Content Standards: The Learners demonstrate an understanding of:
1. organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems
2. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive
B. Performance The learners create a campaign advertising video about the common and effective contraceptive measures used in family planning,
Standards: in line with the Reproductive Health Law.
Competencies/Objectives: able to describe the able to describe the able to describe the able to describe the able to explain the role
Write the LC Code for each parts of the reproductive parts of the reproductive parts of the reproductive parts of the reproductive of hormones involved in
system and their system and their system and their system and their the female and male
functions; functions; functions; functions; reproductive systems;
S10LT-IIIa-33 S10LT-IIIa-33 S10LT-IIIa-33 S10LT-IIIa-33 S10LT-IIIb-34
week or two.
50
II. CONTENT
Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems
A. References
Pages
Pages
A. Reviewing Previous Lesson or Think – Pair – Share Think – Pair – Share Think – Pair – Share Think – Pair – Share Think – Pair – Share
B. Establishing a Purpose for the How do the nervous, How do the nervous, How do the nervous, How do the nervous, How do the nervous,
Lesson endocrine, and reproductive endocrine, and reproductive endocrine, and reproductive endocrine, and reproductive endocrine, and reproductive
systems perform coordinated systems perform coordinated systems perform coordinated systems perform coordinated systems perform coordinated
functions? functions? functions? functions? functions?
C. Presenting How do hormones work to How do hormones work to How do hormones work to How do hormones work to How do hormones work to
Examples/Instances of the regulate various mechanisms regulate various mechanisms regulate various mechanisms regulate various mechanisms regulate various mechanisms
Lesson inside the human body? inside the human body? inside the human body? inside the human body? inside the human body?
D. Discussing New Concepts and Introducing of topic using Introducing of topic using Introducing of topic using Introducing of topic using Introducing of topic using
Practicing New Skills #1 powerpoint presentation powerpoint presentation powerpoint presentation powerpoint presentation powerpoint presentation
E. Discussing New Concepts and How do feedback mechanisms How do feedback mechanisms How do feedback mechanisms How do feedback mechanisms How do feedback mechanisms
Practicing New Skills #2 help organisms to maintain help organisms to maintain help organisms to maintain help organisms to maintain help organisms to maintain
homeostasis in order to homeostasis in order to homeostasis in order to homeostasis in order to homeostasis in order to
reproduce and survive? reproduce and survive? reproduce and survive? reproduce and survive? reproduce and survive?
(Leads to Formative Assessment
3)
G. Finding Practical Applications Applying positive practices to Applying positive practices to Applying positive practices to Applying positive practices to Applying positive practices to
of Concepts and Skills in Daily maintain functional body maintain functional body maintain functional body maintain functional body maintain functional body
Living systems systems systems systems systems
H. Making Generalizations and Describe the parts of the Describe the parts of the Describe the parts of the Describe the parts of the Describe the parts of the
Abstractions about the Lesson nervous, endocrine, and nervous, endocrine, and nervous, endocrine, and nervous, endocrine, and nervous, endocrine, and
reproductive systems, along reproductive systems, along reproductive systems, along reproductive systems, along reproductive systems, along
with their functions with their functions with their functions with their functions with their functions
51
I. Evaluating Learning Provide a short quiz Provide a short quiz Provide a short quiz Provide a short quiz Provide a short quiz
J. Additional Activities for Show videos of animated Show videos of animated Show videos of animated Show videos of animated Show videos of animated
Application or Remediation visual exploration of the visual exploration of the visual exploration of the visual exploration of the visual exploration of the
different systems. different systems. different systems. different systems. different systems.
V. REMARKS
for remediation
lesson
continue to require
remediation
solve?
did these work?

GRADES 1 to 12
Learning
November 14 – 18, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

