School STA. CRUZ H.S.
Teacher ESPERANZA D. FRANCISCO
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
II. CONTENT
(Write the LC code for each)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resourcce (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson Explain the purpose of an Item analusis
Teaching Dates and Time NOVEMBER 07-11, 2016
Day 1 Day 2
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing con
the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Item Analysis Demonstrate an understanding of Living
Things and The Environment
Check the test paper and perform Item (Write the direction of the examination)
analysis.
Identify the correct number per item and Answer 80% of the examination correctly
compute for the MPS.
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.
Checking of Second Quarterly Examination Pre-test in Third Quarter
and Item Analysis
List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning p
These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learn
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask the students to seat properly. Advice the 1. Describe the purpose and the content of the
students to listen attentively. Pretest.
2. Recall the rules to
observe in taking the test
Ask students to expound the operative
meaning of " Honesty is the best policy"
C. Presenting examples/ instances of the Distribution of Test Paper, Checking of test 1. Ask students to read the direction of the test
paper. and give leading questions to test the clarity
new lesson of the direction

D. Discussing new concepts and Raising of hands for item analysis Administer the test.

practicing new skills #1

 E. Discussing new concepts and

practicing new skills #2

F. Developing mastery Recording of scores on the board Roam around while administering the
(Leads to Formative Assessment 3) examination and give prompting to students if
necessary
G. Finding practical applications of Give emphasis on following the rules of See that honesty and discipline is being
conduct while checking the test. observed during test
conceptsgeneralizations
H. Making and skills in daily
andliving Identify the highest and lowest score. Ask students to finish and review the answers,
abstractions when there are still time to do it
about the learning
I. Evaluating lesson Counting and recording of scores. Check and evaluate the students answers, if
time allows it
J. Additional activities for application or Bring red ballpen.
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so wh

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

evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
did I encounter which
my
principal or supervisor can help me
 G. What innovation or localized materials
did
I use/discover which I wish to share
with other
teachers?
 Grade Level 10
Learning Area SCIENCE
Quarter 3RD

Day 3 Day 4
To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
oy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Item Analysis The Structure of the Nervous System

Check the test paper and perform Item

analysis.
Identify the correct number per item and Identify the parts of the nervous system.
compute for the MPS.
er aims to teach in the CG, the content can be tackled in a week or two.

Checking of Pre-test in Third Quarter and Structure of the Nervous System

Item Analysis
ildrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

pp. 167- 171

pp. 228-231

so that students will learn well. Always be guided by 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
eriences and previous knowledge. Indicate the time allotment for each step.

Ask the students to seat properly. Advice the Recall how respiratory and circulatory system
students to listen attentively. work together.

Explain the purpose of an Item analusis Show the picture of human nervous system.
Distribution of Test Paper, Checking of test Discuss the nervous system.
paper.

Raising of hands for item analysis Perform Activity # 1 in LM pp. 230-231.

 Recording of scores on the board Answer and discuss the guide questions.

Give emphasis on following the rules of Cite importance of the nervous system.
conduct while checking the test.
Identify the highest and lowest score. Re-discuss the structure of the nervous
system .
Counting and recording of scores. Quiz- Identification ( 1-10 )

s progress this week. What works? What else 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.
 School STA. CRUZ H.S.
Teacher ESPERANZA D. FRANCISCO
DAILY LESSON LOG Teaching Dates and Time NOVEMBER 14-18, 2016

Day 1 Day 2
I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing con
the learning 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 Control of Body Processes Through the The Endocrine System
Nervous System

B. Performance Standards

C. Learning Competencies/ Objectives Explain how the body processes are controlled 1. Identify the major endocrine glands in the
by the nervous system. human body and their functions.
(Write the LC code for each) 2. Explain the
effect of a particular hormone in the body if not
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims toproperly
teach in the CG, regulated.
II. CONTENT the content can be tackled in a week or two.

Control of Body Processes Through the Endocrine System

Nervous System
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning p

A. References
1. Teacher's Guide Pages pp. 170 - 172 p. 176
 2. Learner's Materials pages pp. 232 - 239 pp. 240 - 241
3. Textbook pages
4. Additional Materials from
Learning Resourcce (LR) portal

B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learn
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 lesson or Recall the parts of the nervous system. Recall how the body processes are cotrolled
by the nervous system.
B. presenting
Establishingthea new lesson
purpose for the lesson Ask the students to connect the given dots. Show pictures that depict the involvement of a
( Showing the complexity of neuron particular gland in the endocrine system.
connections.)
C. Presenting examples/ instances of the Discuss the control of body processes Discuss the major endocrine glands in the
through the nervous system. body and their functions.
new lesson
D. Discussing new concepts and Perform Activity # 3 pp. 237 - 239 Perform Activity # 4 pp. 242 - 243

practicing new skills #1

 E. Discussing new concepts and Perform Activity # 5 pp. 245 - 246

practicing new skills #2

F. Developing mastery Answer and discuss the guide questions. Answer and discuss the guide questions
(Leads to Formative Assessment 3) posted on the board.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions
about the learning
I. Evaluating lesson
Design a flyer that will disseminate information Tell the students that during emergency like
about the different diseases affecting the fire, a person can lift a big refrigerator because
nervous system. of our adrenal gland.
Explain how the body processes are controlled Re-discuss the major glands and their
through the nervous system. functions.
Quiz - Essay Questions Quiz - Matching Type (1-10)

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so wh

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

evaluation
 B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
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?
Submitted by :______________________________________________ Submitted to :___________________________________________________ Noted by :
________________________________________________ Science Teacher Head Teacher/ Coord
School Head/Principal
 Grade Level 10
Learning Area SCIENCE
Quarter 3RD

Day 3 Day 4
To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
oy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The Reproductive System 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?

Practices healthful habits to maintain proper

functioning of the organs of the reproductive
system.
S10LT-IIIa-33 2. Explain the role of hormones involved in the
female and male reproductive systems;
Code: S10 LT-IIIb-34

er aims to teach in the CG, the content can be tackled in a week or two.

Reproductive System

ildrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

p. 180 pp.181
 pp. 247- 249 pp. 250 Unit 3; Module 1

APEX Biology Unit 5 Life Reproduction https://www.boundless.com/physiology/textbooks/boundless-anatomy-and-physiology-textbook/the-r

Lesson 5 -8

http://www.dummies.com/how-to/content/the-parts-of-the-female-reproductive-system.html

so that students will learn well. Always be guided by 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
eriences and previous knowledge. Indicate the time allotment for each step.

Recall the major endocrine glands and their Identify the parts of the male and female
functions. reproductive organ.(See attached activity.)
Show pictures of male and female reproductive The learner should know the role of hormones
involved in female and male reproductive
system and practice healthful habits to
maintain a healthy body.
Discuss the male and female reproductive syst Let students infer the role of progesterone and
testosterone to the female and male
reproductive system.
Describe the male and female reproductive Ask the students to group their ideas using a
system. concept map showing the role of hormones
involved in the female and reproductive
system.
 Direction: Fill-in the blanks by matching the
name of the hormone from column A to its role
at column B.
*Note: You will find hormone/s in column A that
has no match. You will be the one to briefly
explain the role of that particular hormone/s
involved in the female and male reproductive
systems.(See attached paper.)

Label the parts of the male and female Answer the question: What is the right way a
reproductive system. woman should do if she found out that she
has'nt had her period for the current month?

Explain the importance of the reproductive syst Ask the students to synthesize the lesson to
the class.

