DLL Science 10

School Mariano Peralta National High School – Talogoy Grade X
Teacher Mr. Ivan Ruel S. Abadiez Learning Area Science

Date/Time November 28 – December 02, 2016 Quarter Third
Daily Lesson Log
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The Learners demonstrate an NO CLASS The Learners demonstrate an The Learners demonstrate an
understanding of: BONIFACIO DAY understanding of: understanding of:
1. organisms as having feedback 1. organisms as having feedback 1. organisms as having feedback
mechanisms, which are coordinated by mechanisms, which are coordinated by mechanisms, which are coordinated
the nervous and endocrine systems the nervous and endocrine systems by the nervous and endocrine
systems
B. Performance Standards
C. Learning The Learners should be able to… The Learners should be able to… The Learners should be able to…
Competencies/Objective describe how the nervous system explain the role of hormones involved in explain the role of hormones involved
s coordinates and regulates these the female and male reproductive in the female and male reproductive
feedback mechanisms to maintain systems systems
homeostasis;
II. CONTENT Coordinated Functions of the Coordinated Functions of the Coordinated Functions of the
Reproductive, Endocrine, and Nervous Reproductive, Endocrine, and Nervous Reproductive, Endocrine, and
Systems Systems Nervous Systems
*How does nervous sytem work? *The Endocrine System *The Endocrine System
Function of Endocrine System Function of Endocrine System
LEARNING RESOURCES
A. References
1. Teacher’s Guides Science 10 TG pp 173-175 Science 10 TG pp 176-178 Science 10 TG pp 176-178
2. Learner’s Material Science 10 LM pp. 236-239 Science 10 LM pp. 240-243 Science 10 LM pp. 240-243
pages
3. Textbook Pages
4. Additional Reference
from Learning
Resource
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing previous -2 major division of nervous system -What does your brain command to
lesson or presenting the and its subdivision your organ when a message reaches
new lesson -the nerve cell the brain from any part of the body?
-how do neurons function
-Differentiate sensory neurons and
motor neurons
B. Establishing a purpose How does nervous sytem work? -What could be the reason that
for the lesson some boys are taller than the other?
-Aside from eating much, what could
be the reason why a person
becomes obese?
C. Presenting Doing standards in doing the activity.
examples/instances of
the new lesson
D. Discussing new Group activity Discussion (LM 240-241)

concepts and practicing
new skill #1
E. Discussing new Presentation of activity. Group activity Group activity

new skill #2
F. Developing mastery The teacher will explain further:

(Leads to Formative
Assessment)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations The endocrine system consists of The endocrine system consists of
and abstractions about glands that secrete chemicals called glands that secrete chemicals called
the lesson hormones to control various body hormones to control various body
processes. This control system usually processes. This control system
brings about slow changes in the body usually brings about slow changes in
because chemical messengers move the body because chemical
more slowly than nerve impulses. The messengers move more slowly than
major glands in the body are the nerve impulses. The
pituitary, thyroid, parathyroid, thymus, major glands in the body are the
adrenal, pancreas, ovaries, and testes. pituitary, thyroid, parathyroid, thymus,
adrenal, pancreas, ovaries, and
testes.
I. Evaluating learning  Answering Guide Question Answering guide questions in Answering guide questions in
(LM pp 239) Activity 4 (LM pp 243) Activity 4 (LM pp 243)
 Short quiz
J. Additional activities for
application or
remediation
IV. REMARKS -Lack of time
-Activity will be done the next day
V. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
PREPARED BY: CHECKED BY:

IVAN RUEL S. ABADIEZ PHOEBE CRISTINA S. ALCONTIN
Teacher SSP I
Date/Time December 05 – 09, 2016 Quarter Third
Daily Lesson Log

