Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 135
2. Learner's Materials Pages p. 165
EASE Science I. Module 12. p. 24.
3. Textbook Pages
MISOSA 6. Active and Inactive Volcanoes.
4. Additional Materials from Learning
www2.fiu.edu/~longoria/natural/volcano/
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p. 136
2. Learner's Materials Pages pp.166-168
3. Textbook Pages MISOSA 6. Active and Inactive Volcanoes.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p. 137
2. Learner's Materials Pages pp.168-169
1. MISOSA 6. Module 29.
2. BEAM 6. Unit 5. 12 Volcanic Eruptions. Volcano Mania. Module
3. Textbook Pages 12. Activity 3.2.
3. Science and Technology I: Integrated Science Textbook.
NISMED. 2012. pp. 189-191.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 139-141
2. Learner's Materials Pages pp. 174-175
1. MISOSA 6. Module 29.
2. BEAM 6. Unit 5. 12 Volcanic Eruptions. Volcano Mania. Module
3. Textbook Pages 12. Activity 3.2.
3. Science and Technology I: Integrated Science
Textbook.NISMED. 2012. pp. 189-191.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Guide question:
What have you observed in the pictures?
C. Presenting examples / instances of the Activity No. 5
new lesson In and Out
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
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
J. Additional activities for application or
Remediation
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 139-141
2. Learner's Materials Pages pp. 174-175
1. MISOSA 6. Module 29.
2. BEAM 6. Unit 5. 12 Volcanic Eruptions. Volcano Mania. Module
3. Textbook Pages 12. Activity 3.2.
3. Science and Technology I: Integrated Science
Textbook.NISMED. 2012. pp. 189-191.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Students will be asked about the activity they’ve performed.
new lesson (5min)
Now you are ready to identify the factors that affect the viscosity
B. Establishing a purpose for the Lesson of magma and how the type of material emissions affect the
volcano’s slope.(5min)
C. Presenting examples / instances of the
new lesson
D. Guide questions:
1. Compare the appearances of the cones.
2. Which volcano has the greatest slope? Which has
Discussing new concepts and practicing the least slope?
new skills #1 3. Explain how the type of material extruded from a
volcano affects the shape of its cone.
4. In what way does the formation of a volcanic cone
model differ from a real volcano? (20min)
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts How will you describe the slope of Pinatubo Volcano? Infer the
and skills in daily living type of materials from which it was formed. (8min)
H. -Shield volcanoes are formed by the accumulation of lava that
oozes out from the volcano. Since non-viscous lava can flow
freely, a broad, slightly domed structure that resembles a
warrior’s shield is formed
-Cinder cones, on the other hand, are built from ejected lava
fragments. They have a steep slope, wide crater.
Making generalizations and abstractions - Composite cones or stratovolcanoes are large, nearly perfect
about the lesson sloped structure formed from alternate solidification of both lava
and pyroclastic deposits. One perfect example of this type of
cone is our Mayon Volcano. (8min)
Pinatubo Volcano
(Source: https://www.google.com.
ph/url/mt-pinatubo-things-thatmatter)
Direction: Answer the cross-word
puzzle
Across
5. a periodic weak to violent eruption
characterized by fountain lava.
Down
1. shaped like a bowl or shield in the
middle with long gentle slopes
2. a stream-driven eruption as the hot
rocks come in contact with water.
I. Evaluating Learning 3. characterized by tall eruption
columns that reach up to 20 km high with pyroclastic flow.
4. circular or oval cones made up of small fragments of lava from
a single vent that have been blown into the air.
Key to correction
5. strombolian
1. shieldvolcano
2. hydrothermal
3. vulcanian
4. cindercone
(10min)
J. Additional activities for application or
What is the importance of volcanoes in the community?
Remediation
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p. 138
2. Learner's Materials Pages pp. 171-172
1. MISOSA 6. Module 29.
2. BEAM 6. Unit 5. 12 Volcanic Eruptions. Volcano Mania. Module
3. Textbook Pages 12. Activity 3.2.
3. Science and Technology I: Integrated Science
Textbook.NISMED. 2012. pp. 189-191.