Describe the parts of the male and female See attached rubrics for the concept map.
reproductive system and their function.
Quiz - Identification (1-10) List at least 2 situations or problems involving
hormones of the male and female reproductive
system and write the possible solution to this
problem.

s progress this week. What works? What else 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.
to :___________________________________________________ Noted by :
nce Teacher Head Teacher/ Coordinator

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resourcce (LR) portal
B. Other Learning Resources
IV. PROCEDURES
School STA. CRUZ H.S. Grade Level
Teacher ESPERANZA D. FRANCISCO Learning Area
Teaching Dates and Time NOVEMBER 21-25, 2016 Quarter
Day 1 Day 2 Day 3
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are
the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Describe the feedback mechanism involved in Demonstrate understanding of: How these feedback mechanisms help the organism maintain hom
regulating processes in the female
reproductive system.
Emphasize the importance of studying Create a campaign advertising video about the common and effective contraceptive measures used in
menstrual cycle in family planning. Reproductive Health Law
S10 LT - III C - 35 Describe how the nervous system coordinates Present information to the public about the
and regulates these feedback mechanism to common effective contraceptive measures
maintain homeostasis ( CODE:S10LT-IIIc-36) used in family planning.
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.
Living things and Their Environment:Coordinated Functions of the Reproductive, Endocrine
and Nervous System
The Menstrual Cycle
Nervous System Working Together with the
Video: Topic: Making Contraceptive Measures
Endocrine System to Maintain Homeostasis
List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 181-182 pp.183 pp. 184
pp.251-252 pp.255 pp. 256
Biology, by: Carmelita M. Capco, pp.189-194
EASE Module 13 Reproductive System http://www.brighthub.com/science/medical/arti
BEAM Biology Organ System. cles
computer for video editing
These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with m
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 lesson or
presenting the new lesson
Ask the students to explain the role of
hormones in female and male reproductive
system.
The teacher will present a jumble letters on The teacher will ask question: Why is it
the board, then the student will rearrange the important to maintain homeostasis in the
jumble letter to be able to decode the words. body?
Jumble
letters :

( MARS CANT YELL CUE answer: Menstrual

B. Establishing a purpose for the lesson Present a checklist of statement to be
answered with fact or myth by the students to
check their prior understanding about
menstrual cycle.
C. Presenting examples/ instances of the Discuss Menstrual Cycle using Fig. 11 in the
LM p. 251.
new lesson
Cycle )
1. What is Feedback Mechanism ? Broaden the student awareness about
2.How feedback mechanismism Reproductive Health Law and appreciate the
help to maintain Homeostasis? importance of family planning
1.Enumerate the different variables that may The teacher will present some situation
affect in achieving homeostasis similar to the given task.

A.Body temperature

B. Amount of water in the body

D. Discussing new concepts and
practicing new skills #1
C.Amount of metabolic waste in the cell
D. Blood calcium level
Discuss the negative feedback mechanisms in Explain the different hormones responsible for The students will be given(2) two days to
the Menstrual Cycle. the following activity such as breast feeding, conceptualized and execute their idea
pregnancy and child birth,copulation and througth video making
menstrual cycle?
 E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions
about the lesson
I. Evaluating learning
Perform Activity 6 " Mark My Calendar " Cite example and describe the coordinated The teacher will explain and present the
LM pp. 252- 253 function of the nervous, endrocrine and suggested Rubrics to be used in rating
reproductive system
A.
Breastfeeding
B. Pregnancy and Child BIrth
Answer and discuss the guide questions. C.Copulation
The student shall express their ideas on the
D.
five item questions written in the Learners
Menstrual Cycle
Manual .Q35-Q39
How menstrual cramps occur? 1.Our body regulates its internal temperature
by
shivering and sweating.
2. The nervous system helps keep
homeostasis in
breathing patterns.
Ask the students to summarize the important The student will explain how the nervous
events during menstrual cycle. and reproductive system coordinate with the
endrocrine system to maintain of maintain
homeostasis to reproduce and survive.
The relationship between FSH and Estrogen The Student will answer a 10-item quiz on 1/4 The video presentation is evaluated based on
is called "negative feedback. Why do you think sheet of paper. ( see attached questionnaire ) the given rubrics and the audience will make
so? Give a short multiple choice quiz. a reaction paper.
 J. Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else 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 q

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

evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
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?
Submitted by :______________________________________________ Submitted to :___________________________________________________ Noted by :
________________________________________________ Science Teacher Head Teacher/ Coordinator
School Head/Principal
 10
SCIENCE
3RD

Day 4
must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
hall be derived from the curriculum guides.

understanding of: How these feedback mechanisms help the organism maintain homeostasis to reproduce and survive

n advertising video about the common and effective contraceptive measures used in family planning,in line with the
th Law
Living things and Their
Environment:Coordinated Functions of the
Reproductive, Endocrine and Nervous System

tackled in a week or two.

Summative Assesment

sure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

pp. 187
pp. 259

test paper for summative assestment for

module 1

d by 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
ime allotment for each step.
Review the summary of of Module 1.

To evaluate the students learning

Summative Assesment
eeds 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.

_________________________________ Noted by :
Head Teacher/ Coordinator
 School STA. CRUZ H.S. Grade Level
Teacher DAISEREE DR. SALVADOR Learning Area
Teaching Dates and Time DECEMBER 10-14, 2018 Quarter

December 10, 2018 December 11, 2018 December 12-13, 2018

8:20-9:20 A. Bonifacio CHRISTMAS PARTY NCAE
DAILY LESSON LOG
1:30-2:30 E. Aguinaldo

I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are
the learning 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 1. The information stored in DNA as being

used to make proteins

B. Performance Standards Differentiate the kinds of chromosomal

mutations.
C. Learning Competencies/ Objectives 1. Explain how mutations may cause changes
in the structure and function of a protein
(Write the LC code for each) ( S10LT-IIIe-38)
1. Define
Mutation
2. Identify the factors that induce
mutation.

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.
II. CONTENT
MUTATION: CHANGES IN GENETIC CODE
Activity 6: Chromie Change
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages pp. 210-211; Unit 3; Module 2; Activity #6

2. Learner's Materials pages pp. 281-284; Unit 3; Module 2; Activity #6

3. Textbook pages
4. Additional Materials from
Learning Resourcce (LR) portal
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with m
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 lesson or Introduce the lesson using guided inquiry to

activate learner's prior knowledge.
presenting the new lesson

B. Establishing a purpose for the lesson How do errors in base pairing of the DNA
change the DNA sequence? What do you call
these changes?
C. Presenting examples/ instances of the Introduce mutagens.
D. Discussing new concepts and What is mutation?

practicing new skills #1

E. Discussing new concepts and What might cause a mutation to occur?

practicing new skills #2

F. Developing mastery Explain how changes in a DNA molecule may
(Leads to Formative Assessment 3) cause changes in its product.
G. Finding practical applications of Discuss how mutations can be harmful
(cancer, sickle cell anemia) and helpful
concepts and skills in daily living (increasing genetic diversity, sickle cell malaria
resistance).
 H. Making generalizations and What is mutation and how does it happen?
abstractions
about the learning
I. Evaluating lesson List some causes of mutation.

J. Additional activities for application or Illustrate the kinds of chromosomal mutations.

remediation

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else 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 q

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

evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%
 C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
did I encounter which
my
G. principal or supervisor
What innovation can help
or localized me
materials
solve?
did
I use/discover which I wish to share
with other
Submitted by: Checked by:
teachers?
DAISEREE DR. SALVADOR SHEILA MARIE DR. DE
Teacher I Assistant Principal II/
 10
SCIENCE
3RD

December 14, 2018

CHRISTMAS PARTY ( Teacher )

must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
hall be derived from the curriculum guides.

tackled in a week or two.

d by 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
ime allotment for each step.
eeds 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.
SHEILA MARIE DR. DE SILVA
Assistant Principal II/ OIC