52
1. organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems
2. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive
B. Performance The learners create a campaign advertising video about the common and effective contraceptive measures used in family planning,
Standards: in line with the Reproductive Health Law.
Competencies/Objectives: able to explain the role able to explain the role able to explain the role able to describe the able to describe the
Write the LC Code for each of hormones involved in of hormones involved in of hormones involved in feedback mechanisms feedback mechanisms
the female and male the female and male the female and male involved in regulating involved in regulating
reproductive systems; reproductive systems; reproductive systems; processes in the female processes in the female
S10LT-IIIb-34 S10LT-IIIb-34 S10LT-IIIb-34 reproductive system reproductive system
(e.g., menstrual cycle); (e.g., menstrual cycle);
S10LT-IIIc-35 S10LT-IIIc-35
week or two.
II. CONTENT
Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems
A. References
Pages
(LR) portal
A. Reviewing Previous Lesson or Think – Pair – Share Think – Pair – Share Think – Pair – Share Think – Pair – Share Think – Pair – Share
B. Establishing a Purpose for the How do the nervous, How do the nervous, How do the nervous, How do the nervous, How do the nervous,
Lesson endocrine, and reproductive endocrine, and reproductive endocrine, and reproductive endocrine, and reproductive endocrine, and reproductive
systems perform coordinated systems perform coordinated systems perform coordinated systems perform coordinated systems perform coordinated
functions? functions? functions? functions? functions?
C. Presenting How do hormones work to How do hormones work to How do hormones work to How do hormones work to How do hormones work to
53
Examples/Instances of the regulate various mechanisms regulate various mechanisms regulate various mechanisms regulate various mechanisms regulate various mechanisms
Lesson inside the human body? inside the human body? inside the human body? inside the human body? inside the human body?
D. Discussing New Concepts and Introducing of topic using Introducing of topic using Introducing of topic using Introducing of topic using Introducing of topic using
Practicing New Skills #1 powerpoint presentation powerpoint presentation powerpoint presentation powerpoint presentation powerpoint presentation
E. Discussing New Concepts and How do feedback mechanisms How do feedback mechanisms How do feedback mechanisms How do feedback mechanisms How do feedback mechanisms
Practicing New Skills #2 help organisms to maintain help organisms to maintain help organisms to maintain help organisms to maintain help organisms to maintain
homeostasis in order to homeostasis in order to homeostasis in order to homeostasis in order to homeostasis in order to
reproduce and survive? reproduce and survive? reproduce and survive? reproduce and survive? reproduce and survive?
3)
G. Finding Practical Applications Applying positive practices to Applying positive practices to Applying positive practices to Applying positive practices to Applying positive practices to
of Concepts and Skills in Daily maintain functional body maintain functional body maintain functional body maintain functional body maintain functional body
Living systems systems systems systems systems
H. Making Generalizations and Describe the parts of the Describe the parts of the Describe the parts of the Describe the parts of the Describe the parts of the
Abstractions about the Lesson nervous, endocrine, and nervous, endocrine, and nervous, endocrine, and nervous, endocrine, and nervous, endocrine, and
reproductive systems, along reproductive systems, along reproductive systems, along reproductive systems, along reproductive systems, along
with their functions with their functions with their functions with their functions with their functions
I. Evaluating Learning Provide a short quiz Provide a short quiz Provide a short quiz Provide a short quiz Provide a short quiz
J. Additional Activities for Show videos of animated Show videos of animated Show videos of animated Show videos of animated Show videos of animated
Application or Remediation visual exploration of the visual exploration of the visual exploration of the visual exploration of the visual exploration of the
different systems. different systems. different systems. different systems. different systems.
V. REMARKS
remediation
these work?
teachers?
54
GRADES 1 to 12
Learning
Teaching Dates

Summative Test
1. the information stored in DNA as being used to make proteins
2. how changes in DNA molecule may cause changes in its product
3. mutations that occur in sex cells as being inherited
Competencies/Objectives: able to describe how the able to describe how the able to explain how able to explain how
Write the LC Code for each nervous system nervous system protein is made using protein is made using
coordinates and coordinates and information from DNA; information from DNA;
regulates these regulates these S10LT-IIId-37 S10LT-IIId-37
feedback mechanisms to feedback mechanisms to
maintain homeostasis; maintain homeostasis;
S10LT-IIIc-36 S10LT-IIIc-36
week or two.
II. CONTENT 1. Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems
2. Heredity: Inheritance and Variation
A. References
Pages
(LR) portal
55

A. Reviewing Previous Lesson or Think – Pair – Share Think – Pair – Share Think – Pair – Share
B. Establishing a Purpose for the How do the nervous, endocrine, and reproductive systems How is DNA made out of a How is DNA made out of a
Lesson perform coordinated functions? DNA template? DNA template?
C. Presenting How do hormones work to regulate various mechanisms inside How is RNA made out of a How is RNA made out of a
Examples/Instances of the the human body? DNA template? DNA template?
Lesson
D. Discussing New Concepts and Introducing of topic using powerpoint presentation How is protein made out of a How is protein made out of a
Practicing New Skills #1 RNA template? RNA template?
E. Discussing New Concepts and How do feedback mechanisms help organisms to maintain How does mutation result to How does mutation result to
Practicing New Skills #2 homeostasis in order to reproduce and survive? change in the structure and change in the structure and
function of a protein? function of a protein?
F. Developing Mastery Perform an activity Perform an Activity Perform an Activity
3)
G. Finding Practical Applications Applying positive practices to maintain functional body systems Genes in our DNA influence Genes in our DNA influence
of Concepts and Skills in Daily our characteristics our characteristics
Living
H. Making Generalizations and Describe the parts of the nervous, endocrine, and reproductive Familiarized with the structures Familiarized with the structures
Abstractions about the Lesson systems, along with their functions and functions of DNA and RNA and functions of DNA and RNA
in protein synthesis in protein synthesis
I. Evaluating Learning Provide a short quiz Shor Quiz Shor Quiz
J. Additional Activities for Show videos of animated visual exploration of the different Video Clips showing DNA and Video Clips showing DNA and
Application or Remediation systems. RNA processes RNA processes
V. REMARKS
remediation
56
these work?
teachers?

GRADES 1 to 12
Learning
Teaching Dates

1. the information stored in DNA as being used to make proteins
2. how changes in DNA molecule may cause changes in its product
3. mutations that occur in sex cells as being inherited
Competencies/Objectives: able to explain how able to explain how able to explain how able to explain how able to explain how
Write the LC Code for each protein is made using protein is made using mutations may cause mutations may cause mutations may cause
information from DNA; information from DNA; changes in the structure changes in the structure changes in the structure
S10LT-IIId-37 S10LT-IIId-37 and function of a and function of a and function of a
protein; protein; protein;
S10LT-IIIe-38 S10LT-IIIe-38 S10LT-IIIe-38
week or two.
II. CONTENT
Heredity: Inheritance and Variation
57
A. References
Pages
(LR) portal

