Science DLL For Grade 10 v2

DAILY School Alawihao National High School Grade Level 10- Wisdom
Teacher Lopez, Christian Santos Learning Area Science

LESSON LOG
Teaching Dates and Time 6:45 – 5:05 / February 11, 2019 Quarter Fourth Quarter
GRADE 10 DAILY LESSON LOG
SCIENCE 10 MONDAY TUESDAY THURSDAY FRIDAY

Date:
( February 11, 2019 - February 15, 2019 )
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum strands. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative and Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate an understanding of: 1. Demonstrates understanding of how gases behave based on the motion and relative
distances between gas particles 2. Demonstrates understanding of the relationships between volume, temperature and pressure based on
the kinetic molecular theory.
B. Performance Standards The learners shall be able to: applies the kinetic molecular theory in explaining everyday situations involving gases
C. Learning Competencies / The learners shall be able to: 1. Investigates the relationship between: - volume and pressure at constant temperature of a gas - volume and
Objectives temperature at constant pressure of a gas - explains these relationships using the kinetic molecular theory 2. Solve problems using the
Write the LC code for each different gas laws
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled
in a week or two.
Boyle’s Law : Getting to Boyle’s Law : Volume & Charles’ Law : Volume & Charles’ Law : Sample
know gases Pressure Relationship Temperature Relationship Problem Solving
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 200 - 2010 Pages 200 – 2010 Pages 200 – 2010 Pages 200 - 2010
2. Learner’s Materials pages Pages 355-361 Pages 362-368 Pages 369-372 Pages 373-374
3. Textbook pages Exploring Life through Science Exploring Life through Science pp. Exploring Life through Science pp. Exploring Life through Science
pp. pp.
4. Additional Materials from Printed Pictures or projected Printed Pictures or projected Printed Pictures or projected Printed Pictures or projected
Learning through multimedia through multimedia through multimedia through multimedia
Resource (LR) portal
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can have formative assessment activities. Sustain learning systematically by
LESSON LOG
providing students with ways to learn new things, practice their learning, question their learning process and draw concept about what
they learned in connection to their experiences and previous knowledge. Indicate the time allotment for each step.
Elicit How can you able to prove that What are the relationship What are the relationship What are the relationship
gases have the following between volume and pressures of between volume and between volume and
properties: mass, volume, gases at constant temperature? temperature of gases at pressures temperature of gases at
temperature ad pressure? constant? pressures constant?
Engage Is the mass of the deflated What happens to the volume of What happen to the size of the What do you realize in the
balloon different from the mass the syringe as the set of weight is balloon as the temperature relationship of Charles’ Law to
of the inflated balloon? added to the top of it? decreases? Kinetic Molecular Theory?
What happens to the pressure of

the syringe when the set of
weight is added?
Explore Which one is heavier, the Let the students do the activity Let the students do the activity Let the students do the activity
inflated or the deflated balloon? about Boyle’s law: Volume & about Charles’ Law: Volume & about Charles’ Law (Sample
Why? Pressure Relationship.(Activity 2) Temperature Problem Solving No.1-3)
Relationship.(Activity 3)
Explain Group presentation Checking of answers to the Checking of answers to the Checking of answers to the
Discussion of their answer in the questions on Boyle’s law: Volume questions on the activity about questions on the activity about
activity. (Activity 1 : Getting to & Pressure Relationship.(Activity 2) Charles’ Law: Volume & Charles’ Law (Sample Problem
know gases) Temperature Solving No.1-3)
Elaborate Let the students try to answer Discussion of additional concepts Discussion of additional concepts Discussion of additional
simple activity about Boyle’s not mentioned by the students not mentioned by the students concepts not mentioned by the
Law: Getting to know gases s about the Boyle’s law. about the Charles’ Law students about the Charles’
and further understanding of the Law.
lesson.
Evaluate Use the result of the group Use the result of the activity. Use the result of the activity. Use the result of the activity.
activity.
Rubrics will be used in scoring
the output of each group
Extend Can you identify weather a unit Can you able to verify the How does the change in the Have you ever wondered how
represents volume or pressure or meaning of proportionality temperature relate to the volume temperature affects the pressure
temperature? constant under Boyle’s law? of gas in the balloon? of the gas at constant volume?
V. REMARKS
LESSON LOG
VI. REFLECTION
A. No.of learners who earned 80% on the
formative
Assessment
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 lesson.
D. No.of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why
did these work?
F. What difficulties did I encounter which my
principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by: Approved by:
LOPEZ, CHRISTIAN S. IBASCO, ARNILO C.