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resourcce (LR) portal
B. Other Learning Resources
IV. PROCEDURES
School STA. CRUZ H.S. Grade Level 10
Teacher DAISEREE DR. SALVADOR Learning Area SCIENCE
Teaching Dates and Time January 2-4, 2019 Quarter 3RD
January 2, 2019 January 3, 2019
1:30-2:30 E. 1:30-2:30 E. Aguinaldo
Aguinaldo January January 4, 2019
3, 2019 8:20-
8:20-9:20 A. 9:20 A. Bonifacio
Bonifacio 10:40-11:40 J.
10:40-11:40 J. Rizal Rizal
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
1. How changes in a DNA molecule may 1. How changes in a DNA molecule may
cause changes in its product cause changes in its product
2. Mutations 2. Mutations
that occur in sex cells as being heritable that occur in sex cells as being heritable
Makes a concept map summarizing how Makes a concept map summarizing how
heritable characteristics can be observed in an heritable characteristics can be observed in an
organism’s phenotype and function of a organism’s phenotype and function of a
protein protein
Explain how mutations may cause changes in Explain how mutations may cause changes in
the structure and function of a protein the structure and function of a protein
( S10LT-III-e-38 )
( S10LT-III-e-38 )
Human Karyotyping Genetic Engineering
pp. 210-211 pp. 212-213
pp. 284-291 pp. 292-293
pp. 304-308 pp. 404-411
APEX Biology Unit 6-Anatomy of Genes,
http://www.nature.com/scitable/topicpage/gene
Lessons 1-5: Heredity and Genetics; Build a Hamburger Game to review any
tic-mutation-1127
BEAM Learning Guide, Nov.2008, Genetic concept by Nicole Shelby (PDF file) Build a
https://ghr.nlm.nih.gov/primer/mutationsanddis
Book of Life, pp. 28-34; Hamburger Game to review any concept by
orders/genemutation
Frontiers in Science & Technology II, DIWA Nicole Shelby (PDF file)
Textbook High School www.worldofteaching.com
http://www.buzzle.com/articles/hybrid-fruits-
and-vegetables.html
Functional Biology Modular
Approach, VIBAL Science & Technology
Series
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
Recall mutation. Recall the different types of mutation.
(If “Build a Hamburger Game” is not
accomplished in the previous lesson, it may
still be used for this part of the lesson.)
Show different pictures of persons, animals, 1. Ask students if they are aware of hybrid
and even plants with abnormalities or plants.
chromosomal mutations. Ask students if they 2. Tell them that some of them may have
are familiar with each case and if they know eaten some
the possible reason/cause for such fruits or vegetables that are genetically
occurrence. (The teacher may write the engineered.
students’ answers on the board and reserved 3. Ask them if they are also aware of GMOs.
it for further discussion right after the activity/at Tell them
the end of the lesson.) that some of them might eaten or have
been
vaccinated by such thing.
4. Ask them if they know anything about
clones? Are
they in favor of such act or not?

C. Presenting examples/ instances of the
new lesson
Explain how mutations may cause changes in Discuss genetic engineering and recombinant
the structure and function of a protein, and DNA.
eventually, in the organism itself. Show pictures of successful and not-so
successful products of genetic engineering
technology (GMOs/genetically modified
organisms, plant hybrids such as those of
Luther Burbank, cloned animals, etc.)

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Perform Activity 6 (Chromie Change) in the
LM, pp.284-288.Then, discuss the table on
Chromosomal Mutations on page 287.
Answer the Guide Questions (Q.22-Q25) in
the LM on page 288
1. Discuss amniocentesis.
2. Show an illustration and describe the
karyotype of a
normal human male and a normal human
female.
3. Ask students about the importance of the
early
determination of the gender, condition,
health or
possible illness of the embryo/fetus inside
the mother’s womb.
Genetic Engineer(s) for a Day: (individual or
by group)
Have students think about a hybrid fruit,
vegetable, flower or animals that they might
Scientists’ Convention-Museum:
like to breed. Let them draw pictures of their
All outputs will be posted in a board/wall and
hybrid organisms considering the qualities that
will be appreciated by the entire class through
they would like their hybrid organisms to have.
a gallery walk.
The most creative and innovative hybrid will
be chosen by the class through votes (secret
ballots/ oral poll) and will have an opportunity
to report his/her/their hybrid creation.
Cite applications and potential uses of genetic
engineering and recombinant DNA such as in
medicine, identification of specific
person/organism, GMO creations, etc.
 H. Making generalizations and Re-discuss the pictures which was shown in Ask students about the impact
abstractions the introduction/beginning of the lesson. (contributions/advantages, and
about the lesson (Affirm positive responses and correct disadvantages) of genetic engineering in our
misconceptions if any. Make clarifications if society.
needed.)
I. Evaluating learning Play “Build a Hamburger Game” which will be Scoring System for the Activity:
played by group. Short response questions The teacher may use the given sample rubric
(identification/multiple choice/true or false) will for this task (page 213 of the TG) or may
be asked by the teacher and will be answered make his/her own rubric.
by using a show me board (Quiz Bee format).
Each time the group answers a question
correctly, a specific ingredient will be given to
them. The team who finishes first with all the
ten ingredients wins the game.
J. Additional activities for application or Let students relate the “Build a Hamburger
remediation Game” to the lesson on different types of
mutation. (Give hints if needed by asking
questions regarding the burgers with
incomplete ingredients, excessive ingredients,
arrangement and appearance of burgers, etc.
Let them also imagine the taste of each burger
with complete, incomplete, duplicated or
inverted arrangement of ingredients).

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
did I encounter which
my
G. principal or supervisor
What innovation can help
or localized me
materials
solve?
did
I use/discover which I wish to share
with other
Submitted by: Checked by:
teachers?
DAISEREE DR. SALVADOR SHEILA MARIE DR. DE SILVA
Teacher I Assistant Principal II/ OIC
 School STA. CRUZ H.S. Grade Level 10
Teacher DAISEREE DR. SALVADOR Learning Area SCIENCE
Teaching Dates and Time January 7-11, 2019 Quarter 3RD

January 7, 2019 January 8, 2019 January 9, 2019

8:20-9:20 A. Bonifacio 8:20-9:20 A.
DAILY LESSON LOG
1:30-2:30 E. Bonifacio
Aguinaldo 1:30-2:30 E. Aguinaldo
January 9, 2019
January 8, 2019
10:40-
10:40- 11:40 J. Rizal
I. OBJECTIVES 11:40 J. Rizal
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning 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 Four limiting factors affecting population Environmental problems and issues Demonstrate an understanding of Living Demonstrate an understanding of Living
density Things and The Environment Things and The Environment
B. Performance Standards Identifying the limiting factor occurring in Write an essay about environmental problems (Write the direction of the examination) (Write the direction of the examination)
specific situation and issues
C. Learning Competencies/ Objectives Give the factors affecting population density Make ways to minimize human impact in the Answer 80% of the examination correctly Answer 80% of the examination correctly
S10LT-IIIj-43 environment S10LT-IIIj-43
II. CONTENT
(Write the LC code for each)
Limiting Factors that depend on population Environmental Problems and issues Day1(Third Quarter Examination) Day2(Third Quarter Examination)
density
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages pp. 243-245; Unit 3; Module 4 pp. 246-247; Unit 3; Module 4
2. Learner's Materials pages pp. 335-336; Unit 3; Module 4 337-340; Unit 3; Module 4
3. Textbook pages
4. Additional Materials from
Learning
B. Other Resourcce
Learning (LR) portal
Resources
IV. PROCEDURES
A. Reviewing previous lesson or Recall: Birth rate Vs. Death rate Recall: Factors affecting population density 1. Describe the purpose and the content of the 1. Describe the purpose and the content of the
Examination Examination
presenting the new lesson
2. Recall the 2. Recall the
B. Establishing a purpose for the lesson Present a picture on the board Picture Analysis rules to observe in taking the test
Ask students to expound the operative rules to observe in taking the test
Ask students to expound the operative
meaning of " Honesty is the best policy" meaning of " Honesty is the best policy"
C. Presenting examples/ instances of the Introduce the limiting factors that depend on Perform activity # 3, p.338-339 1. Ask students to read the direction of the test 1. Ask students to read the direction of the test
population density and explain each. and give leading questions to test the clarity and give leading questions to test the clarity
new lesson of the direction of the direction
D. Discussing new concepts and Perform the Activity # 2,pp. 336-337 Discuss the environmental issue that we are Administer the test. Administer the test.
facing now
practicing new skills #1
 E. Discussing new concepts and Answer the questions posted on the board By group: Work on a specific problem scenario
depicted on the illustration on the board
practicing new skills #2
F. Developing mastery Ask students to present their activity Ask Students to cite the environmental Roam around while administering the Roam around while administering the
(Leads to Formative Assessment 3) problems and issues that their barangay were examination and give prompting to students if examination and give prompting to students if
facing necessary necessary
G. Finding practical applications of Discuss the answers in their activity Importance of environment See that honesty and discipline is being See that honesty and discipline is being
observed during test observed during test
concepts
H. Making and skills in daily
generalizations andliving Answer the questions posted on the board Ask Students to cite the environmental Ask students to finish and review the answers, Ask students to finish and review the answers,
abstractions problems and issues that their barangay were when there are still time to do it when there are still time to do it
about the lesson facing
I. Evaluating learning Quiz; Cause and Effect Quiz: Essay Check and evaluate the students answers, if Check and evaluate the students answers, if
time allows it time allows it
J. Additional activities for application or Assignment: Make a research about Climate
remediation Change
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
did I encounter which
my
G. principal or supervisor
What innovation can help
or localized me
materials
solve?
did
I use/discover which I wish to share
with other
Submitted by: Checked by:
teachers?
DAISEREE DR. SALVADOR SHEILA MARIE DR. DE SILVA
Teacher I Assistant Principal II/ OIC
 School STA. CRUZ H.S.
Teacher ESPERANZA D. FRANCISCO
DAILY LESSON LOG Teaching Dates and Time DECEMBER 05-09, 2016