A. Reviewing Previous Lesson Think – Pair – Share Think – Pair – Share Think – Pair – Share Think – Pair – Share Think – Pair – Share
Lesson
B. Establishing a Purpose for How is DNA made out of a How is DNA made out of a How is DNA made out of a How is DNA made out of a How is DNA made out of a
the Lesson DNA template? DNA template? DNA template? DNA template? DNA template?
C. Presenting How is RNA made out of a How is RNA made out of a How is RNA made out of a How is RNA made out of a How is RNA made out of a
Examples/Instances of the DNA template? DNA template? DNA template? DNA template? DNA template?
Lesson
D. Discussing New Concepts How is protein made out of a How is protein made out of a How is protein made out of a How is protein made out of a How is protein made out of a
and Practicing New Skills #1 RNA template? RNA template? RNA template? RNA template? RNA template?
E. Discussing New Concepts How does mutation result to How does mutation result to How does mutation result to How does mutation result to How does mutation result to
and Practicing New Skills #2 change in the structure and change in the structure and change in the structure and change in the structure and change in the structure and
function of a protein? function of a protein? function of a protein? function of a protein? function of a protein?
F. Developing Mastery Perform an Activity Perform an Activity Perform an Activity Perform an Activity Perform an Activity
(Leads to Formative
Assessment 3)
G. Finding Practical Genes in our DNA influence Genes in our DNA influence Genes in our DNA influence Genes in our DNA influence Genes in our DNA influence
Applications of Concepts and our characteristics our characteristics our characteristics our characteristics our characteristics
58
H. Making Generalizations Familiarized with the structures Familiarized with the structures Familiarized with the structures Familiarized with the structures Familiarized with the structures
and Abstractions about the and functions of DNA and RNA and functions of DNA and RNA and functions of DNA and RNA and functions of DNA and RNA and functions of DNA and RNA
Lesson in protein synthesis in protein synthesis in protein synthesis in protein synthesis in protein synthesis
I. Evaluating Learning Shor Quiz Shor Quiz Shor Quiz Shor Quiz Shor Quiz
J. Additional Activities for Video Clips showing DNA and Video Clips showing DNA and Video Clips showing DNA and Video Clips showing DNA and Video Clips showing DNA and
Application or Remediation RNA processes RNA processes RNA processes RNA processes RNA processes
V. REMARKS
remediation
these work?
teachers?
GRADES 1 to 12
Learning
December 5 – 9, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

Summative Test
59
A. Content Standards: The learners demonstrate an understanding of how evolution through natural selection can result in biodiversity.
B.Performance Standards: The learners shall be able to write an essay on the importance of adaptation as a mechanism for the survival of a species .
Competencies/Objectives: able to explain how able to explain how able to explain how able to explain how
Write the LC Code for each mutations may cause fossil records, fossil records, fossil records,
changes in the structure comparative anatomy, comparative anatomy, comparative anatomy,
and function of a and genetic information and genetic information and genetic information
protein; provide evidence for provide evidence for provide evidence for
S10LT-IIIe-38 evolution; evolution; evolution;
S10LT-IIIf-39 S10LT-IIIf-39 S10LT-IIIf-39
week or two.
II. CONTENT
Biodiversity and Evolution
A. References
Pages
(LR) portal
A. Reviewing Previous Lesson Think – Pair – Share Think – Pair - Share Think – Pair - Share Think – Pair - Share
Lesson
B. Establishing a Purpose for How is DNA made out of a Show pictures showing Show pictures showing Show pictures showing
the Lesson DNA template? fossil remains fossil remains fossil remains
C. Presenting How is RNA made out of a Why are evidences Why are evidences Why are evidences
Examples/Instances of the DNA template? important in the study of important in the study of important in the study of
Lesson origin of life? origin of life? origin of life?
D. Discussing New Concepts How is protein made out of a Explain how reproduction, Explain how reproduction, Explain how reproduction,
and Practicing New Skills #1 RNA template? variation, and adaptation variation, and adaptation variation, and adaptation
60
are necessary for survival of are necessary for survival of are necessary for survival of
species species species
E. Discussing New Concepts How does mutation result to Introducing of topic using Introducing of topic using Introducing of topic using
and Practicing New Skills #2 change in the structure and powerpoint presentation powerpoint presentation powerpoint presentation
function of a protein?
F. Developing Mastery Perform an Activity How can natural selection How can natural selection How can natural selection
(Leads to Formative contribute to biodiversity or contribute to biodiversity or contribute to biodiversity or
Assessment 3) extinction? extinction? extinction?
G. Finding Practical Genes in our DNA influence Individual differences and Individual differences and Individual differences and
Applications of Concepts and our characteristics variety of characteristics are variety of characteristics are variety of characteristics are
Skills in Daily Living important to ensure the important to ensure the important to ensure the
survival of species survival of species survival of species
H. Making Generalizations Familiarized with the structures Explain how reproduction, Explain how reproduction, Explain how reproduction,
and Abstractions about the and functions of DNA and RNA variation, and adaptation variation, and adaptation variation, and adaptation
Lesson in protein synthesis are necessary for survival of are necessary for survival of are necessary for survival of
species species species
I. Evaluating Learning Shor Quiz Answer the LM Answer the LM Answer the LM
J. Additional Activities for Video Clips showing DNA and
Application or Remediation RNA processes
V. REMARKS
remediation
these work?
teachers?