TI Principal III
LESSON LOG

Date: ( February 4, 2019 - February 8, 2019 )
in a week or two.
Boyle’s Law : Getting to Boyle’s Law : Volume & Charles’ Law : Volume & Charles’ Law : Sample
know gases Pressure Relationship Temperature Relationship Problem Solving
A. References
pp. pp.
LESSON LOG
Elicit How can you able to prove that What are the relationship What are the relationship What are the relationship
gases have the following between volume and pressures of between volume and between volume and
properties: mass, volume, gases at constant temperature? temperature of gases at pressures temperature of gases at
temperature ad pressure? constant? pressures constant?
Engage Is the mass of the deflated What happens to the volume of What happen to the size of the What do you realize in the
balloon different from the mass the syringe as the set of weight is balloon as the temperature relationship of Charles’ Law to
of the inflated balloon? added to the top of it? decreases? Kinetic Molecular Theory?
What happens to the pressure of

the syringe when the set of
weight is added?
Explore Which one is heavier, the Let the students do the activity Let the students do the activity Let the students do the activity
inflated or the deflated balloon? about Boyle’s law: Volume & about Charles’ Law: Volume & about Charles’ Law (Sample
Why? Pressure Relationship.(Activity 2) Temperature Problem Solving No.1-3)
Discussion of their answer in the questions on Boyle’s law: Volume questions on the activity about questions on the activity about
activity. (Activity 1 : Getting to & Pressure Relationship.(Activity 2) Charles’ Law: Volume & Charles’ Law (Sample Problem
know gases) Temperature Solving No.1-3)
simple activity about Boyle’s not mentioned by the students not mentioned by the students concepts not mentioned by the
Law: Getting to know gases s about the Boyle’s law. about the Charles’ Law students about the Charles’
and further understanding of the Law.
lesson.
activity.
Extend Can you identify weather a unit Can you able to verify the How does the change in the Have you ever wondered how
represents volume or pressure or meaning of proportionality temperature relate to the volume temperature affects the pressure
temperature? constant under Boyle’s law? of gas in the balloon? of the gas at constant volume?
LESSON LOG
V. REMARKS
VI. REFLECTION
formative
Assessment
activities for
remediation.
learners who
remediation
well? Why
did these work?
principal or
teachers?

TI Principal III
LESSON LOG

Date:
( January 28, 2019 - February 1, 2019 )
in a week or two.
Behavior of Gases Boyle’s Law Charles’ Law Gay - Lussac’s Law
A. References
pp. pp.
LESSON LOG
Elicit Can we survive here on earth What is the meaning of volume? What is the meaning of volume? What is the meaning of
without desirable gases which pressure?
support life? What is the meaning of pressure? What is the meaning of
temperature? What is the meaning of
temperature?
Engage What is the relationship between What is the relationship between What is the relationship between What is the relationship between
volume and pressure at volume and pressure at constant volume and temperature at pressure and temperature at
constant temperature of a gas? temperature of a gas? constant pressure of a gas? constant volume of a gas?
What is the relationship between

volume and temperature at
constant pressure of a gas?
Explore Explain the above mentioned Let the students do the activity Let the students do the activity Let the students do the activity
relationship between using the about Boyle’s law. about Charles’ Law. about Gay - Lussac’s Law.
Kinetic Molecular Theory?
Before you engaged the student

in studying this module, Please
answer the pre-assessment?
Discussion of their answer in the questions. questions. questions.
activity.
simple activity about the not mentioned by the students not mentioned by the students concepts not mentioned by the
behavior of gases and further about the Boyle’s law about the Charles’ Law students about the Gay -
understanding of the lesson. Lussac’s Law.
activity.
LESSON LOG
Extend What are the variables of gases What are the two variables of gas What are the two variables of gas What are the two variables of
Explain why the variables of under Boyle’s law? under Charles’ Law? gas under Gay - Lussac’s Law?
gases.
V. REMARKS
VI. REFLECTION
formative
Assessment
activities for
remediation.
learners who
remediation
well? Why
did these work?
principal or
teachers?