I. OBJECTIVES
D. Content Standards The Learners demonstrate an The Learners demonstrate an how these feedback mechanisms how these feedback
understanding of: understanding of: help the organism maintain mechanisms help the organism
1. organisms as having feedback 1. organisms as having feedback homeostasis to reproduce and maintain homeostasis to
mechanisms, which are coordinated by mechanisms, which are coordinated survive reproduce and survive
the nervous and endocrine systems by the nervous and endocrine
systems
E. Performance Standards
F. Learning The Learners should be able to… The Learners should be able to… explain the role of hormones describe the feedback
Competencies/Objective explain the role of hormones involved in explain the role of hormones involved in the female and male mechanisms involved in
s the female and male reproductive involved in the female and male reproductive systems; regulating processes in the
systems reproductive systems female reproductive system
(e.g., menstrual cycle);
II. CONTENT Coordinated Functions of the Coordinated Functions of the The Reproductive System Feedback Mechanisms Involved in
Reproductive, Endocrine, and Nervous Reproductive, Endocrine, and Regulating
Systems Nervous Systems Processes in the Female
Reproductive System
*The Endocrine System *The Endocrine System
The Menstrual Cycle
Effects of Hormones in the body Effects of Hormones in the body
LEARNING RESOURCES
C. References
5. Teacher’s Guides Science 10 TG pp 179 Science 10 TG pp 179 Science 10 TG pp 180 Science 10 TG pp 181-182
6. Learner’s Material Science 10 LM pp. 244-246 Science 10 LM pp. 244-246 Science 10 LM pp. 249-249 Science 10 LM pp. 251-253
pages
7. Textbook Pages
from Learning
Resource
D. Other Learning
Resources
III. PROCEDURES
K. Reviewing previous -What is an endcorine system? -What is an endcorine system? -What is an endcorine system? How does pituitary gland
lesson or presenting the -Which gland of the endocrine and -Which gland of the endocrine and -Which gland of the endocrine and control the functions of both
new lesson nervous system controls the other glands nervous system controls the other nervous system controls the other
in the body? glands in the body? glands in the body? the testes and the ovaries?
-Drill on the different glands -Drill on the different glands -Drill on the different glands
L. Establishing a purpose
for the lesson
M. Presenting -What happens to a person if glands -What happens to a person if What do you think are the roles of
examples/instances of do not secrete enough amount of glands do not secrete enough hormones involved in the female
the new lesson hormones? amount of hormones? and male reproductive systems?
N. Discussing new Discussion (LM pp 244) Discussion (LM pp 244) Discussion ((LM pp 247-249) Doing standards in doing the
concepts and practicing activity.
new skill #1
O. Discussing new Activity by pair Activity by pair Group activity

concepts and practicing Activity 5 Activity 5
new skill #2
P. Developing mastery Presentation of activity.

(Leads to Formative
Assessment)
Q. Finding practical
R. Making generalizations Hormones affect various processes in the Hormones affect various processes The female reproductive system has
and abstractions about body as they regulate and balance the in the body as they regulate and the following functions:
the lesson functioning of organs, tissues, and cells. balance the functioning of organs, 1. Produces female sex cells
Hormones have great impact on your tissues, and cells. Hormones have 2. Receives sperm cells from the
growth, appearance, emotions, and great impact on your growth,
male
reproductive functions. These determine appearance, emotions, and
whether or not you develop disorders reproductive functions. These 3. Nurtures the development of and
such as diabetes, thyroid disease, growth determine whether or not you provides nourishment for the new
disorders, or sexual dysfunction. develop disorders such as diabetes, individual
Hormones act in very small amounts. An thyroid disease, growth disorders, or
increase or decrease in hormonal levels sexual dysfunction. Hormones act in
may result in body disorder due to very small amounts. An increase or
hormonal imbalance. decrease in hormonal levels may
result in body disorder due to
hormonal imbalance.
S. Evaluating learning Answering guide questions at LM pp Answering guide questions at LM Answering guide questions at LM
246 pp 246 pp 246
T. Additional activities for

application or
remediation
IV. REMARKS
V. REFLECTION
H. No. of learners who
earned 80% on the
I. No. of learners who
require additional
J. Did the remedial lessons
the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
Why did these work?
M. What difficulties did I
encounter which my
can help me solve?
N. What innovation or
teachers?

Teacher SSP I
Date/Time December 12 – 16, 2016 Quarter Third
Daily Lesson Log

I. OBJECTIVES
G. Content Standards The Learners demonstrate an
understanding of:
1. organisms as having feedback PROVINCIAL MEET
mechanisms, which are coordinated by
the nervous and endocrine systems
H. Performance Standards
I. Learning The Learners should be able to…

Competencies/Objective explain the role of hormones involved in
s the female and male reproductive
systems
II. CONTENT Coordinated Functions of the