61
GRADES 1 to 12 Learning
December 12 – 16, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

A. Content Standards: The learners demonstrate an understanding of how evolution through natural selection can result in biodiversity.
B.Performance Standards: The learners shall be able to write an essay on the importance of adaptation as a mechanism for the survival of a species .
Competencies/Objectives: able to explain how able to explain the able to explain the able to explain the able to explain the
Write the LC Code for each fossil records, occurrence of evolution; occurrence of evolution; occurrence of evolution; occurrence of evolution;
comparative anatomy, S10LT-IIIg-40 S10LT-IIIg-40 S10LT-IIIg-40 S10LT-IIIg-40
and genetic information
provide evidence for
evolution;
S10LT-IIIf-39
week or two.
II. CONTENT
Biodiversity and Evolution
A. References
Pages
(LR) portal
62
A. Reviewing Previous Lesson Think – Pair – Share Think – Pair - Share Think – Pair - Share Think – Pair - Share Think – Pair - Share
Lesson
B. Establishing a Purpose for Show pictures showing Show pictures showing Show pictures showing Show pictures showing Show pictures showing
the Lesson fossil remains fossil remains fossil remains fossil remains fossil remains
C. Presenting Why are evidences Why are evidences Why are evidences Why are evidences Why are evidences
Examples/Instances of the important in the study of important in the study of important in the study of important in the study of important in the study of
Lesson origin of life? origin of life? origin of life? origin of life? origin of life?
D. Discussing New Concepts Explain how reproduction, Explain how reproduction, Explain how reproduction, Explain how reproduction, Explain how reproduction,
and Practicing New Skills #1 variation, and adaptation variation, and adaptation variation, and adaptation variation, and adaptation variation, and adaptation
are necessary for survival of are necessary for survival of are necessary for survival of are necessary for survival of are necessary for survival of
species species species species species
E. Discussing New Concepts Introducing of topic using Introducing of topic using Introducing of topic using Introducing of topic using Introducing of topic using
F. Developing Mastery How can natural selection How can natural selection How can natural selection How can natural selection How can natural selection
(Leads to Formative contribute to biodiversity or contribute to biodiversity or contribute to biodiversity or contribute to biodiversity or contribute to biodiversity or
Assessment 3) extinction? extinction? extinction? extinction? extinction?
G. Finding Practical Individual differences and Individual differences and Individual differences and Individual differences and Individual differences and
Applications of Concepts and variety of characteristics are variety of characteristics are variety of characteristics are variety of characteristics are variety of characteristics are
Skills in Daily Living important to ensure the important to ensure the important to ensure the important to ensure the important to ensure the
survival of species survival of species survival of species survival of species survival of species
H. Making Generalizations Explain how reproduction, Explain how reproduction, Explain how reproduction, Explain how reproduction, Explain how reproduction,
and Abstractions about the variation, and adaptation variation, and adaptation variation, and adaptation variation, and adaptation variation, and adaptation
Lesson are necessary for survival of are necessary for survival of are necessary for survival of are necessary for survival of are necessary for survival of
species species species species species
I. Evaluating Learning Answer the LM Answer the LM Answer the LM Answer the LM Answer the LM
J. Additional Activities for Think – Pair - Share
V. REMARKS
for remediation
lesson
63
continue to require
remediation
solve?
did these work?
GRADES 1 to 12
Learning
December 19 – 23, 2016
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

Summative Test Homeroom Faculty and Staff TiSSTEA Christmas
Christmas Party Christmas Party Christmas Party Vacation
C. Learning
week or two.
II. CONTENT
A. References
64
Pages
3. Textbook Pages
(LR) portal
B. Other Learning
Resources

Lesson
the Lesson
C. Presenting
Lesson
(Leads to Formative
Assessment 3)
Lesson
V. REMARKS
65
for remediation
lesson
continue to require
remediation
solve?
did these work?

GRADES 1 to 12
Learning
January 2 – 6, 2017
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

A. Content Standards: The learners demonstrate an understanding of
66
1. the influence of biodiversity on the stability of ecosystems
2. an ecosystem as being capable of supporting a limited number of organisms
B. Performance
Standards:
Competencies/Objectives: able to explain how able to explain how able to explain how able to explain how
Write the LC Code for each species diversity species diversity species diversity species diversity
increases the probability increases the probability increases the probability increases the probability
of adaptation and of adaptation and of adaptation and of adaptation and
survival of organisms in survival of organisms in survival of organisms in survival of organisms in
changing environments; changing environments; changing environments; changing environments;
S10LT-IIIh-41 S10LT-IIIh-41 S10LT-IIIh-41 S10LT-IIIh-41
week or two.
II. CONTENT 4. Ecosystems
4.1 Flow of Energy and Matter in Ecosystems
A. References
Pages
(LR) portal
Resources teachers teachers teachers teachers