TI Principal III
LESSON LOG

Date:
( January 21, 2019 - January 25, 2019 )
in a week or two.
Behavior of Gases Boyle’s Law Charles’ Law Gay - Lussac’s Law
A. References
pp. pp.
LESSON LOG
Elicit Can we survive here on earth What is the meaning of volume? What is the meaning of volume? What is the meaning of
without desirable gases which pressure?
support life? What is the meaning of pressure? What is the meaning of
temperature? What is the meaning of
temperature?
Engage What is the relationship between What is the relationship between What is the relationship between What is the relationship between
volume and pressure at volume and pressure at constant volume and temperature at pressure and temperature at
constant temperature of a gas? temperature of a gas? constant pressure of a gas? constant volume of a gas?
What is the relationship between

volume and temperature at
constant pressure of a gas?
Explore Explain the above mentioned Let the students do the activity Let the students do the activity Let the students do the activity
relationship between using the about Boyle’s law. about Charles’ Law. about Gay - Lussac’s Law.
Kinetic Molecular Theory?
Before you engaged the student

in studying this module, Please
answer the pre-assessment?
Discussion of their answer in the questions. questions. questions.
activity.
simple activity about the not mentioned by the students not mentioned by the students concepts not mentioned by the
behavior of gases and further about the Boyle’s law about the Charles’ Law students about the Gay -
understanding of the lesson. Lussac’s Law.
activity.
LESSON LOG
Extend What are the variables of gases What are the two variables of gas What are the two variables of gas What are the two variables of
Explain why the variables of under Boyle’s law? under Charles’ Law? gas under Gay - Lussac’s Law?
gases.
V. REMARKS
VI. REFLECTION
formative
Assessment
activities for
remediation.
learners who
remediation
well? Why
did these work?
principal or
teachers?

TI Principal III
LESSON LOG

Date:
( January 14, 2019 - January 18, 2019 )
A. Content Standards The learners demonstrate an understanding of: 1.Organisms as having feedback mechanism which are coordinate d by the nervous and
endocrine system. 2. How these mechanisms help the organism maintain homeostasis to reproduce and survive
B. Performance Standards
C. Learning Competencies / The learners shall be able to: 1. Describe the parts of the reproductive system and their functions. 2. Explain the role of hormones involved in
Objectives the female and male reproductive system.
Write the LC code for each
in a week or two.
The Basic Parts of the Neuron The Endocrine System THIRD PERIODICAL TEST Effects of the Hormone in the
Science 10 Body
A. References
1. Teacher’s Guide pages Pages 197-200 Pages 197-200 Pages 197-200
2. Learner’s Materials pages Pages 224-262 Pages 224-262 Pages 224-262
3. Textbook pages Exploring Life through Science Exploring Life through Science pp. Exploring Life through Science
pp. pp.
4. Additional Materials from Printed Pictures or projected Printed Pictures or projected Printed Pictures or projected
Learning through multimedia through multimedia through multimedia
LESSON LOG
Elicit Do you know the different parts Show some picture of the major Show some pictures of the
of a neuron? endocrine system in the body. disorders due to endocrine
How body processes is control dysfunction.
through Nervous System?
Engage What is the basic unit of the When a hormone in the blood What condition may arise if the
nervous system? reaches the target organ, it will pituitary gland is not producing
This basic unit of the nervous produces what particular notable enough growth hormones?
system has ability to carry signals effect? What will happen to a person
or impulses. with excessive secretion of
growth hormones from the
pituitary gland?
Explore Measure the length of time of The following table lists all the Study each of picture that
response to catch a drop major gland in the body, with depicts the involvement of
object. Construct a table like the their functions, locations and the particular gland in the endocrine
one given by the teacher, then hormones they release. system. Write down the name of
record your data. Let the students fill out the table the endocrine gland and
Let each group answer some of of endocrine glands and their explain its effect, according to
the questions and publish their hormones given by the teacher. its function.
answers in manila paper. The pictures will be given by the
teacher and each group will
present their output.
Explain Group presentation Checking of answers to the Let some students volunteer to
Discussion of their answer in the questions. explain how they come up with
activity. their answer.
Elaborate Let the students try to answer Discussion of additional concepts Present a video on effects of the
simple activity about the basic not mentioned by the students hormone in the body.
parts of the neuron and further about the endocrine system
understanding of the lesson.
Evaluate Use the result of the group Use the result of the activity. Use the result of the activity.
activity.
LESSON LOG
Extend What are the basic parts of a What are the major endocrine What particular disorders of
neuron? organs in the body? endocrine dysfunction, Is the
Explain why the message How does endocrine system effect of the hormonal
moving along nerve pathways function? imbalance In the body?
takes time. How does the medical condition
of a person with endocrine
dysfunction affect his or her way
of life?
V. REMARKS Elaborate part were not Students were able to solve some Some of the students were able
executed in 10- obedience just of the given questions/problems to relate with their friends
to finish the topic about the about the endocrine system. experience about hormonal
basic part of the neuron. imbalance
VI. REFLECTION
formative
assessment
activities for
remediation.
learners who
remediation
well? Why
did these work?
principal or
teachers?