Day 1 Day 2
I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing con
the learning 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 1. The information stored in DNA as being 1. How changes in a DNA molecule may
used to make proteins cause changes in its product

B. Performance Standards
C. Learning Competencies/ Objectives
(Write the LC code for each)
To make a concept map summarizing the
heritable characteristics can be observed in an heritable characterisitics can be observed in
organism’s phenotype
1. Explain how protein is made using
information from DNA (S10LT-IIId-37)
A. Demonstrate the process
of transcription B.
Simulate the steps in translation.
2. Mutations
Make a concept map summarizing how
an organism's phenotype (molecular or
organism level)
1. Explain how protein is made using
information from DNA ( S10LT-IIId-37 )
A. Identify the amino
acids coded by the mRNA codon using the
genetic code table.

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.

TRANSLATION Activity 5: Trace the Code

Activity 4: Relay the Message
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages pp. 203-206 pp. 207-209; Unit 3; Module 2; Activity #5
2. Learner's Materials pages pp. 276-279 pp. 280-284; Unit 3; Module 2; Activity #5
3. Textbook pages
4. Additional Materials from Genetic Code Table, Acitivity sheets
Learning Resourcce (LR) portal
B. Other Learning Resources Biology by Rabago, et.al pp.398-400

IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learn
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 lesson or 1. What is transcription? How do cells use DNA to make proteins?

presenting the new lesson 2. Enumerate the steps in the process of

B. Establishing a purpose for the lesson Emphasizing
transcription. on the conceptual relationship of Introduce the genetic code table to the
DNA, mRNA and protein learners.

C. Presenting examples/ instances of the Trace the Central Dogma of Molecular Refer to the genetic code table in identifying
Genetics the amino acid.
new lesson

DNA RNA Protein

D. Discussing new concepts and What is translation?

practicing new skills #1

E. Discussing new concepts and Enumerating steps in the process of Illustrate an example on how to locate amino
translation acids in the genetic code table.
practicing new skills #2
F. Developing mastery How does the information from the DNA Why is the specific base pairing essential to
(Leads to Formative Assessment 3) travels from the nucleus to the cytoplasm the processes of transcription and translation?
where protein are synthesized?

G. Finding practical applications of Bread and Pastry students in TVE was Mutation plays an important role in genetic
challenged by their teacher to bake a cake of diversity and increasing odds for survival in
concepts and skills in daily living their own. Which one resembles the job of varying environments.
students and how about the cake?
 H. Making generalizations and Sequencing of events in the process of Do DNA mutations always alter the DNA
abstractions translation sequence? Do they always alter the amino
about the lesson acid sequence?

I. Evaluating learning Summarize the process of translation by filling The students will transcribe the DNA
in the blanks. sequences and translate the RNA sequences
During translation _____ binds to the to the amino acid sequence.
_____ on which _____ are found. Amino acids
in the _____ are picked up by their specific
_____ and carried to the mRNA. As each
amino acid is attached to each other by
chemical bond called _____ bond, a new
protein is formed.
J. Additional activities for application or Transcribe a message in DNA into mRNA and Each student will be given a DNA sequence
remediation then translate into a protein. and two copies of one color-by-number
DNA mRNA tRN picture. The students will translate and
transcribe the DNA sequence in order to
AGC
obtain an amino acid sequence.
CAA

ACT

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so wh

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

evaluation
 B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
did I encounter which
my
G. principal or supervisor
What innovation can help
or localized me
materials
solve?
did
I use/discover which I wish to share
with other
teachers?by :______________________________________________
Submitted Submitted to :___________________________________________________ Noted by
________________________________________________ Science Teacher Head Teacher/ Coor
School Head/Principal
 Grade Level 10
Learning Area SCIENCE
Quarter 3RD

Day 3 Day 4
To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
oy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Differentiate the kinds of chromosomal Makes a concept map summarizing how

mutations. heritable characteristics can be observed in an
organism’s phenotype and function of a
protein
1. Explain how mutations may cause changes Explain how mutations may cause changes in
in the structure and function of a protein the structure and function of a protein
( S10LT-IIIe-38) ( S10LT-III-e-38 )
1. Define
Mutation
2. Identify the factors that induce
er aims to teach in the CG, the content can be tackled in a week or two.
mutation.

MUTATION: CHANGES IN GENETIC CODE Human Karyotyping

Activity 6: Chromie Change

pp. 210-211; Unit 3; Module 2; Activity #6 pp. 210-211

pp. 281-284; Unit 3; Module 2; Activity #6 pp. 284-291
pp. 304-308
APEX Biology Unit 6-Anatomy of Genes,
Lessons 1-5: Heredity and Genetics;
BEAM Learning Guide, Nov.2008, Genetic
Book of Life, pp. 28-34;
Frontiers in Science & Technology II, DIWA
Textbook High School
 http://www.nature.com/scitable/topicpage/gene
tic-mutation-1127
https://ghr.nlm.nih.gov/primer/mutationsanddis
orders/genemutation
so that students will learn well. Always be guided by 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
eriences and previous knowledge. Indicate the time allotment for each step.

Introduce the lesson using guided inquiry to Recall mutation.

activate learner's prior knowledge.
How do errors in base pairing of the DNA Show different pictures of persons, animals,
change the DNA sequence? What do you call and even plants with abnormalities or
these changes? chromosomal mutations. Ask students if they
are familiar with each case and if they know
the possible reason/cause for such
occurrence. (The teacher may write the
students’ answers on the board and reserved
it for further discussion right after the activity/at
the end of the lesson.)

Introduce mutagens. Explain how mutations may cause changes in

the structure and function of a protein, and
eventually, in the organism itself.

What is mutation? Perform Activity 6 (Chromie Change) in the

LM, pp.284-288.Then, discuss the table on
Chromosomal Mutations on page 287.
What might cause a mutation to occur?
Explain how changes in a DNA molecule may Answer the Guide Questions (Q.22-Q25) in
cause changes in its product. the LM on page 288

Discuss how mutations can be harmful 1. Discuss amniocentesis.