4. Additional Materials from Learning https://www.youtube.com/watch?v=Jp7OhtSQWX0
Resource (LR) portal https://www.youtube.com/watch?v=czuhCcLZhZQ
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Explain how the type of material extruded from a volcano affects
new lesson the shape of its cone. (5min)
Video presentation
Guide question:
B. Establishing a purpose for the Lesson
How would you compare the volcanoes in terms of their lava
flow? (10min)
C. Activity No. 4
Presenting examples / instances of the
Viscosity Race
new lesson
(15 min)
D. Guide questions:
1. Is your prediction correct?
2. Which liquid is the most viscous? How do you know?
Discussing new concepts and practicing
3. Which liquid is the least viscous?
new skills #1
4. Explain viscosity in your own words.
5. Compare how these liquids flow with how you think lava flows.
Why do some types of lava travel faster than others? (10min)
E. Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
What type of magma do you think the Mayon Volcano ejects?
and skills in daily living
(5min)
H. Making generalizations and abstractions Different liquids have different viscosities. The amount of gas
about the lesson affects the viscosity of the liquid. (5min)
Directions: If the statement is True write T. If the statement is
False write F and underline the word that make the
statement false.
1. The higher the temperature of magma is, the higher is its
viscosity. F
I. Evaluating Learning 2. Viscosity is the property of the material’s resistance to
flow. T
3. The more viscous and thicker the material is, the less its
resistance to flow. F
4. As lava flows, it cools and begin to harden thus, its ability
to flow increases and eventually it stops. F (10min)
J. Additional activities for application or
List 5 liquid samples and group them according to their viscosity.
remediation
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages p. 173
1. MISOSA 6. Module 29.
2. BEAM 6. Unit 5. 12 Volcanic Eruptions. Volcano Mania. Module
3. Textbook Pages 12. Activity 3.2.
3. Science and Technology I: Integrated Science
Textbook.NISMED. 2012. pp. 189-191.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Group Activity
C. Concept Map
Let the students complete the
Presenting examples / instances of the concept map. Ask students to write
new lesson the following:
Second inner circle:
types of volcanic eruption
Outermost circle:
description of every volcanic
(15min)
D. Guide Questions
Discussing new concepts and practicing 1. How do volcanic eruption classified?
new skills #1 2. What is the most common type of volcanic eruption?
(7min)
E. Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts What do you think is the importance that scientist continuously
and skills in daily living study the nature and movement of volcanoes? (8min)
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p. 141
2. Learner's Materials Pages pp. 176-178
3. Textbook Pages MISOSA 6. Module 30. p. 8.
4. https://www.youtube.com/watch?v=NWB0TrrjtAU
Additional Materials from Learning
https://www.youtube.com/watch?v=mCRDf7QxjDk
Resource (LR) portal
https://www.youtube.com/watch?v=t0FwHVYSrAE
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the What are the different types of volcanic eruption? (5min)
new lesson
Video presentation
https://www.youtube.com/watch?v=NWB0TrrjtAU
Guide questions:
B. Establishing a purpose for the Lesson
1. How do you feel while watching the video?
2. How do you think volcanic eruptions would affect our lives?
(10min)
C. Presenting examples / instances of the Discussion of what to do and what to look for while watching the
new lesson video presentation(5 min)
D. Video presentation
Discussing new concepts and practicing
https://www.youtube.com/watch?v=mCRDf7QxjDk
new skills #1
https://www.youtube.com/watch?v=t0FwHVYSrAE(10min)
E. Guide questions:
1. Where are geothermal plants located?
2. Why do you think they were built on those places?
Discussing new concepts and practicing 3. Based on the video that you have watched, how is geothermal
new skills #2 energy generated?
4. What are the benefits of volcanic eruptions in the society?
5. What could be the harmful effects of volcanic eruptions in the
society? (10min)
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts Supposed you are living near a volcano, what are the observed
and skills in daily living signs that a volcano is about to erupt? (5min)
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 145-146
2. Learner's Materials Pages p. 185
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for
First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.
4. Additional Materials from Learning
https://www.youtube.com/watch?v=NWB0TrrjtAU
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 146-147
2. Learner's Materials Pages pp. 186-188
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for
First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
Guide questions:
1. Identify the places shown
in the pictures. When do
we usually
B. Establishing a purpose for the Lesson
go there?