Reproductive, Endocrine, and Nervous
Systems
*The Endocrine System

Effects of Hormones in the body
LEARNING RESOURCES
E. References
9. Teacher’s Guides Science 10 TG pp 179
10. Learner’s Material Science 10 LM pp. 244-246

pages
11. Textbook Pages
from Learning
Resource
F. Other Learning
Resources
III. PROCEDURES
U. Reviewing previous -What is an endcorine system?
lesson or presenting the -Which gland of the endocrine and
new lesson nervous system controls the other glands
in the body?
-Drill on the different glands
V. Establishing a purpose
for the lesson
W. Presenting -What happens to a person if glands

examples/instances of do not secrete enough amount of
the new lesson hormones?
X. Discussing new Discussion (LM pp 244)

new skill #1
Y. Discussing new Activity by pair

concepts and practicing Activity 5
new skill #2
Z. Developing mastery
(Leads to Formative
Assessment)
AA. Finding practical

BB. Making generalizations Hormones affect various processes in the

and abstractions about body as they regulate and balance the
the lesson functioning of organs, tissues, and cells.
Hormones have great impact on your
growth, appearance, emotions, and
reproductive functions. These determine
whether or not you develop disorders
such as diabetes, thyroid disease, growth
disorders, or sexual dysfunction.
Hormones act in very small amounts. An
increase or decrease in hormonal levels
may result in body disorder due to
hormonal imbalance.
CC. Evaluating learning Answering guide questions at LM pp
246
DD. Additional activities for

application or
remediation
IV. REMARKS
V. REFLECTION
O. No. of learners who
earned 80% on the
P. No. of learners who
require additional
Q. Did the remedial lessons
the lesson
R. No. of learners who
continue to require
remediation
S. Which of my teaching
Why did these work?
T. What difficulties did I
encounter which my
can help me solve?
U. What innovation or
teachers?

Teacher SSP I
Date/Time January 9 – 13, 2017 Quarter Third
Daily Lesson Log

I. OBJECTIVES
J. Content Standards The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an
understanding of: understanding of: understanding of: understanding of:
how these feedback mechanisms how evolution through natural how evolution through natural how evolution through natural
help the organism maintain selection can result in selection can result in selection can result in
homeostasis to reproduce and biodiversity biodiversity biodiversity
survive
K. Performance Standards The Learners should be able to: The Learners should be able to: The Learners should be able
to:
write an essay on the write an essay on the
importance of adaptation as a importance of adaptation as a write an essay on the
mechanism for the survival of a mechanism for the survival of a importance of adaptation as a
species species mechanism for the survival of
a species
L. Learning The Learners should be able to… The Learners should be able The Learners should be able to… The Learners should be able
Competencies/Objective describe how the nervous system to… explain how fossil records, to…
s coordinates and regulates these explain how fossil records, comparative anatomy, and genetic explain how fossil records,
feedback mechanisms to maintain comparative anatomy, and information provide evidence for comparative anatomy, and
homeostasis genetic information provide evolution; genetic information provide
evidence for evolution; evidence for evolution;
II. CONTENT Nervous System Working Together Biodiversity and evolution Biodiversity and evolution Biodiversity and evolution
with Endocrine SOURCES OF EVIDENCE FOR SOURCES OF EVIDENCE FOR SOURCES OF EVIDENCE FOR
System to Maintain Homeostasis EVOLUTION EVOLUTION EVOLUTION
LEARNING RESOURCES
G. References
13. Teacher’s Guides Science 10 TG pp 183 Science 10 TG pp 221 Science 10 TG pp 221 Science 10 TG pp 226
14. Learner’s Material Science 10 LM pp. 255 Science 10 LM pp. 299 Science 10 LM pp. 299 Science 10 LM pp. 306-307
pages
15. Textbook Pages
from Learning
Resource
H. Other Learning
Resources
III. PROCEDURES
EE. Reviewing previous What is a fossil?
lesson or presenting the Who studies fossils?
new lesson Which is fossil is older? Fossils
found in the bottom layer or those
found in the upper layers.
FF. Establishing a purpose Which is fossil is older? Fossils
for the lesson found in the bottom layer or those
found in the upper layers.
GG. Presenting Showing of pictures of fossil remain Showing of pictures of fossil

examples/instances of remain
the new lesson
HH. Discussing new Doing standards in doing the Doing standards in doing the
concepts and practicing activity. activity.
new skill #1
II. Discussing new Doing the activity 1A (individual) Doing the activity 1B (by pair)
new skill #2
JJ. Developing mastery Presentation of activity. (random) Presentation of activity. (random)