(cancer, sickle cell anemia) and helpful
(increasing genetic diversity, sickle cell malaria karyotype of a
resistance).
2. Show an illustration and describe the
normal human male and a normal human
female.
3. Ask students about the importance of the
early
determination of the gender, condition,
health or
possible illness of the embryo/fetus inside
the mother’s womb.
 What is mutation and how does it happen?
List some causes of mutation.
Illustrate the kinds of chromosomal mutations. Let students relate the “Build a Hamburger
s progress this week. What works? What else 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.
Re-discuss the pictures which was shown in
the introduction/beginning of the lesson.
(Affirm positive responses and correct
misconceptions if any. Make clarifications if
needed.)
Play “Build a Hamburger Game” which will be
played by group. Short response questions
(identification/multiple choice/true or false) will
be asked by the teacher and will be answered
by using a show me board (Quiz Bee format).
Each time the group answers a question
correctly, a specific ingredient will be given to
them. The team who finishes first with all the
ten ingredients wins the game.
Game” to the lesson on different types of
mutation. (Give hints if needed by asking
questions regarding the burgers with
incomplete ingredients, excessive ingredients,
arrangement and appearance of burgers, etc.
Let them also imagine the taste of each burger
with complete, incomplete, duplicated or
inverted arrangement of ingredients).
ed to :___________________________________________________ Noted by :
ience Teacher Head Teacher/ Coordinator
 School STA. CRUZ H.S.
Teacher ESPERANZA D. FRANCISCO
DAILY LESSON LOG Teaching Dates and Time NOVEMBER 28-DECEMBER 02,2016

Day 1 Day 2
I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing con
the learning 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 1. The information stored in DNA as being used to make proteins

B. Performance Standards 1. Explain how protein is made using 1.  Explain how protein is made using 2. How changes in a DNA molecul
changes in its
information product.
from information from
DNA ( S10LT-IIId-37 ) DNA (S10LT-IIId-37)
A. Assess students’ knowledge on A. Make a model of a DNA template to
the topic determine the sequence of bases in the new
B.Compare the structures of the DNA and DNA strand
RNA molecule

C. Learning Competencies/ Objectives

II. CONTENT
(Write the LC code for each) 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.

STRUCTURES OF DNA AND RNA

Activity 1: Getting to Know the DNA and Activity 2: DNA Makes DNA
RNA Structure
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning p

A. References
1. Teacher's Guide Pages pp.192-195 pp. 195-199
2. Learner's Materials pages pp. 264-268 pp. 269-272
3. Textbook pages
4. Additional Materials from www.yourgenome.org/facts/what-is-dna-replication
Learning Resourcce (LR) portal https://www.Khanacademy.org/science/biology/macromolecules/nucleic acids/v/dna-deoxyribonucleic acid
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learn
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 lesson or Students will answer the Pre-Assessment on Reading strategy / DNA Replication video
pp. 264-266 TG p. 195
presenting the new lesson

B. Establishing a purpose for the lesson Show a sample of a DNA molecule TG p.193 Check for understanding by asking some
questions about the paragraph read or video
presented. TG pp. 196-197
C. Presenting examples/ instances of the Ask students to work on a puzzle by putting Pre-Activity Discussion Activity 2 DNA Makes
together the nucleotides of the DNA molecule DNA TG pp. 197 / LM pp. 269-270
new lesson and RNA molecule TG p. 193

D. Discussing new concepts and Ask leading questions to the activity TG p. 193 Presentation of outputs (per group)

practicing new
E. Discussing newskills #1 and
concepts Let students perform Activity 1 Getting to Answer Guide Questions 4-8 LM p. 270
Know the DNA and RNA Structures LM pp.
practicing new
F. Developing skills #2
mastery 266-268
Answer Guide Questions 1-3 LM p. 268 Review the steps of the replication process.
(Leads to Formative Assessment 3) TG p.198
G. Finding practical applications of TG p.194 TG p.198

concepts and skills in daily living

 H. Making generalizations and TG p.195 TG p. 199
abstractions
about the lesson

I. Evaluating learning Answer the following: Answer the following:

1. Process by which DNA make a copy of itself

1. DNA stands for De___ribo_______acid is
while RNA called __________.
stands for ____nucleic acid. 2.The first step in DNA replication
is to “unzip” the
2 .What is the shape of the DNA molecue? double helix structure and this is carried out
RNA by an
molecule? enzyme called _______.
3. Adenine always pairs with _____ while
Guanine 3.DNA replication is said to be conservative
always pairs with ______ A. True B. False
4. DNA has Thymine while RNA contains 4. DNA replication machinery is assembled at
_____. the
5. What is the complimentary sequence of replication fork.
CATTAG ? A. True B. False

5. The newly synthesized strand of DNA has

 J. Additional activities for application or RNA Lego Project :
remediation Make your own RNA molecule by building a
tower out of 4 different colors of Legos. You
could alternate the 4 colors - blue, yellow,
green , red - but you can also make your own
pattern. You can also put 2 or more Legos of
the same color together.

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so wh

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

evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
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?
Submitted by :______________________________________________ Submitted to :___________________________________________________ Noted by :
________________________________________________ Science Teacher Head Teacher/ Coord
School Head/Principal
 Grade Level 10
Learning Area SCIENCE
Quarter 3RD

Day 3 Day 4
To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
oy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

used to make proteins

2. How changes
1.Explain howin protein
a DNA ismolecule may cause
made using
information from
DNA (S10LT-IIId-37)

A. Demonstrate the process of transcription

through the use of paper DNA and mRNA
models

er aims to teach in the CG, the content can be tackled in a week or two.

TRANSCRIPTION
Activity 3: What’s the Message

ildrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

pp. 199-202
pp. 273-275
 Science & Tech by Sandico, Celis and Santos

pp. 200-203
so that students will learn well. Always be guided by 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
eriences and previous knowledge. Indicate the time allotment for each step.

A chain of a DNA molecule has the nucleotide

sequence: Cytosine – Thymine – Adenine –
Guanine – Cytosine and Thymine. Write the
sequence of bases in the new DNA strand.

What is the importance of transcription

process in gene expression?

If proteins are made in the ribosomes and

ribosomes are located in the cytoplasm which
is located outside the nucleus, how does the
genetic code in the nucleus get out of it?

What is transcription?

Enumerating steps in the process of

transcription
What process involves the production of
mRNA using a DNA as template?
When giving or echoing information/messages
to others, it must be precisely correct and
exact.
Arrange the sequence in the correct order of
the process of transcription
1. mRNA carries the information of the gene in
the DNA
2. RNA polymerase open/unzip the DNA
molecules
3. RNA molecules nucleotides that pair with
the nitrogenous bases of the complementary
DNA strand
4. mRNA moves from the DNA in the nucleus
to the ribosome found in the cytoplasm

Answer the following:

1. One chain of a DNA molecule has the

nucleotide
sequence: GTC-CTA-ACT, transcribe the
DNA
sequence into mRNA ________.
2. A portion of a standard of DNA molecule
has a
nucleotide sequence: AGC-CAG-ATC, if this
strand
is transcribe into mRNA, what is the
resulting
strand?____
 A portion of DNA on a chromosome has the
sequence of bases along one strand of DNA,
transcribe this message into mRNA

DNA mRNA

AGC
CAA
CAT
ACG
GCT

s progress this week. What works? What else 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.
to :___________________________________________________ Noted by :
nce Teacher Head Teacher/ Coordinator

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resourcce (LR) portal
School
Teacher ESPERANZA D. FRANCISCO
Teaching Dates and Time JANUARY 02-06, 2016
Day 1 Day 2
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing con
the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The influence of Biodiversity on the stability of The Value of Species
ecosystem
Report on the importance of biodiversity to the Demonstrate wise use of product made from
stability of ecosystem natural resources
Demostrate understanding that biodiversity Show the value of biodiversity.Classify the
influences stability of ecosystem value of biodiversity
S10LT-IIIh-41 S10LT-IIIh-41
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.
Biodiversity and Stability Classifying the Value
List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning p
pp. 240-241 p. 242
pp. 328-329 pp. 330-331
B. Other Learning Resources https://www.cbd.int http://sciencenetlinks.com
IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learn
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 lesson or Pre-assessment(KWHL).Fill in the table to Recall Biodiversity and Stability
assess prior knowledge
presenting the new lesson