2. Why do we go there?
3. Why is it cold there?
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 146-147
2. Learner's Materials Pages pp. 186-188
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for
First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 147-148
2. Learner's Materials Pages pp. 188-191
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for
First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the What is the relationship between altitude and temperature of a
new lesson place?
Post the following questions on the board.
B. Establishing a purpose for the Lesson 1. Which heats faster: water or soil?
2. Which cools faster, water or soil?
C. Presenting examples / instances of the Activity No. 3
new lesson Which cools and heats faster?
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)
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 147-148
2. Learner's Materials Pages pp. 188-191
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for
First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Which part of the activity yesterday you enjoyed the most? Which
new lesson part was hard for you? Why?
You have performed activity number 3. You were now ready to
B. Establishing a purpose for the Lesson
explain the effect of the distance of bodies of water.
C. Presenting examples / instances of the
new lesson
D. The students will continue working on the activity
Guide questions:
1. What are the initial temperatures of water and soil?
2.What is the difference between the temperature of soil and
water after 6 minutes?
3. Which heats up faster, water or soil?
Discussing new concepts and practicing
4. What happens to the temperatures of water and soil after you
new skills #1
remove the containers from each tripod?
5. Which cools faster, water or soil?
6. How does a body of water regulate the temperature of a
certain region/country?
7. Why do some areas that are far from bodies of water have
extreme climates?
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
J. Additional activities for application or List other factors that might influence climate?
Remediation
V. REMARKS
VI. REFLECTION
Module 2: Climate
Topic :Factors that Affect Climate
II. CONTENT
Subtopic :Windward and Leeward Sides of the Mountain
Developing mastery
F
(Leads to Formative Assessment 3)
G. If you were Onyok, in which side of the mountain should you
Finding practical applications of concepts
and skills in daily living choose to live? Why? (3 mins)
H. Moist wind coming from the sae flow up the mountain. Because the
temperature falls with altitude, water vapour eventually condenses
and there is precipitation. Since this is the side of the mountain
facing the wind, it is called the windward side.Formation of the
clouds in the windward side of the mountain is caused by the
Making generalizations and abstractions condensation of water vapour.
about the lesson Since precipitation occurred in the windward side, the wind often
loses its moisture content by the time it reaches the peak. The wind
blowing down the other side called the leeward side, is dry. Since it
barely rains on this side, the mountain is said to form a rainshadow
on the leeward side. Without rain to cool it down, this side of the
mountain has higher temperature. (5min)
Directions: Read each question/statement carefully. Choose the
letter of the correct answer. (7 min)
1. Which side of the mountain often receives the most precipitation?
A. leeward side B. windward side
C. rain shadow D. peak
2. What will happen when the rates of evaporation and
condensation are equal?
A. Clouds form. C. The humidity increases.
B. The dew point is reached. D. Precipitation occurs.
3. How does the windward side differ from the leeward side of a
high land?
A. The windward receives more precipitation than the leeward.
B. The leeward side has more vegetation than the windward side
I. Evaluating Learning C. The windward side receives more heat than the leeward side.
D. The leeward side receives more precipitation than the
windward side.
4. Why does cloud formation disappear as the air moves slowly
towardsthe leeward side of a mountain?
A. The air condenses as it moves to the leeward side.
B. The amount of water vapor is not enough.
C. The temperature becomes lower.
D. There is too much water vapor.
5. When moist winds approach a mountain, they often drop rain as
they rise over the mountain. Which characterizes the wind as it
comedown the other side of the mountain?
A. cooler and drier C. warmer and drier
B. cooler and wetter D. warmer and wetter
Additional activities for application or
Remediation
V. REMARKS
VI. REFLECTION
Module 2: Climate
Topic :Factors that Affect Climate
II. CONTENT
Subtopic: Temperature of Different Cities Around the World
Developing mastery
F. (Leads to Formative Assessment 3)
G.
Finding practical applications of concepts
Denver is one of the highest major cities of the United States. What
and skills in daily living
kind of climate do people living in the place experienced?
H. .-When a place is closer to the equator, the temperature is likely to
be higher. When a place is farther from the equator, the
temperature tends to be lower.