A. Reviewing Previous Lesson Think – Pair – Share Think – Pair – Share Think – Pair – Share Think – Pair – Share
Lesson
B. Establishing a Purpose for How do biodiversity affect How do biodiversity affect How do biodiversity affect How do biodiversity affect
the Lesson stability of an ecosystem? stability of an ecosystem? stability of an ecosystem? stability of an ecosystem?
C. Presenting What are the limiting factors What are the limiting factors What are the limiting factors What are the limiting factors
Examples/Instances of the that affect population that affect population that affect population that affect population
Lesson growth? growth? growth? growth?
67
D. Discussing New Concepts How does population How does population How does population How does population
and Practicing New Skills #1 growth affect the carrying growth affect the carrying growth affect the carrying growth affect the carrying
capacity of an ecosystem? capacity of an ecosystem? capacity of an ecosystem? capacity of an ecosystem?
E. Discussing New Concepts How do human activities How do human activities How do human activities How do human activities
and Practicing New Skills #2 affect the environment? affect the environment? affect the environment? affect the environment?
F. Developing Mastery Perform the activity Perform the activity Perform the activity Perform the activity
(Leads to Formative
Assessment 3)
G. Finding Practical What can you do to protect What can you do to protect What can you do to protect What can you do to protect
Applications of Concepts and and conserve biodiversity in and conserve biodiversity in and conserve biodiversity in and conserve biodiversity in
Skills in Daily Living your community? your community? your community? your community?
H. Making Generalizations Biodiversity benefits people Biodiversity benefits people Biodiversity benefits people Biodiversity benefits people
and Abstractions about the in many ways. It can be of in many ways. It can be of in many ways. It can be of in many ways. It can be of
Lesson economical, ecological and economical, ecological and economical, ecological and economical, ecological and
aesthetical value. aesthetical value. aesthetical value. aesthetical value.
I. Evaluating Learning Reporting by group Reporting by group Reporting by group Reporting by group
J. Additional Activities for Shows biodiversity video Shows biodiversity video Shows biodiversity video Shows biodiversity video
V. REMARKS
for remediation
lesson
continue to require
remediation
solve?
did these work?
68
GRADES 1 to 12
Learning
January 9 – 13, 2017
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

A. Content Standards: The learners demonstrate an understanding of
1. the influence of biodiversity on the stability of ecosystems
2. an ecosystem as being capable of supporting a limited number of organisms
Competencies/Objectives: able to explain the able to explain the able to explain the able to explain the able to suggest ways to
Write the LC Code for each relationship between relationship between relationship between relationship between minimize human impact
population growth and population growth and population growth and population growth and on the environment.
carrying capacity; carrying capacity; carrying capacity; carrying capacity; S10LT-IIIj-43
S10LT-IIIi-42 S10LT-IIIi-42 S10LT-IIIi-42 S10LT-IIIi-42
week or two.
4.2 Biodiversity and Stability
A. References
Pages
Pages
(LR) portal
69
A. Reviewing Previous Lesson Think – Pair – Share Think – Pair – Share Think – Pair – Share Think – Pair – Share Think – Pair – Share
Lesson
B. Establishing a Purpose for How do biodiversity affect How do biodiversity affect How do biodiversity affect How do biodiversity affect How do biodiversity affect
the Lesson stability of an ecosystem? stability of an ecosystem? stability of an ecosystem? stability of an ecosystem? stability of an ecosystem?
C. Presenting What are the limiting factors What are the limiting factors What are the limiting factors What are the limiting factors What are the limiting factors
Examples/Instances of the that affect population that affect population that affect population that affect population that affect population
Lesson growth? growth? growth? growth? growth?
D. Discussing New Concepts How does population How does population How does population How does population How does population
and Practicing New Skills #1 growth affect the carrying growth affect the carrying growth affect the carrying growth affect the carrying growth affect the carrying
capacity of an ecosystem? capacity of an ecosystem? capacity of an ecosystem? capacity of an ecosystem? capacity of an ecosystem?
E. Discussing New Concepts How do human activities How do human activities How do human activities How do human activities How do human activities
and Practicing New Skills #2 affect the environment? affect the environment? affect the environment? affect the environment? affect the environment?
F. Developing Mastery Perform the activity Perform the activity Perform the activity Perform the activity Perform the activity
(Leads to Formative
Assessment 3)
G. Finding Practical What can you do to protect What can you do to protect What can you do to protect What can you do to protect What can you do to protect
Applications of Concepts and and conserve biodiversity in and conserve biodiversity in and conserve biodiversity in and conserve biodiversity in and conserve biodiversity in
Skills in Daily Living your community? your community? your community? your community? your community?
H. Making Generalizations Biodiversity benefits people Biodiversity benefits people Biodiversity benefits people Biodiversity benefits people Biodiversity benefits people
and Abstractions about the in many ways. It can be of in many ways. It can be of in many ways. It can be of in many ways. It can be of in many ways. It can be of
Lesson economical, ecological and economical, ecological and economical, ecological and economical, ecological and economical, ecological and
aesthetical value. aesthetical value. aesthetical value. aesthetical value. aesthetical value.
I. Evaluating Learning Reporting by group Reporting by group Reporting by group Reporting by group Reporting by group
J. Additional Activities for Shows biodiversity video Shows biodiversity video Shows biodiversity video Shows biodiversity video Shows biodiversity video
V. REMARKS
for remediation
70
lesson
continue to require
remediation
solve?
did these work?