TI Principal III
LESSON LOG

Date:
(January 7, 2019 - January 11, 2019 )
in a week or two.
The Human Nervous System The Basic Parts of the Neuron The Endocrine System Effects of the Hormone in the
Body
A. References
1. Teacher’s Guide pages Pages 197-200 Pages 197-200 Pages 197-200 Pages 197-200
pp. pp.
LESSON LOG
Elicit Show some picture of the Do you know the different parts of Show some picture of the major Show some pictures of the
human nervous system and let a neuron? endocrine system in the body. disorders due to endocrine
the students identify the parts How body processes is control dysfunction.
and function nervous system. through Nervous System?
Engage Which of the major division and What is the basic unit of the When a hormone in the blood What condition may arise if the
parts of the nervous system is nervous system? reaches the target organ, it will pituitary gland is not producing
responsible for: This basic unit of the nervous produces what particular notable enough growth hormones?
1. Main processing center for the system has ability to carry signals effect? What will happen to a person
nervous system? or impulses. with excessive secretion of
2. Central nervous system to the growth hormones from the
organs and limbs? pituitary gland?
Explore Present the given graphic Measure the length of time of The following table lists all the Study each of picture that
organizer and fill in the missing response to catch a drop object. major gland in the body, with depicts the involvement of
parts to complete the entire Construct a table like the one their functions, locations and the particular gland in the endocrine
concept showing the structure given by the teacher, then record hormones they release. system. Write down the name of
of the nervous system. your data. Let the students fill out the table the endocrine gland and
Some of the students will present Let each group answer some of of endocrine glands and their explain its effect, according to
their output. the questions and publish their hormones given by the teacher. its function.
Explain Checking of answer from each Group presentation Checking of answers to the Let some students volunteer to
group. Discussion of their answer in the questions. explain how they come up with
Elaborate Discussion of the lesson. Let the students try to answer Discussion of additional concepts Present a video on effects of the
Let the students try to answer simple activity about the basic not mentioned by the students hormone in the body.
simple activity about the human parts of the neuron and further about the endocrine system
nervous system and further understanding of the lesson.
Evaluate Use the result of the activity. Use the result of the group Use the result of the activity. Use the result of the activity.
activity.
LESSON LOG
Rubrics will be used in scoring the

output of each group
Extend What are the major division and What are the basic parts of a What are the major endocrine What particular disorders of
parts of the nervous system? neuron? organs in the body? endocrine dysfunction, Is the
Explain why the message moving How does endocrine system effect of the hormonal
along nerve pathways takes time. function? imbalance In the body?
Describe the nerve pathway that How does the medical condition
the message followed when you of a person with endocrine
saw the ruler fall. dysfunction affect his or her way
of life?
V. REMARKS Students were able to solve Elaborate part were not Students were able to solve some Some of the students were able
some of the given executed in 10- obedience just to of the given questions/problems to relate with their friends
questions/problems about finish the topic about the basic about the endocrine system. experience about hormonal
human nervous system. part of the neuron. imbalance
VI. REFLECTION
formative
Assessment
activities for
remediation.
learners who
remediation
well? Why
did these work?
principal or
teachers?

LESSON LOG

TI Principal III

Date:
(December 10, 2018 - December 15, 2018 )
in a week or two.
Body
A. References
LESSON LOG
pp. pp.
LESSON LOG
activity.
of life?
VI. REFLECTION
formative
Assessment
activities for
remediation.
learners who
remediation
well? Why
did these work?
principal or
teachers?