Making generalizations and abstractions
-Places that have high elevations have lower air temperature.
about the lesson
-The closer a region is to a body of water, the temperature range is
smaller. Places far from bodies of water tend to have larger
temperature range. (5min) (5min)
Directions: Read each question/statement carefully. Choose the
letter of the correct answer.
1 City A is surrounded by bodies of water and has a moderate
climate. It is located near the equator. What will most likely affect
the climate of the city?
A. latitude B. altitude
C. topography D. all of these
2. Which of the following must be the reason why two climates that
are at the same latitude may still be different?
A. bodies of water C. earth’s magnetic field
B. distance from the polesD. soil type
I. Evaluating Learning 3. Which of the following is TRUE?
A. I only B. II only
C. II and III only D. I, II, III and IV
Additional activities for application or
Remediation
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
A. References
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
How do the location and temperature of the country affect
new lesson
climate?(3min)
The teacher will show the picture to the class.
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
V. REMARKS
VI. REFLECTION
C.
Did the remedial lessons work? No. of learners
who have caught up with the lesson
D.
No. of learners who continue to require
Remediation
E.
Which of my teaching strategies worked well?
Why did these worked?
F.
What difficulties did I encounter which my
principal or supervisor can help me solve?
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
Activity: Ocean Currents
Ocean water moves on and below the surface in “streams” known as currents. All ocean
currents are caused by either wind patterns or by differences in water densities. Ocean
waters move in a continuous cycle. The deep waters of the oceans come from the
surface water cooled in the polar region. Near the poles, the surface water is cooled and
becomes heavier. This cool, heavy water sinks and flows towards the equator. Along the
way it mixes with warmer, fresh water and gradually rise. Eventually the surface waters
are moved by the winds toward the polar regions to complete the cycle. Oceanographers
believe that the complete cycle from pole to equator and back again takes hundreds of
years.
There are two major types of currents that move the waters of the world’s oceans.
There are:
• Surface currents are driven by wind and follow global atmospheric patterns. Cold
surface currents move from the polar regions to the equatorial zones, and warm surface
current move in the opposite way.
• Deep currents are caused by the differences in water densities. Because all the oceans
are connected, all ocean currents interact to form a continuous worldwide pattern of
water circulation. The currents flow in certain patterns throughout the world. The
currents in the northern hemisphere flow clockwise up from the equator toward the polar
regions and then back. While the currents in the southern hemisphere flow in a counter
clockwise direction south from the Equator to the polar regions.
• Gulf Stream – a mighty river of ocean water flows northward from the tropics and then
eastward. This current brings warmth to the climate of England and Scandinavia. The
Gulf Stream flows southward off the coast of Spain and Africa and becomes the Canary
Island Current.
• Canary Island Current – flows eastward across the equatorial region towards North
America.
• East Greenland Current – flows south from Greenland brings cold polar waters with it.
• North Atlantic Current – flows north of Europe and Russia back to the polar region
near Greenland.
• Kuroshio Current – is the Pacific Ocean’s equivalent of the Gulf Stream – it flows north
form the Equator to Japan and then travels across the northern Pacific Region to become
the California Current.
• Antarctic Circumpolar Current – is a large current the flows around the world in the
Antarctic polar Regions. This cold water current breaks off into several other currents.
• Peru Current - originates from the Antarctic Circumpolar current and flows northward
up the west coast of South America. • Australian Current - flows out of the warm water
coming from the Equator that traveled northward as the Peru Current.
• Benguela Current – flows north from the Antarctic Circumpolar Current and turns
westward from at the equator. It travels south as the Brazil Current.
• Brazil Current – a warm current traveling southward from the Equator along the cost of
Brazil.
Name:____________________________ Date:__________________
Procedure:
2. Color the warm currents using a red arrow the map colors.
4. What is the relationship between the movement of the atmosphere and the
movement of surface currents?
7. What impact would the Gulf Stream current have on the climate in England, and why?
11. What is the most common source of energy for surface waves ?
12. What process brings the deep cold ocean currents up?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:
I. OBJECTIVES
A. References
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the What do the arrows in your diagram represent?
new lesson Why did you use two colors in the diagram? ( 2 min)
C.