B. Establishing a purpose for the lesson Student play a round of "musical Chair"using View short video clip or multi media on
drawing of different species of food web biodiversity and its importance

C. Presenting examples/ instances of the Introduce biodiversity by identifying and talk Perform Activity 1(Classifying the value of
about what the students know about various biodiversity)
new lesson habitat around them
D. Discussing new concepts and Identify basic components necessary for Small group discussion on the value of
biodiversity biodiversity
practicing new skills #1

E. Discussing new concepts and Answer the guide question posted on the Answer the guide questions posted on the
board board.
practicing new skills #2

F. Developing mastery Brainstorming on what students can do to Complete the table (activity)
(Leads to Formative Assessment 3) reduce and eliminate biodiversity loss
 G. Finding practical applications of Suggest ways on how to improve the quality of Cite the importance of being systematized and
environment organized.
concepts and skills in daily living

H. Making generalizations and Explain briefly the importance of biodiversity to Enumerate the value of biodiversity.
abstractions the attain the stabilty of ecosystem.
about the lesson

I. Evaluating learning Quiz- Multiple Choice(1-10) Quiz - Identification (1-10)

 J. Additional activities for application or Research the meaning of the term on the topic
remediation about Population Growth.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so wh

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

evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
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?
Submitted by :______________________________________________ Submitted to :___________________________________________________ Noted by
________________________________________________ Science Teacher Head Teacher/ Coor
School Head/Principal
 Grade Level 10
Learning Area SCIENCE
Quarter 3RD

Day 3 Day 4
To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
oy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The Ups and Downs of Population Growth Density dependent limiting factor and Density
Independent limiting factor
Identify the factors that affect the size of Identifying the limiting factors that depend on
Population population density
1. Define population 1. Define population density and carrying
2. Differentiate natality from capacity
mortality 3. Give the 2. Discuss the difference between
reason why is a population's size increasing or density-independent
decreasing factors and density dependent factors
3.
Code : S10LT- IIIi - 42 Explain how the density independent limiting
factors
and density dependent limiting factors affect
the population growth.
Code : S10LT- IIIi- 42
er aims to teach in the CG, the content can be tackled in a week or two.

Population Growth General Factors affecting Population Growth

ildrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

p. 242
pp. 331-331 Unit 3; Module 4 pp. 332-334 Unit 3; Module 4
Science NetLinks(Science netlink.com)
so that students will learn well. Always be guided by 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
eriences and previous knowledge. Indicate the time allotment for each step.

1. Cite some organisms found in your Picture Analysis

community, then 1. Show pictures of
give the value of these organisms. crowded area and less crowded
2. What is area
the importance of biodiversity ?
2. Ask the students the difference of the
two areas
3. Describe the
effect of death rate and birth rate to population
Unlocking difficulties: Arrange the following 1. Use figure 1 page 332 Science Learner's
jumbled letters that corresponds to a Manual G10 sample population density of
word.Define each. people in certain community.
1. ONITUPALOP 2.
3. LIYTORMAT 2. Describe figure 1 regarding the number of
YTATANIL 4.SIYTIDOIBEVER people in area and size of area.

Video presentation about population growth (Video of babies turns to youngers to adult
Title: Family Planning. "Inakup age)
Arekup" TVC45s Questions:
https//ww.youtube.com/watch 1. What is population
Guide question: density?↑Old people
↓Babies
↑Babies Equilibrium 2.
↓
1. What are Explain the diagram below
Old people

the factors for increasing/decreasing the

size of population?
Present the population data of the Philippines Try to analyze! Graph of habitat where goat
pp. 44 Science & Tech. Biology by. Lilia M. population has reached its carrying capacity
Rabago, Ph. D (pp.333 Science Learner's Manual G10)
Guide Question:
1. Describe the birth Questions:
rate; death rate 1. What is the carrying capacity?
2.Discuss the rate of increase of the 2. What have you
population from noticed with the population of goat
1987
Think to 1995
about this!(See attached
(Refer ScienceFigure 1)
Learners between
Think aboutmid-May
this! and mid-June?
Material Grade 10 pp.332) Fill in the differences of
1. The the terms in the chart below:
human population is currently growing at an
exponential rate. How can this be explained
in terms
of birth and death rate?
2. The monkey
eating eagle( Pithecophaga jeffrey) is
considered an endangered species. What
Answer
does thisthe following questions: Answer the following question:
mean in terms 1. of What happen
the birth when
and the the
death 1. How can the density
birth
rate ofrate is much larger than independent limiting factors
the death rate? eagles?
monkey-eating can stop popilation?
2. What happen if the 2. Explain how
death rate exceeds the birth rate? density dependent limiting factor affect
3. What is the effect of population.
equal rate of birth rate and death 3. Explain the effects of
rate? resources in th occurence exponential growth
and logistic growth.
Answer Me! What social strategies might
help countries limit population growth?
Key Concepts
●A population is a group of
organisms of the same species that live in a
certain area.
The factors that affect the size of the
population are the birth rate (natality) and
death rate (mortality).
●If the birth rate is
greater than the death rate, a population will
grow.
the death rate is greater than the birth rate,
then the population will increase.
Explain:
1. The factors that can cause a
population's size to change.
2. How affect growth? How?
do changes in birth rate and death rate affect
population growth?
Answer the following question:
1. Describe some of the
density-dependent factors that may boom or
last population cycles.
2. Explain why it
is impossible to determine pricisely how many
people Earth can support that is, Earth's
carrying capacity for humans.
Key Concepts
●Population density is the number of
individuals of a species per unit of area or
volume at a given time, carrying capacity the
maximum number of individuals of a given
species that a particular environment can
support for an indefinite period.
●Independent limiting
●If factor include disasters, temperature, sunlight
activities of humans in the environmental
● Dependent limiting factor ( includes the
number of esources for the number of
orgsnisms) whose effect on a population
change
Answerorthe
population density changes.
following:
1. What are two
examples of density dependent factors that
2. What are the two exmples of
density independent factors? How?
3.
Explain the effect of increasing population
density and decreasing population density to
 Design an experiment to measure how
changes in birth rate and death rate can affect
population growth.
s progress this week. What works? What else 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.

d to :___________________________________________________ Noted by :
ence Teacher Head Teacher/ Coordinator

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resourcce (LR) portal
School STA. CRUZ H.S.
Teacher ESPERANZA D. FRANCISCO
Teaching Dates and Time DECEMBER 12-16, 2016
Day 1 Day 2
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing con
the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
1. How changes in a DNA molecule may The learners demonstrate the understanding
cause changes in its product of how evolution through natural selection can
result to biodiversity.
2. Mutations
Makes a concept map summarizing how The learners write an essay or make a multimedia presentation on the importa
heritable characteristics can be observed in an
organism’s phenotype and function of a
protein
Explain how mutations may cause changes in Explain how fossil records, comparative
the structure and function of a protein anatomy and genetic information provide
evidence for evolution (S10LT-IIIf39 )
( S10LT-III-e-38 )
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.
Genetic Engineering Evidence from Fossil Records
pp. 212-213 pp. 223-226
pp. 292-293 pp. 302-308
pp. 404-411
 APEXBiology Unit 7 Evolution Lessons 1-4
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson 1. Ask students if they are aware of hybrid
Build a Hamburger Game to review any
concept by Nicole Shelby (PDF file) Build a
Hamburger Game to review any concept by
Nicole Shelby (PDF file)
www.worldofteaching.com
http://www.buzzle.com/articles/hybrid-fruits-
and-vegetables.html
Functional Biology Modular
Approach, VIBAL Science & Technology
Series
These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learn
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Recall the different types of mutation. Ask the students the meaning of the word
(If “Build a Hamburger Game” is not fossils.
accomplished in the previous lesson, it may
still be used for this part of the lesson.)
Show pictures of fossil remains, and elicit
plants. explanation on how these fossils are form.
2. Tell them that some of them may have
eaten some
fruits or vegetables that are genetically
engineered.
3. Ask them if they are also aware of GMOs.
Tell them
that some of them might eaten or have
been
vaccinated by such thing.
4. Ask them if they know anything about
clones? Are
they in favor of such act or not?
C. Presenting examples/ instances of the Discuss genetic engineering and recombinant Discuss the methods of determining the age of
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
DNA. fossils.
Show pictures of successful and not-so
successful products of genetic engineering
technology (GMOs/genetically modified
organisms, plant hybrids such as those of
Genetic Engineer(s) for a Day: (individual or Perform Activity 1A in LM pp. 304-306. (Group
Luther Burbank, cloned animals, etc.)
by group) activity)
Have students think about a hybrid fruit,
vegetable, flower or animals that they might
like to breed. Let them draw pictures of their
hybrid organisms considering the qualities that
they would like their hybrid organisms to have.
Scientists’ Convention-Museum: Perform Activity 1B in LM pp. 306-307. (Group
All outputs will be posted in a board/wall and Activity)
will be appreciated by the entire class through
a gallery walk.
The most creative and innovative hybrid will
be chosen by the class through votes (secret
ballots/ oral poll) and will have an opportunity
to report his/her/their hybrid creation.
Answer the Guide Questions.
Cite applications and potential uses of genetic Cite a situation where we can use the
engineering and recombinant DNA such as in knowledge of determining the age of fossils.
medicine, identification of specific
person/organism, GMO creations, etc.
 H. Making generalizations and Ask students about the impact What are the methods that we can use to
abstractions (contributions/advantages, and determine the age of fossils?
about the lesson disadvantages) of genetic engineering in our
society.

