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_________ Quarter SY. _____________

Day/Date: Monday /July 24, 2017 (sample) Teacher: _________________________________
I.OBJECTIVES
A. Content Standards The learners demonstrate understanding of different types of mixtures and
their characteristics.
B. Performance Standards The learners should be able to prepare beneficial and useful mixtures such
as drinks, food, and herbal medicines.
C. Learning competencies The learners should be able to describe the appearance and uses uniform
and non-uniform mixtures;

1. Cognitive
2. Psychomotor
3. Affective
II. CONTENT Topic: Mixture and their Characteristics Sub Topic:
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages 2. Learner’s Materials Page 3. Textbook Pages
4. Additional Materials from LR Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previews lesson or presenting the Teacher’s Instruction Picture Analysis. The teacher should
new lesson. show three pictures referring to solid, liquid and gas. Pictures
may be: a. wood (solid) b. water in a container (liquid) c. smoke
(gas) Guide Questions: 1. What can you observe/see in the
pictures given? 2. What could be the

B. Establishing a purpose to the lesson. What are the three physical states of matter and what do you

C. Presenting examples/instances of the new Teacher’s Instruction Solicit ideas of the student’s previous lesson by
lesson using the KWL chart on the three physical states of matter. Provide
Answer Sheets or let the students copy the format in their notebooks.
Let the students answer the first two columns : What you KNOW? and
What you WANT to know more?

D. Discussing new concepts and practicing new Direct Instruction. Teacher’s Concept: Matter is anything that occupies
skills # 1. space and has mass. The three physical states of matter are solid,
liquid and gas. Solids have definite volume and shape. Liquids have
definite volume but no definite shape and takes the shape of the
container. Gases have no definite shape and volume.

E. Discussing new concepts and practicing new

skills # 2.
Discussing new concepts and practicing new
skills # 3.
F. Developing Mastery
G. Finding practical application of concepts and
skills in daily living.
H. Making Generalization and Abstraction Teacher’s Instruction Concept Webbing. The teacher will ask the
about the lesson. students to give their summary of what they learned from the lesson.
Ask the students to attach it on the following diagram.

I. A .Evaluate Learning
B. Application Question: How can you make sense of the concept of the lesson in your real life context?. *
I. Additional activities for Application or Remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the Evaluation
B. No. learners who require additional activities for remediation who scored
below 80%
C. Did the remedial 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 this worked?

F. What difficulties did I encounter which my principal or superior can help me

solve?
G. What innovations or localized materials did I used/discovered which I wish
to share with other teachers?
I. Rationale
There is a need to enrich the Daily Lesson Log in Science in the Elementary,
Junior and Senior High School as prescribed by DepED Order No. 42 s. 2016 for the
following reasons:
A. to give emphasis on the task which science teachers should not miss in
unveiling the lesson for the day
B. to guide science teachers of the importance of the learning competency of
the day which has to be broken down into three (3) behavioral objectives
for the three domains namely one (1) Cognitive for the development of
Knowledge (Head), one (1) Psychomotor for the development of the
Process Skills (Body & Hands)and one (1) Affective for the development of
Scientific Attitudes and Values (Heart). This is in consonance with the 3
Skills-A-Day Program stipulated in the Division Memorandum No. 133 s.
2015 entitled Science Innovative Programs for Public and Private
Elementary and Secondary Schools as its legal basis. This is anchored on
both Bloom’s Taxonomy for effective teaching and on Vygotsky’s
Development of Higher Psychological Processes for the development of the
higher-order thinking skills. In this way, science teachers will work on the
holistic development of the learners including their Health. Hence, Science
Education works for the Development of Four (4) H’s, the Head, the Hands,
the Heart and Health of the learners. Relative to this, an Application
Question which follows right after the evaluation of learning, presented in
the form of the question, “How can you make sense of the scientific
concept (Lesson Content) in the real-life context/situation?” When do
you…….? How do you…….? etc. are follow-up questions to make the
learning experience more relevant and meaningful to the learners
C. to adopt an effective and efficient system of a dynamic teaching-learning
interaction in the classroom carried out by the science teachers as
facilitators of learning.

II. Description of the Template

A. Long bond paper (8.5x13) Portrait
B. Specific Objectives
1. Cognitive
2. Psychomotor
3. Affective
C. Application Question (How can you make sense of the scientific concept (Lesson