Presenting examples / instances of the Students will show their output to the class (5 min)
new lesson
D. Answer in the space provided.
1. Describe the “clock” direction of surface currents in the Northern
Hemisphere.
2. Describe the “clock” direction of surface currents in the Southern
Hemisphere.
E.
Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment 3)
VI. REFLECTION
C.
Did the remedial lessons work? No. of learners
who have caught up with the lesson
D.
No. of learners who continue to require
Remediation
E.
Which of my teaching strategies worked well?
Why did these worked?
F.
What difficulties did I encounter which my
principal or supervisor can help me solve?
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:
I. OBJECTIVES
Module 2: Climate
Topic Global Factors that Affect Climate
II. CONTENT
Subtopic Ocean Currents & Climate
A. References
4.
Additional Materials from Learning
Resource (LR) portal
http://oceanexplorer.noaa.gov/facts/climate.html
B. Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
What are the types of ocean currents? Differentiate one from
new lesson
the other(3min)
Ask the students to look for a partner. One student will make a
straight line on a bond paper while his/her partner will slowly spin
the paper.
B. Establishing a purpose for the Lesson
Guide Questions:
1. What shape was formed?
2. Why is that so?
C.
Presenting examples / instances of the Activity 6 :Ocean Currents
new lesson (10 min)
D.
Answer the guide questions:
1. What are the different ocean currents that carry warm water?
Give examples.
2. What are the different ocean currents that carry cold water?
Discussing new concepts and practicing
Give examples.
new skills #1
3. What kind of air does Greenland Current take along? Explain.
4. How do the Kamchatka Current and Kuroshio Current affect the
north eastern part and southern part of Japan?
5. How do ocean currents affect climate?
E.
Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment 3)
G. How does ocean current change the climate of a certain area? Why
Finding practical applications of concepts does the Philippines experience different seasons throughout the
and skills in daily living year?
V. REMARKS
VI. REFLECTION
D.
No. of learners who continue to require
Remediation
E.
Which of my teaching strategies worked well?
Why did these worked?
F.
What difficulties did I encounter which my
principal or supervisor can help me solve?
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:
I. OBJECTIVES
Module 2: Climate
Topic : Climate Change
II. CONTENT
A. References
4.
Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the What is the effect of ocean currents to climate and temperature?
new lesson (3min)
F.
Developing mastery
(Leads to Formative Assessment 3)
H. How well are you aware of climate change? Are you really
Making generalizations and abstractions
ready for this change? What actions must you take in order to
about the lesson
prevent these changes?
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
C.
Did the remedial lessons work? No. of learners
who have caught up with the lesson
D.
No. of learners who continue to require
Remediation
E.
Which of my teaching strategies worked well?
Why did these worked?
F.
What difficulties did I encounter which my
principal or supervisor can help me solve?
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:
I. OBJECTIVES
Module 2: Climate
Topic Global Climate Phenomenon
II. CONTENT
Subtopic Climate Change
A. References
1. Teacher's Guide Pages pp 152-153
pp. 198-200
2. Learner's Materials Pages
1. BEAM 6. Unit 5. Module 13.
3. Textbook Pages 2. Science and Technology I:Integrated Science Textbook.
NISMED. 2012. pp. 300-301.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
F. Developing mastery
(Leads to Formative Assessment 3)
G. Cite human activities that can cause accumulation of greenhouse
Finding practical applications of concepts gases. As a student, what can you do to minimize the greenhouse
and skills in daily living gases? (3 min)
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
Module 2: Climate
Topic Global Climate Phenomenon
II. CONTENT Subtopic Climate Change
Impacts of Climate Change
A. References
4.
Additional Materials from Learning
Resource (LR) portal
https://www.youtube.com/watch?v=aFsC4sGzMJ8
B. Other Learning Resource
IV. PROCEDURES
Guide Questions
1. How much is the increase in temperature from 1880 to 2010?
2. What happened to the amount of carbon dioxide from 1880 to
2010?
3. What is the relationship between the amount of carbon dioxide
and global temperature?
4. When was temperature at its highest and at its lowest? (7min)
C.