(Leads to Formative
Assessment)
KK. Finding practical

LL. Making generalizations Homeostasis is the state reached Most fossil remains are another method of determining the
and abstractions about when each part of the body functions commonly found in age of fossils, and that is through
the lesson in equilibrium with other parts. This is sedimentary rocks; they are the use of radioactive isotopes.
attained through the regulation of the from the hard parts of the This is done by analyzing the age
bodily functions by the endocrine and of the fossils and rocks where the
organism like woody stem,
nervous systems. fossils were found, using the rate
bones, or teeth. Fossils found of decay of certain radioactive
in the bottom layer are isotopes. This is called absolute
assumed to be older than dating technique.
those found in the upper layers
MM. Evaluating learning Answering questions 35-39 on the Answer pretest Answering questions in the activity. Answering questions in the
LM, pp 255 activity.
NN. Additional activities for

application or
remediation
IV. REMARKS
V. REFLECTION
V. No. of learners who
earned 80% on the
W. No. of learners who
require additional
X. Did the remedial lessons
the lesson
Y. No. of learners who
continue to require
remediation
Z. Which of my teaching
Why did these work?
AA. What difficulties did I
encounter which my
can help me solve?
BB. What innovation or
teachers?

Teacher SSP I
Daily Lesson Log

I. OBJECTIVES
M. Content Standards The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an
how evolution through natural how evolution through natural how evolution through natural how evolution through natural
selection can result in biodiversity selection can result in selection can result in biodiversity selection can result in biodiversity
biodiversity
N. Performance Standards The Learners should be able to: The Learners should be able to: The Learners should be able to: The Learners should be able to:
write an essay on the importance write an essay on the write an essay on the importance of write an essay on the importance
of adaptation as a mechanism for importance of adaptation as a adaptation as a mechanism for the of adaptation as a mechanism for
the survival of a species mechanism for the survival of a survival of a species the survival of a species
species
O. Learning The Learners should be able to… The Learners should be able The Learners should be able to… The Learners should be able to…
Competencies/Objective explain how fossil records, to… explain how fossil records, explain how fossil records,
s comparative anatomy, and genetic explain how fossil records, comparative anatomy, and genetic comparative anatomy, and genetic
information provide evidence for comparative anatomy, and genetic information provide evidence for information provide evidence for
evolution; information provide evidence for evolution; evolution;
evolution;
II. CONTENT Biodiversity and evolution Biodiversity and evolution Biodiversity and evolution Biodiversity and evolution
HINT OF EVOLUTION FROM HINT OF EVOLUTION FROM EVIDENCE FROM EMBRYONIC EVIDENCE FROM EMBRYONIC
COMPARATIVE STUDY COMPARATIVE STUDY DEVELOPMENT DEVELOPMENT
LEARNING RESOURCES
I. References
17. Teacher’s Guides Science 10 TG pp 227-228 Science 10 TG pp 227-228 Science 10 TG pp 228-229 Science 10 TG pp 228-229
pages
19. Textbook Pages
from Learning
Resource
J. Other Learning
Resources
III. PROCEDURES
OO. Reviewing previous What is a fossil? Why is it that fossils are
lesson or presenting the Who studies fossils? evidence/clues for evolution?
new lesson Methods in determining the age of
fossils.
PP. Establishing a purpose

for the lesson
QQ. Presenting
the new lesson
RR. Discussing new Doing standards in doing the activity. Doing standards in doing the Doing standards in doing the Doing standards in doing the
concepts and practicing activity. activity. activity.
new skill #1
SS. Discussing new Doing the activity 2 (by pair) Doing the activity 2 (by pair) Doing the activity 3 (by pair) Doing the activity 3 (by pair)
new skill #2
TT. Developing mastery Presentation of activity. (random) Presentation of activity. (random) Presentation of activity. (random) Presentation of activity. (random)
(Leads to Formative
Assessment)
UU. Finding practical