GRADES 1 to 12
Learning
January 16 – 20, 2017
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

Third Periodical Third Periodical
Test Test
C. Learning The Learners should be The Learners should be The Learners should be
Competencies/Objectives: able to suggest ways to able to suggest ways to able to suggest ways to
Write the LC Code for each minimize human impact minimize human impact minimize human impact
on the environment. on the environment. on the environment.
S10LT-IIIj-43 S10LT-IIIj-43 S10LT-IIIj-43
week or two.
71
4.3 Population Growth and Carrying Capacity
A. References
1. Teacher’s Guide Pages pp. 240 – 254 pp. 240 – 254 pp. 240 – 254
2. Learner’s Materials pp. 328 – 347 pp. 328 – 347 pp. 328 – 347
Pages
3. Textbook Pages pp. 328 – 347 pp. 328 – 347 pp. 328 – 347
4. Additional Materials Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint
from Learning Resource Presentation Presentation Presentation
(LR) portal
B. Other Learning Background information for Background information for Background information for
Resources teachers teachers teachers
A. Reviewing Previous Lesson Think – Pair – Share Think – Pair – Share Think – Pair – Share
Lesson
B. Establishing a Purpose for How do biodiversity affect How do biodiversity affect How do biodiversity affect
the Lesson stability of an ecosystem? stability of an ecosystem? stability of an ecosystem?
C. Presenting What are the limiting factors What are the limiting factors What are the limiting factors
Examples/Instances of the that affect population that affect population that affect population
Lesson growth? growth? growth?
D. Discussing New Concepts How does population How does population How does population
and Practicing New Skills #1 growth affect the carrying growth affect the carrying growth affect the carrying
capacity of an ecosystem? capacity of an ecosystem? capacity of an ecosystem?
E. Discussing New Concepts How do human activities How do human activities How do human activities
and Practicing New Skills #2 affect the environment? affect the environment? affect the environment?
F. Developing Mastery Perform the activity Perform the activity Perform the activity
(Leads to Formative
Assessment 3)
G. Finding Practical What can you do to protect What can you do to protect What can you do to protect
Applications of Concepts and and conserve biodiversity in and conserve biodiversity in and conserve biodiversity in
Skills in Daily Living your community? your community? your community?
H. Making Generalizations Biodiversity benefits people Biodiversity benefits people Biodiversity benefits people
and Abstractions about the in many ways. It can be of in many ways. It can be of in many ways. It can be of
Lesson economical, ecological and economical, ecological and economical, ecological and
aesthetical value. aesthetical value. aesthetical value.
I. Evaluating Learning Reporting by group Reporting by group Reporting by group
J. Additional Activities for Shows biodiversity video Shows biodiversity video Shows biodiversity video
72
V. REMARKS
for remediation
lesson
continue to require
remediation
solve?
did these work?

GRADES 1 to 12
Learning
January 23 – 27, 2017
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

73
A. Content Standards: The learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles
Competencies/Objectives: able to… able to… able to… able to… able to…
Write the LC Code for each 1. investigate the 1. investigate the 1. investigate the 1. investigate the 1. investigate the
relationship between: relationship between: relationship between: relationship between: relationship between:
1.1 volume and pressure 1.1 volume and pressure 1.1 volume and pressure 1.1 volume and pressure 1.1 volume and pressure
at constant temperature at constant temperature at constant temperature at constant temperature at constant temperature
of a gas; of a gas; of a gas; of a gas; of a gas;
1.2 volume and 1.2 volume and 1.2 volume and 1.2 volume and 1.2 volume and
temperature at constant temperature at constant temperature at constant temperature at constant temperature at constant
pressure of a gas; pressure of a gas; pressure of a gas; pressure of a gas; pressure of a gas;
1.3 explains these 1.3 explains these 1.3 explains these 1.3 explains these 1.3 explains these
relationships using the relationships using the relationships using the relationships using the relationships using the
kinetic molecular theory; kinetic molecular theory; kinetic molecular theory; kinetic molecular theory; kinetic molecular theory;
S10MT-IVa-b-21 S10MT-IVa-b-21 S10MT-IVa-b-21 S10MT-IVa-b-21 S10MT-IVa-b-21
week or two.
Gas Laws
II. CONTENT 1.1 Kinetic Molecular Theory
1.2 Volume, pressure, and temperature relationship
1.3 Ideal gas law
A. References
Pages
(LR) portal
Resources teachers; Vibal S & T 10 teachers; Vibal S & T 10 teachers; Vibal S & T 10 teachers; Vibal S & T 10 teachers; Vibal S & T 10

A. Reviewing Previous Recall variables such as Recall variables such as Recall variables such as Recall variables such as Recall variables such as
74
Lesson or Presenting the Pressure, Temperature, Pressure, Temperature, Pressure, Temperature, Pressure, Temperature, Pressure, Temperature,
New Lesson Volume, Mass Volume, Mass Volume, Mass Volume, Mass Volume, Mass
B. Establishing a Purpose for Ask questions about the Ask questions about the Ask questions about the Ask questions about the Ask questions about the
the Lesson properties of Gases properties of Gases properties of Gases properties of Gases properties of Gases
C. Presenting Discuss properties of gases Discuss properties of gases Discuss properties of gases Discuss properties of gases Discuss properties of gases
Lesson
D. Discussing New Concepts Using powerpoint presentation Using powerpoint presentation Using powerpoint presentation Using powerpoint presentation Using powerpoint presentation
and Practicing New Skills #1 describing the properties of describing the properties of describing the properties of describing the properties of describing the properties of
gases and the laws that gases and the laws that gases and the laws that gases and the laws that gases and the laws that
govern them govern them govern them govern them govern them
E. Discussing New Concepts Provide word problems for Provide word problems for Provide word problems for Provide word problems for Provide word problems for
and Practicing New Skills #2 better understanding better understanding better understanding better understanding better understanding
F. Developing Mastery Answer the Guide Questions Answer the Guide Questions Answer the Guide Questions Answer the Guide Questions Answer the Guide Questions
3)
G. Finding Practical Cite the applications of Gases Cite the applications of Gases Cite the applications of Gases Cite the applications of Gases Cite the applications of Gases
H. Making Generalizations Re – discuss the activity Re – discuss the activity Re – discuss the activity Re – discuss the activity Re – discuss the activity
and Abstractions about the performed performed performed performed performed
Lesson
I. Evaluating Learning Ask students of more examples Ask students of more examples Ask students of more examples Ask students of more examples Ask students of more examples
of situations involving the of situations involving the of situations involving the of situations involving the of situations involving the
behavior of gases behavior of gases behavior of gases behavior of gases behavior of gases
J. Additional Activities for Give additional word problems Give additional word problems Give additional word problems Give additional word problems Give additional word problems
Application or Remediation if needed if needed if needed if needed if needed
V. REMARKS
remediation
these work?
75
teachers?