Presenting examples / instances of the Activity 10: Am I a Climate Hero or a Climate Culprit?
new lesson (10 min)
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
H.
Making generalizations and abstractions
about the lesson
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
Module 2: Climate
Topic Global Climate Phenomenon
II. CONTENT Subtopic Climate Change
Impacts of Climate Change
A. References
1. Teacher's Guide Pages pp.153-154
pp.201-201
2. Learner's Materials Pages
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I:Integrated Science Textbook.
3. Textbook Pages
NISMED. 2012. pp. 300-301.
IV. PROCEDURES
A.
The teacher will review the graph of Global Temperature and
Carbon Dioxide
Reviewing previous lesson or presenting the What is the relationship of the amount of carbon dioxide to
new lesson global temperature?
Name some of your activities that contribute on the emission
of carbon dioxide.
F. Developing mastery
(Leads to Formative Assessment 3)
G. Anyone can be a contributor in changing our climate. What can you
Finding practical applications of concepts do to make this world remain hospitable to human beings? (3
and skills in daily living min)
VI. REFLECTION
DAY:
I. OBJECTIVES
Module 2: Climate
II. CONTENT Topic : Climate Change
A. References
4.
Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
C.
Presenting examples / instances of the The class will be divided into groups .The group will have a role
new lesson playing about “Climate Change: Its Causes and Effects:
D.
What were the causes of climate change?
Discussing new concepts and practicing
Did he group able to present the effects of climate change?
new skills #1
As a student, what will you do to inform the people in your
community to avoid climate change?
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
V. REMARKS
VI. REFLECTION
C.
Did the remedial lessons work? No. of learners
who have caught up with the lesson
D.
No. of learners who continue to require
Remediation
E.
Which of my teaching strategies worked well?
Why did these worked?
F.
What difficulties did I encounter which my
principal or supervisor can help me solve?
I. OBJECTIVES
Module 3: Constellations
Topic Characteristics of Stars
II. CONTENT
A. References
1. Teacher's Guide Pages p. 160
pp 213-216
2. Learner's Materials Pages
1. BEAM 5. Unit 7. 20 The Sun.
2. EASE Science I. Module 18.
3. Textbook Pages
3. Science and Technology I: Integrated Science Textbook. Villamil,
Aurora M., Ed.D. 1998. pp. 268-270.
4.
Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURES
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
Directions: Choose the best answer and write the letter of your
answer.
1. The star Algol is estimated to be as bright as the star
Aldebaran and have approximately the same temperature as the
star Rigel. Which of the following statement is correct?
A. Algol and Rigel have same color.
B. Algol and Rigel have the same brightness.
C. Algol and Aldebaran have the same in size.
D. Algol and Rigel have the same brightness and color.
2. It refers to the brightness of the star if all stars were at
I. Evaluating Learning
the same standard distance from earth.
A. Absolute brightness C. Accurate brightness
B. Apparent brightness D. Amazing brightness
3. What characteristic of a star depends on how far away a star
from the earth?
A. Accurate brightness C. Amazing brightness
B. Apparent brightness D. Absolute brightness
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
Module 3: Constellations
II. CONTENT Topic Characteristics of Stars
A. References
1. Teacher's Guide Pages p. 160
pp 213-216
2. Learner's Materials Pages
1. BEAM 5. Unit 7. 20 The Sun.
2. EASE Science I. Module 18.
3. Textbook Pages
3. Science and Technology I: Integrated Science Textbook. Villamil,
Aurora M., Ed.D. 1998. pp. 268-270.
4. Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURES
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p. 160
p.217
2. Learner's Materials Pages
1. EASE Science I. Module 18.
2. Science and Technology I: Integrated Science Textbook. Villamil,
3. Textbook Pages
Aurora M., Ed.D. 1998. p. 272. *
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Why is the sun considered as a star? What are the different
new lesson characteristics of stars? (3min)
Show the pictures of stars.
Refer to LG page 32
Guide Questions:
B. Establishing a purpose for the Lesson 1. What have you noticed on the first two pictures?
2. What about in pictures 3 and 4?
3. Can you recognize the figure formed in picture no. 5?
(7min)
C. Presenting examples / instances of the Activity 2 :Patterns in the Sky
new lesson (10 min)
D. Guide Questions:
1.What figure were you able to form?