VV. Making generalizations Divergent evolution proposed that Divergent evolution proposed that Species that are closely related Species that are closely related
and abstractions about homologous structures that homologous structures that exhibit similar embryonic exhibit similar embryonic
the lesson developed from common ancestors developed from common ancestors development although in the adult development although in the adult
may have different functions, such as may have different functions, such stage the organisms are quite stage the organisms are quite
bat wings and rodent forelimbs. On as bat wings and rodent forelimbs. different. different.
the other hand, convergent evolution On the other hand, convergent
suggest that analogous structures of evolution suggest that analogous
organisms of different ancestors have structures of organisms of different
similar function such as butterfly ancestors have similar function
wings and bird wings. such as butterfly wings and bird
wings.
WW. Evaluating learning Answering questions in the activity. Answering questions in the activity. Answering questions in the activity. Answering questions in the
activity.
XX. Additional activities for

application or
remediation
IV. REMARKS
V. REFLECTION
CC. No. of learners who
earned 80% on the
DD. No. of learners who
require additional
EE. Did the remedial lessons
the lesson
FF. No. of learners who
continue to require
remediation
GG. Which of my teaching
Why did these work?
HH. What difficulties did I
encounter which my
can help me solve?
II. What innovation or
teachers?

Teacher SSP I
Daily Lesson Log

I. OBJECTIVES
P. Content Standards The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an
how evolution through natural how evolution through natural how evolution through natural how evolution through natural
selection can result in biodiversity selection can result in biodiversity selection can result in biodiversity selection can result in biodiversity
Q. Performance Standards The Learners should be able to: The Learners should be able to: The Learners should be able to: The Learners should be able to:
write an essay on the importance of write an essay on the importance write an essay on the importance of write an essay on the importance
adaptation as a mechanism for the of adaptation as a mechanism for adaptation as a mechanism for the of adaptation as a mechanism for
survival of a species the survival of a species survival of a species the survival of a species
R. Learning The Learners should be able to… The Learners should be able to… The Learners should be able to… The Learners should be able to…
Competencies/Objective explain how fossil records, explain how fossil records, explain how fossil records, explain how fossil records,
s comparative anatomy, and genetic comparative anatomy, and genetic comparative anatomy, and genetic comparative anatomy, and genetic
information provide evidence for information provide evidence for information provide evidence for information provide evidence for
evolution; evolution; evolution; evolution;
II. CONTENT Biodiversity and evolution Biodiversity and evolution Biodiversity and evolution Biodiversity and evolution
EVIDENCE FROM EMBRYONIC EVIDENCE FROM EMBRYONIC EVIDENCE FROM EMBRYONIC EVIDENCE FROM EMBRYONIC
DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT
LEARNING RESOURCES
K. References
pages
23. Textbook Pages
from Learning
Resource
L. Other Learning
Resources
III. PROCEDURES
YY. Reviewing previous
lesson or presenting the
new lesson
ZZ. Establishing a purpose

for the lesson
AAA. Presenting
the new lesson
BBB. Discussing new Doing standards in doing the activity. Doing standards in doing the Doing standards in doing the Doing standards in doing the
concepts and practicing activity. activity. activity.
new skill #1
CCC. Discussing new Doing the activity 3 (by pair) Doing the activity 3 (by pair) Doing the activity 3 (by pair) Doing the activity 3 (by pair)
new skill #2
DDD. Developing mastery Presentation of activity. (random) Presentation of activity. (random) Presentation of activity. (random) Presentation of activity. (random)
(Leads to Formative
Assessment)
EEE. Finding practical

FFF. Making Species that are closely related Species that are closely related Species that are closely related Species that are closely related
generalizations and exhibit similar embryonic exhibit similar embryonic exhibit similar embryonic exhibit similar embryonic
abstractions about the development although in the adult development although in the adult development although in the adult development although in the adult
lesson stage the organisms are quite stage the organisms are quite stage the organisms are quite stage the organisms are quite
different. different. different. different.
GGG. Evaluating learning Answering questions in the activity. Answering questions in the activity. Answering questions in the activity. Answering questions in the
activity.
HHH. Additional activities

for application or
remediation
IV. REMARKS
V. REFLECTION
JJ. No. of learners who
earned 80% on the
KK. No. of learners who
require additional
LL. Did the remedial lessons
the lesson
MM. No. of learners who
continue to require
remediation
NN. Which of my teaching
Why did these work?
OO. What difficulties did I
encounter which my
can help me solve?
PP. What innovation or
teachers?