GRADES 1 to 12
Learning
January 30 – 31; February 1 - 3, 2017
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

1.1 volume and pressure at 1.1 volume and pressure at 1.1 volume and pressure at 1.1 volume and pressure at 1.1 volume and pressure at
constant temperature of a constant temperature of a constant temperature of a constant temperature of a constant temperature of a
gas; gas; gas; gas; gas;
week or two.
Gas Laws
II. CONTENT 1.1 Kinetic Molecular Theory
1.3 Ideal gas law
A. References
2. Learner’s Materials Pages pp. 351 – 379 pp. 351 – 379 pp. 351 – 379 pp. 351 – 379 pp. 351 – 379
76
4. Additional Materials from Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint
Learning Resource (LR) Presentation Presentation Presentation Presentation Presentation
portal
teachers; Vibal S & T 10 teachers; Vibal S & T 10 teachers; Vibal S & T 10 teachers; Vibal S & T 10 teachers; Vibal S & T 10

A. Reviewing Previous Lesson or Recall variables such as Recall variables such as Recall variables such as Recall variables such as Recall variables such as
Presenting the New Lesson Pressure, Temperature, Pressure, Temperature, Pressure, Temperature, Pressure, Temperature, Pressure, Temperature,
Volume, Mass Volume, Mass Volume, Mass Volume, Mass Volume, Mass
B. Establishing a Purpose for the Ask questions about the Ask questions about the Ask questions about the Ask questions about the Ask questions about the
Lesson properties of Gases properties of Gases properties of Gases properties of Gases properties of Gases
C. Presenting Discuss properties of gases Discuss properties of gases Discuss properties of gases Discuss properties of gases Discuss properties of gases
Lesson
D. Discussing New Concepts and Using powerpoint presentation Using powerpoint presentation Using powerpoint presentation Using powerpoint presentation Using powerpoint presentation
Practicing New Skills #1 describing the properties of describing the properties of describing the properties of describing the properties of describing the properties of
gases and the laws that gases and the laws that gases and the laws that gases and the laws that gases and the laws that
govern them govern them govern them govern them govern them
E. Discussing New Concepts and Provide word problems for Provide word problems for Provide word problems for Provide word problems for Provide word problems for
Practicing New Skills #2 better understanding better understanding better understanding better understanding better understanding
F. Developing Mastery Answer the Guide Questions Answer the Guide Questions Answer the Guide Questions Answer the Guide Questions Answer the Guide Questions
3)
G. Finding Practical Applications Cite the applications of Gases Cite the applications of Gases Cite the applications of Gases Cite the applications of Gases Cite the applications of Gases
of Concepts and Skills in Daily
Living
H. Making Generalizations and Re – discuss the activity Re – discuss the activity Re – discuss the activity Re – discuss the activity Re – discuss the activity
Abstractions about the Lesson performed performed performed performed performed
I. Evaluating Learning Ask students of more examples Ask students of more examples Ask students of more examples Ask students of more examples Ask students of more examples
of situations involving the of situations involving the of situations involving the of situations involving the of situations involving the
behavior of gases behavior of gases behavior of gases behavior of gases behavior of gases
J. Additional Activities for Give additional word problems Give additional word problems Give additional word problems Give additional word problems Give additional word problems
Application or Remediation if needed if needed if needed if needed if needed
V. REMARKS
77
remediation
these work?
teachers?

GRADES 1 to 12
Learning
February 6 - 10, 2017
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