LESSON LOG

TI Principal III

Date:
in a week or two.
Body
A. References
LESSON LOG
pp. pp.
simple activity about the human about the endocrine system
LESSON LOG
nervous system and further parts of the neuron and further

understanding of the lesson. understanding of the lesson.
activity.
of life?
VI. REFLECTION
formative
assessment
activities for
remediation.
learners who
remediation
well? Why
did these work?
principal or
teachers?
LESSON LOG

TI Principal III

Date:
in a week or two.
LESSON LOG
Body
A. References
pp. pp.
LESSON LOG
activity.
of life?
VI. REFLECTION
formative
assessment
activities for
remediation.
learners who
remediation
well? Why
did these work?
principal or
LESSON LOG

teachers?

TI Principal III

Date:
(January 3, 2019 – January 4, 2019)
LESSON LOG
in a week or two.
Body
A. References
pp. pp.
Some of the students will present of endocrine glands and their explain its effect, according to
their output. hormones given by the teacher. its function.
LESSON LOG
Let each group answer some of The pictures will be given by the
the questions and publish their teacher and each group will
answers in manila paper. present their output.
activity.
of life?
VI. REFLECTION
formative
assessment
activities for
remediation.
learners who
remediation
well? Why
did these work?
LESSON LOG

principal or
teachers?

TI Principal III

Science DLL For Grade 10 v2

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DAILY School Alawihao National High School Grade Level 10- Wisdom

Teacher Lopez, Christian Santos Learning Area Science

GRADE 10 DAILY LESSON LOG

SCIENCE 10 MONDAY TUESDAY THURSDAY FRIDAY

What happens to the pressure of

Prepared by: Approved by:

LOPEZ, CHRISTIAN S. IBASCO, ARNILO C.

GRADE 10 DAILY LESSON LOG

SCIENCE 10 MONDAY TUESDAY THURSDAY FRIDAY

What happens to the pressure of

Prepared by: Approved by:

LOPEZ, CHRISTIAN S. IBASCO, ARNILO C.

GRADE 10 DAILY LESSON LOG

SCIENCE 10 MONDAY TUESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

What is the relationship between

Before you engaged the student

Prepared by: Approved by:

LOPEZ, CHRISTIAN S. IBASCO, ARNILO C.

GRADE 10 DAILY LESSON LOG

SCIENCE 10 MONDAY TUESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

What is the relationship between

Before you engaged the student

Prepared by: Approved by:

LOPEZ, CHRISTIAN S. IBASCO, ARNILO C.

GRADE 10 DAILY LESSON LOG

SCIENCE 10 MONDAY TUESDAY THURSDAY FRIDAY

Resource (LR) portal

Prepared by: Approved by:

LOPEZ, CHRISTIAN S. IBASCO, ARNILO C.

GRADE 10 DAILY LESSON LOG

SCIENCE 10 MONDAY TUESDAY THURSDAY FRIDAY

Resource (LR) portal

Rubrics will be used in scoring the

Prepared by: Approved by:

LOPEZ, CHRISTIAN S. IBASCO, ARNILO C.

GRADE 10 DAILY LESSON LOG

SCIENCE 10 MONDAY TUESDAY THURSDAY FRIDAY

Prepared by: Approved by:

LOPEZ, CHRISTIAN S. IBASCO, ARNILO C.

GRADE 10 DAILY LESSON LOG

SCIENCE 10 MONDAY TUESDAY THURSDAY FRIDAY

nervous system and further parts of the neuron and further

Prepared by: Approved by:

LOPEZ, CHRISTIAN S. IBASCO, ARNILO C.

GRADE 10 DAILY LESSON LOG

SCIENCE 10 MONDAY TUESDAY THURSDAY FRIDAY

use/discover which I wish to share with other

Prepared by: Approved by:

LOPEZ, CHRISTIAN S. IBASCO, ARNILO C.

GRADE 10 DAILY LESSON LOG

SCIENCE 10 MONDAY TUESDAY THURSDAY FRIDAY

F. What difficulties did I encounter which my

Prepared by: Approved by:

LOPEZ, CHRISTIAN S. IBASCO, ARNILO C.

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