2. What is your basis for coming up with the figure?
3. What makes you decide to come up with that story?
Discussing new concepts and practicing
4. How do the Greeks called the large constellation, which is
new skills #1
prominent in the night sky all over the world during winter?
5. Which group of stars was seen by early Filipinos and associated
with a trap used in hunting wild pigs.
6. How do Christian Filipinos named the three stars, Orion’s belt?
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Zodiac constellations include, Capricorn, Aquarius, Pisces, Aries,
Finding practical applications of concepts Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, and Sagittarius.
and skills in daily living Is it advisable to believe on the horoscope based on these given
zodiac constellations? Explain your answer.(3 min)
H. Constellations (“set of stars”) are basically groups of stars that have
imaginatively been linked together to depict mythological
characters, animals and objects from mankind’s past. This allowed
Making generalizations and abstractions
early people to organize the night sky into a recognizable form to
about the lesson
assist in their religious study of the celestial heavens, as well as
more earthly applications, such as predicting the seasons for
farming, measuring time or as a directional compass. (5min)
Identification: Identify the terms being described in each number.
__________ 1. Groups of stars that have imaginatively been linked
together to depict mythological characters, animals and objects.
__________ 2. It refers to the large constellation which means
hunter and is prominent in the night sky all over the world during
I. Evaluating Learning
winter.
__________ 3. These are the three stars called by Christian
Filipinos as Tatlong Maria or Tres Marias.
__________ 4. During these times giving names to different
constellations started.
Additional activities for application or Look at the stars clearly every hour of the night, from 7pm to 11pm.
Remediation Record the changes in the formation of stars
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p.161
pp.218-220
2. Learner's Materials Pages
IV. PROCEDURES
F. Developing mastery
(Leads to Formative Assessment 3)
G.
Directions: Read the following and write the letter of the correct
answer.
1. How do stars appear to move in the night sky?
A. From East to West
B. From North to South
C. From West to East
D. From South to North
2. The constellation Pisces changes position during a night, as
shown in the diagram below.
Evaluating Learning
I. Which motion is mainly responsible for this change in position?
A. Revolution of Earth around the Sun
B. Rotation of Earth on its axis
C. Revolution of Pisces around the Sun
D. Rotation of Pisces on its axis
3. At which location can an observer not see Polaris in the night sky
at any time during the year?
A. A and D
B. B and C
C. C and D
D. D and B
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p.161
pp. 220-224
2. Learner's Materials Pages
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Why can’t we see the constellations at the same time? Are stars
new lesson really moving (3min)
Show the pictures of stars.
Refer to LG page 37
Guide Questions:
B. Establishing a purpose for the Lesson 1. Name the constellations seen in the pictures?
2. When do we usually see this constellation?
3 Why are some constellations only visible at particular months?
(7min)
C. Presenting examples / instances of the Activity 4: Different Star Patterns Throughout the Year
new lesson (10 min)
D. Guide Questions:
1. Compare the photographs. What do you notice?
2. Why are some stars visible in March but not visible in
September?
Discussing new concepts and practicing 3. What constellations are prominent during winter? fall?
new skills #1 summer?spring?
4. Why the stars on the same side as the sun cannot be seen?
5. During what time were the constellations of Orion and Taurus
visible? (10 min)
H. The rotation of the Earth on its axis causes the apparent nightly
Making generalizations and abstractions movement of the stars across the sky. The revolution is responsible
about the lesson for the fact that we can see different parts of the sky at different
parts of the year.
Directions: Read the following and write the letter of the correct
answer.
1. Which constellation is prominently seen in the sky during
summer?
A. Orion B. Pegasus C. Hercules D. Virgo
2. Which statement best explains why Cygnus is visible to an
observer in Manila in September but not visible in March?
A. Earth spins on its axis. C. Cygnus spins on its axis.
I. Evaluating Learning
B. Earth orbits the Sun. D. Cygnus orbits the Earth.
3. If you are located at the North Pole, where will you see the
Polaris?
A. Overhead
B. Just above the horizon
C. Around 45° from the horizon
D. Polaris will not be seen in the North Pole.
V. REMARKS
VI. REFLECTION