Summative Test
A. Content Standards: The learners demonstrate an understanding of the chemical reactions associated with biological and industrial processes affecting
life and the environment.
B. Performance Standards: The learners shall be able to use any form of media, present chemical reactions involved in biological and industrial processes
affecting life and the environment.
Competencies/Objectives: able to… able to… able to apply the able to apply the
Write the LC Code for each 1. investigate the 1. investigate the principles of principles of
relationship between: relationship between: conservation of mass to conservation of mass to
1.1 volume and pressure at 1.1 volume and pressure at
constant temperature of a constant temperature of a
chemical reactions; chemical reactions;
gas; gas; S10MT-IVe-g-23 S10MT-IVe-g-23
1.2 volume and 1.2 volume and
temperature at constant temperature at constant
pressure of a gas; pressure of a gas;
78
1.3 explains these 1.3 explains these
relationships using the relationships using the
kinetic molecular theory; kinetic molecular theory;
S10MT-IVa-b-21 S10MT-IVa-b-21
week or two.
II. CONTENT
Chemical reactions
A. References
Pages
from Learning Presentation Presentation Presentation Presentation
B. Other Learning Resources Background information for Background information for Background information for Background information for
teachers; Vibal S & T 10 teachers; Vibal S & T 10 teachers; Vibal S & T 10 teachers; Vibal S & T 10
A. Reviewing Previous Lesson Recall variables such as Recall variables such as Ask what is chemical Ask what is chemical
or Presenting the New Pressure, Temperature, Pressure, Temperature, reactions? reactions?
Lesson Volume, Mass Volume, Mass
B. Establishing a Purpose for Ask questions about the Ask questions about the How do chemical reactions How do chemical reactions
the Lesson properties of Gases properties of Gases take place? take place?
C. Presenting Discuss properties of gases Discuss properties of gases Discuss the chemical Discuss the chemical
Examples/Instances of the reactions reactions
Lesson
D. Discussing New Concepts Using powerpoint presentation Using powerpoint presentation How are the factors How are the factors
and Practicing New Skills #1 describing the properties of describing the properties of affecting rates of chemical affecting rates of chemical
gases and the laws that gases and the laws that reactions applied in different reactions applied in different
govern them govern them chemical awareness? chemical awareness?
E. Discussing New Concepts Provide word problems for Provide word problems for Write chemical equations of Write chemical equations of
and Practicing New Skills #2 better understanding better understanding chemical reactions chemical reactions
F. Developing Mastery Answer the Guide Questions Answer the Guide Questions Apply the principle of Apply the principle of
(Leads to Formative conservation of mass to conservation of mass to
Assessment 3) chemical reactions chemical reactions
G. Finding Practical Cite the applications of Gases Cite the applications of Gases Point out numerous Point out numerous
79
Applications of Concepts and common changes common changes
Skills in Daily Living encountered in our daily life. encountered in our daily life.
H. Making Generalizations Re – discuss the activity Re – discuss the activity Write chemical equations of Write chemical equations of
and Abstractions about the performed performed chemical reactions chemical reactions
Lesson
I. Evaluating Learning Ask students of more examples Ask students of more examples Balancing of chemical Balancing of chemical
of situations involving the of situations involving the equations equations
behavior of gases behavior of gases
J. Additional Activities for Give additional word problems Give additional word problems Give additional balancing Give additional balancing
Application or Remediation if needed if needed equations equations
V. REMARKS
remediation
these work?
teachers?
GRADES 1 to 12
Learning
Teaching Dates

A. Content Standards: The learners demonstrate an understanding of the chemical reactions associated with biological and industrial processes affecting
life and the environment.
80
B. Performance Standards: The learners shall be able to use any form of media, present chemical reactions involved in biological and industrial processes
affecting life and the environment.
Competencies/Objectives: able to apply the able to apply the able to apply the able to apply the able to apply the
Write the LC Code for each principles of principles of principles of principles of principles of
conservation of mass to conservation of mass to conservation of mass to conservation of mass to conservation of mass to
chemical reactions; chemical reactions; chemical reactions; chemical reactions; chemical reactions;
S10MT-IVe-g-23 S10MT-IVe-g-23 S10MT-IVe-g-23 S10MT-IVe-g-23 S10MT-IVe-g-23
week or two.
II. CONTENT
Chemical reactions
A. References
Pages
from Learning
B. Other Learning Resources

Lesson
the Lesson
C. Presenting
Lesson
81
(Leads to Formative
Assessment 3)
Lesson

V. REMARKS
earned 80% in the
evaluation
require additional
82
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
continue to require
remediation
encounter which my
principal or supervisor
can help me solve?
did these work?
to share with other
teachers?
83
GRADES 1 to 12
Learning
February 20 - 24, 2017
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

week or two.
Gas Laws
V. CONTENT 1.1 Kinetic Molecular Theory
1.3 Ideal gas law
VI. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
A. References
84
5. Teacher’s Guide Pages pp. 259 – 264 pp. 265 – 267 pp. 268 – 269 pp. 270 – 272 pp. 272 - 273
Pages

VII. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
Lesson
the Lesson
C. Presenting
Lesson

(Leads to Formative
Assessment 3)
85
Lesson

V. REMARKS
earned 80% in the
evaluation
require additional
C. Did the remedial
up with the lesson
continue to require
remediation
encounter which my
can help me solve?
did these work?
86
to share with other
teachers?

GRADES 1 to 12
Learning
February 27 – 28; March 1 – 3, 2017
Teaching Dates 7:30-8:30;10:50-11:50;1:00-2:00;2:00-

87
week or two.
Gas Laws
VIII. CONTENT 1.1 Kinetic Molecular Theory
1.3 Ideal gas law
IX. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
A. References
9. Teacher’s Guide Pages pp. 259 – 264 pp. 265 – 267 pp. 268 – 269 pp. 270 – 272 pp. 272 - 273
10.Learner’s Materials pp. 355 – 362 pp. 362 – 368 pp. 369 – 374 pp. 375 – 379 pp. 380 – 384
Pages
11.Textbook Pages pp. 355 – 362 pp. 362 – 368 pp. 369 – 374 pp. 375 – 379 pp. 380 – 384
12.Additional Materials Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint Visual Aids, Powerpoint

X. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
Lesson
the Lesson
C. Presenting
Lesson
88
(Leads to Formative
Assessment 3)
Lesson

V. REMARKS
earned 80% in the
evaluation
require additional
89
C. Did the remedial
up with the lesson
continue to require
remediation
encounter which my
can help me solve?
did these work?
to share with other
teachers?
90

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School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. CONTENT 1.4 Internal structure of the Earth

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

E. Discussing New Concepts

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Tigbauan National High School Grade Level: 10