I. Evaluating learning Scoring System for the Activity: Give a short quiz.
The teacher may use the given sample rubric
for this task (page 213 of the TG) or may
make his/her own rubric.
J. Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so wh

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

evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
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?
Submitted by :______________________________________________ Submitted to :___________________________________________________ Noted by
________________________________________________ Science Teacher Head Teacher/ Coord
School Head/Principal
 Grade Level 10
Learning Area SCIENCE
Quarter 3RD

Day 3 Day 4
To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
oy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate the understanding The learners demonstrate the understanding
of how evolution through natural selection can of how evolution through natural selection can
result to biodiversity. result to biodiversity.

The learners write an essay or make a multimedia presentation on the importance of adaptation as amechanism for survival of a species.

Explain how fossil records, comparative Explain how fossil records, comparative
anatomy and genetic information provide anatomy and genetic information provide
evidence for evolution (S10LT-IIIf39 ) evidence for evolution (S10LT-IIIf39 )

er aims to teach in the CG, the content can be tackled in a week or two.

Hint of Evolution from Comparative Anatomy Evidence from Embryonic Development

pp.227-229 pp.229-232
pp.309-311 pp.313-316

 APEXBiology Unit 7 Evolution Lessons 1-4  APEXBiology Unit 7 Evolution Lessons 1-4
so that students will learn well. Always be guided by 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
eriences and previous knowledge. Indicate the time allotment for each step.

Present loop a word puzzle about evidence of Review : Jumbled letter about DNA and
evolution. protein structures learned in Module 2.

Demonstrate Activity 2 AHA ! Analogous! Determine more the relationship of organisms

Homologous! In LM pp 310. based on their molecular data.
Show pictures about some example of Ask the students to highlight the different
homologous structure. amino acid by using color pen for tables 2, 3,
and 4.

Discuss the guide question of the activity 2 in Performed the activity 4 Lets Compare in LM
LM pp 310. pp.313.

Brainstorming : presentation of each group Discuss the guide question of the activity 4 in
work about activity 2 LM pp 310. LM pp. 313.

Ask the student to generalize the hint of Analyze the results and interpret the graphs
evolution from comparative anatomy. and dicuss the results.
Give the importance of analyzing the Cite the significance of DNA and amino acids
homologous structure of organisms. in investigation of evolutionary concepts.
 What is the relevance of homologous How can you determine the relationship of
structures in studying evolution, and organisms based on their molecular theory?
analogous structures in studying convergent
evolution?

Complete the table about comparative Presentation of Output

evidence analogous and homologous
structure.

Show difference between analogous and Research on theory of Jean Baptiste de

homologous structure. Lamarck and Charles Darwin

s progress this week. What works? What else 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.
d to :___________________________________________________ Noted by :
ence Teacher Head Teacher/ Coordinator

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resourcce (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School STA. CRUZ H.S.
Teacher ESPERANZA D. FRANCISCO
Teaching Dates and Time DECEMBER 19-21, 2016
Day 1 Day 2
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing con
the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate the understanding
of how evolution through natural selection can
result to biodiversity.
The learners write an essay or make a
multimedia presentation on the importance of
adaptation as amechanism for survival of a
species.
Explain the Ocurrence of Evolution( S10LT-
IIIg40 )
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.
Theories of Evolution (Darwinian Theory) DAY 2: HOMEROOM CHRISTMAS
PARTY
List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning p
pp. 232-235
pp.316-321
 APEXBiology Unit 7 Evolution Lessons 1-4
These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learn
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask the students about what is stated in the
three theories developed by Jean Baptiste de
Lamarck.
 B. Establishing a purpose for the lesson Create your own story using the four diagrams
presented by the teacher and share it to the
class.
C. Presenting examples/ instances of the Discuss the relationship of the diagram
new lesson presented to the Theory of Natural Selection.
 D. Discussing new concepts and Perform Activity 5 in LM pp. 318-319. (Group
Activity)
practicing new
E. Discussing newskills #1 and
concepts Perform Activity 6 in LM pp. 319-321. (Group
Activity)
practicing new
F. Developing skills #2
mastery Answer the Guide Questions.
(Leads to Formative Assessment 3)
G. Finding practical applications of As a student , how can you help to protect our
natural resources and save our biodiversity?
concepts and skills in daily living
H. Making generalizations and Presentation of group activity.
abstractions
about the learning
I. Evaluating lesson How can you be able to survive in any given
environment or situation?
J. Additional activities for application or Write an essay about the things an individual
remediation must do in order to adapt and survive
environmental changes.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so wh

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

evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
 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?
Submitted by :______________________________________________ Submitted to :___________________________________________________ Noted by
________________________________________________ Science Teacher Head Teacher/ Coord
School Head/Principal
 Grade Level 10
Learning Area SCIENCE
Quarter 3RD

Day 3 Day 4
To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
oy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

er aims to teach in the CG, the content can be tackled in a week or two.

DAY 3: CHRISTMAS PARTY (TEACHING DAY 4: CHRISTMAS BREAK

AND NON-TEACHING)
ildrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

so that students will learn well. Always be guided by 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
eriences and previous knowledge. Indicate the time allotment for each step.
s progress this week. What works? What else 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.
d to :___________________________________________________ Noted by :
ence Teacher Head Teacher/ Coordinator

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resourcce (LR) portal
B. Other Learning Resources
IV. PROCEDURES
School
Teacher
Teaching Dates and Time JANUARY 09-13, 2016
Day 1 Day 2
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing con
the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Limiting factors that depend on population The importance of biodiversity and value of
density species
Identify the limiting factors that depend on Classifying the value of biodiversity in an
population ecosystem
1. Define limiting factor 1. Define biodiversity
2. Enumerate the limiting 2. Cite the categories of the
factors that affect population value of species
growth S10LT-IIIj-43
3. Discuss how population
growth affect the carrying
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.
capacity of an ecosystem. Code: S10LT- IIIi-
Limiting
42 Factors Diversity and Stability
List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning p
pp.243-245 p. 242; Unit 3; Module 4
pp. 335-336 Unit 3; Module 4 pp. 329-331; Unit 3; Module 4
Prntice Hall: Biology
Millier and Levine pp.124-127
These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learn
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 lesson or Guide Questions: Show a picture of an ecosystem

presenting the new lesson 1. Differentiate density-dependent limiting

factor from density-independent limiting factor
2. Give
the factors that affect population growth.
B. Establishing a purpose for the lesson 4- Pics one Word! Present a video clip about the interaction of
The teacher will show 4 pictures organisms that take place in an ecosystem
that corresponds to one word. The pictures to
be described are the illustrations of the
following :
1. Parasites 3. Pradation

C. Presenting examples/ instances of the Use powerpoint presentation/motion pictures Discuss the importance of biodiversity
to present the lesson on Limiting Factors.
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Quick Lab 1 Explain how biodiversity can influence the
Prentice stability of an ecosystem
Hall Biology (Miller& Levine pp.125)
Title: How
competition affect plant growth?
Materials: bean seeds, 2 paper cups, potting
soil
Procedure:
1. Label two
paper cups 3 and 15. Use a pencil to
make several holes in the bottom of each
paper cup.
Fill each cup two-thirds full with potting soil.
Plant 3
bean seeds in cup 3 and plant 15 bean
seeds in cup
15.
2. Water both cups so tht the soil is moist but
not wet.
Put them in a location that receives bright
indirect
light. Water the cups equally as needed.
3. Count the
seedlings every other day for 2 weeks.
Activity #2 Dependent or Independent? Discuss the three divisions of the value of
Refer to Learner's species
Material pp. 336
 F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Answer the following: Let the students do the activity # 1 "
1. Why infectious diseases and Classifying the value of biodiversity"
parasites spread faster in density populated
areas? 2.
What might be the possible effect when the
number of prey and
Cite an examples of predators decrease?
healthy and unhealthy Cite the importance of biodiversity
competition.

H. Making generalizations and Fishbowl Technique (Questions) Ask students the relation of biodiversity and
abstractions 1. What are the limiting factors stability of an ecosystem
about the lesson that depend on population density?

2. Give example of abiotic factors.

I. Evaluating learning Identification: Identify the answer of the Quiz: Classifying the value of some organisms
following statement.
1. Organisms leave and
go to a new area. 2.
Spread faster in density populated areas
3. This factor limit organisms to
reproduce as often and live long
4.
Prey and pradator relationship.
J. Additional activities for application or List three density-dependent factors and
5. Refers to an organisms perthree
unit Assignment: Define population density.
remediation density-independent
area factors that can limit the
growth of a population.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so wh

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

evaluation
 B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
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?
Submitted by :______________________________________________ Submitted to :___________________________________________________ Noted by
________________________________________________ Science Teacher Head Teacher/ Coord
School Head/Principal
 Grade Level 10
Learning Area SCIENCE
Quarter 3RD

Day 3 Day 4
To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
oy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Population Density Four limiting factors affecting population

density
Identifying the factors affecting population Identifying the limiting factor occurring in
growth specific situation
Cite the factors affecting population growth Give the factors affecting population density
S10LT-IIIj-43 S10LT-IIIj-43

er aims to teach in the CG, the content can be tackled in a week or two.

The Ups and Downs of Population Growth Limiting Factors that depend on population
density
ildrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

p. 242; Unit 3; Module 4 pp. 243-245; Unit 3; Module 4

pp.331-334; Unit 3; Module 4 pp. 335-336; Unit 3; Module 4

so that students will learn well. Always be guided by 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
eriences and previous knowledge. Indicate the time allotment for each step.
Recall: Biodiversity Recall: Birth rate Vs. Death rate

Post this question on the board: Is Present a picture on the board

Populations' Size Increasing or Decreasing?

Discuss the importance of monitoring the Introduce the limiting factors that depend on
population rate in a specific area population density and explain each.
Answer the guide questions posted on the Perform the Activity # 2,pp. 336-337
board

Cite the importance of monitoring the Answer the questions posted on the board
population in identifying the possible problem
in the organisms’ environment
 Answer the questions #'s 1 & 2 on p. 334 Ask students to present their activity

Discuss the answers in their activity Discuss the answers in their activity

Cite the organisms that can be found in their

home and classify its value
Quiz: Matching Type
Cite the organisms that can be found in their Answer the questions posted on the board
home and classify its value

Quiz: Matching Type Quiz; Cause and Effect

Assignment: Make a research about Climate

Change

s progress this week. What works? What else 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.
d to :___________________________________________________ Noted by :
ence Teacher Head Teacher/ Coordinator

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resourcce (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson Picture Analysis
School
Teacher
Teaching Dates and Time JANUARY 16-20, 2016
Day 1 Day 2
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing con
the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Environmental problems and issues Demonstrate an understanding of Living
Things and The Environment
Write an essay about environmental problems (Write the direction of the examination)
and issues
Make ways to minimize human impact in the Answer 80% of the examination correctly
environment S10LT-IIIj-43
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.
Environmental Problems and issues Day1(Third Quarter Examination)
List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning p
pp. 246-247; Unit 3; Module 4
337-340; Unit 3; Module 4
These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learn
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Recall: Factors affecting population density 1. Describe the purpose and the content of the
Examination
2. Recall the
rules to observe in taking the test
Ask students to expound the operative
meaning of " Honesty is the best policy"
C. Presenting examples/ instances of the Perform activity # 3, p.338-339 1. Ask students to read the direction of the test
and give leading questions to test the clarity
new lesson of the direction
D. Discussing new concepts and Discuss the environmental issue that we are Administer the test.
facing now
practicing new skills #1
 E. Discussing new concepts and By group: Work on a specific problem scenario
depicted on the illustration on the board
practicing new skills #2
F. Developing mastery Ask Students to cite the environmental Roam around while administering the
(Leads to Formative Assessment 3) problems and issues that their barangay were examination and give prompting to students if
facing necessary
G. Finding practical applications of Importance of environment See that honesty and discipline is being
observed during test
conceptsgeneralizations
H. Making and skills in daily
andliving Ask Students to cite the environmental Ask students to finish and review the answers,
abstractions problems and issues that their barangay were when there are still time to do it
about the lesson facing
I. Evaluating learning Quiz: Essay Check and evaluate the students answers, if
time allows it
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so wh

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

evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who
have caught up with the lesson
D. No. of learners who continue to

requireofremediation
E. Which my teaching strategies
worked well?
Why difficulties
F. What did these work?
did I encounter which
my
principal or supervisor can help me
 G. What innovation or localized materials
did
I use/discover which I wish to share
with other
teachers?
Submitted by :______________________________________________ Submitted to :___________________________________________________ Noted by
________________________________________________ Science Teacher Head Teacher/ Coord
School Head/Principal
 Grade Level 10
Learning Area SCIENCE
Quarter 3RD

Day 3 Day 4
To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
oy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Demonstrate an understanding of Living Item Analysis

Things and The Environment
(Write the direction of the examination) Check the test paper and perform Item
analysis.
Answer 80% of the examination correctly Identify the correct number per item and
compute for the MPS.
er aims to teach in the CG, the content can be tackled in a week or two.

Day2(Third Quarter Examination) Checking and Item Analysis

ildrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

so that students will learn well. Always be guided by 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
eriences and previous knowledge. Indicate the time allotment for each step.

1. Describe the purpose and the content of the Ask the students to seat properly. Advice the
Examination students to listen attentively.

2. Recall the
rules to observe in taking the test
Ask students to expound the operative Explain the purpose of an Item analusis
meaning of " Honesty is the best policy"
1. Ask students to read the direction of the test Distribution of Test Paper, Checking of test
and give leading questions to test the clarity paper.
of the direction
Administer the test. Raising of hands for item analysis
 Roam around while administering the Recording of scores on the board
examination and give prompting to students if
necessary
See that honesty and discipline is being Give emphasis on following the rules of
observed during test conduct while checking the test.
Ask students to finish and review the answers, Identify the highest and lowest score.
when there are still time to do it
Check and evaluate the students answers, if Counting and recording of scores.
time allows it
Bring red ballpen.

s progress this week. What works? What else 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.
d to :___________________________________________________ Noted by :
ence Teacher Head Teacher/ Coordinator