Teacher SSP I
Date/Time January 30– February 3, 2017 Quarter Third
Daily Lesson Log

I. OBJECTIVES
S. Content Standards The Learners demonstrate an The Learners demonstrate an
understanding of: understanding of:
3RD PERIODICAL TEST
how evolution through natural how evolution through natural
selection can result in biodiversity selection can result in biodiversity
T. Performance Standards
U. Learning The Learners should be able to… The Learners should be able to…
Competencies/Objective explain the occurrence of explain the occurrence of
s evolution; evolution;
II. CONTENT Biodiversity and evolution Biodiversity and evolution

THEORIES OF EVOLUTION THEORIES OF EVOLUTION
LEARNING RESOURCES
M. References
25. Teacher’s Guides Science 10 TG pp 232-235 Science 10 TG pp 232-235
26. Learner’s Material Science 10 LM pp. 316-321 Science 10 LM pp. 316-321

pages
27. Textbook Pages
from Learning
Resource
N. Other Learning
Resources
III. PROCEDURES
III. Reviewing previous
lesson or presenting the
new lesson
JJJ. Establishing a purpose
for the lesson
KKK. Presenting Doing standards in doing the activity. Doing standards in doing the
examples/instances of activity.
the new lesson
LLL. Discussing new Doing the activity (by pair) Doing the activity (by pair)
new skill #1
MMM. Discussing new Presentation of activity. (random) Presentation of activity. (random)

new skill #2
NNN. Developing mastery

(Leads to Formative
Assessment)
OOO. Finding practical

PPP. Making Organisms struggle for existence in Organisms struggle for existence in
generalizations and order to survive; they compete for order to survive; they compete for
abstractions about the food and space. Organisms with food and space. Organisms with
lesson favorable and advantageous favorable and advantageous
characteristics survive and characteristics survive and
reproduce. Fitness refers to the ability reproduce. Fitness refers to the
of an organism to survive and ability of an organism to survive
produce offsprings. Different and produce offsprings. Different
individuals in a population possess individuals in a population possess
different characteristics and abilities; different characteristics and
this is called variation. abilities; this is called variation.
QQQ. Evaluating learning Answering questions in the activity. Answering questions in the activity.
RRR. Additional activities

for application or
remediation
IV. REMARKS
V. REFLECTION
QQ. No. of learners who
earned 80% on the
RR. No. of learners who
require additional
SS. Did the remedial lessons
the lesson
TT. No. of learners who
continue to require
remediation
UU. Which of my teaching
Why did these work?
VV. What difficulties did I
encounter which my
can help me solve?
WW. What innovation or
teachers?

Teacher SSP I
Date/Time February 6 – 10, 2017 Quarter Fourth
Daily Lesson Log

I. OBJECTIVES
V. Content Standards The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an
how gases behave based on the motion how gases behave based on the how gases behave based on the motion how gases behave based on the
and relative distances between gas `motion and relative distances and relative distances between gas motion and relative distances
particles between gas particles particles between gas particles
W. Performance Standards
X. Learning The Learners should be able to… The Learners should be able to… The Learners should be able to… The Learners should be able to…
Competencies/Objective investigate the relationship between: investigate the relationship between: investigate the relationship between: investigate the relationship between:
s 1.1 volume and pressure at constant 1.1 volume and pressure at constant 1.1 volume and pressure at constant 1.1 volume and pressure at constant
temperature of a gas; temperature of a gas; temperature of a gas; temperature of a gas;
II. CONTENT Gas Laws Gas Laws Boyle’s Law Boyle’s Law
LEARNING RESOURCES
O. References

pages
31. Textbook Pages Chemistry III Textbook. Mapa, Amelia Chemistry III Textbook. Mapa, Amelia
P., Ph.D., et al. 2001. pp. 246-248 P., Ph.D., et al. 2001. pp. 246-248
from Learning
Resource
P. Other Learning
Resources
III. PROCEDURES
SSS. Reviewing previous What are the four properties of gases What are the four properties of gases
lesson or presenting the we discussed yesterday? we discussed yesterday?
new lesson
TTT. Establishing a Can we survive here on Earth without Can we survive here on Earth without What is the relationship of volume and What is the relationship of volume
purpose for the lesson desirable gases which support life? desirable gases which support life? pressure given the temperature is and pressure given the temperature is
constant? How about the relationship of constant? How about the relationship
volume and temperature given the of volume and temperature given the
pressure is constant? pressure is constant?
UUU. Presenting Do Pre-test Do Pre-test Watching video of Boyle’s Law sample. Watching video of Boyle’s Law
examples/instances of sample.
the new lesson
VVV. Discussing new Doing the activity 1 (pp 355-360) Doing the activity 1 (pp 355-360) The teacher will explain further the The teacher will explain further the
concepts and practicing Boyle’s Law. Point out that no as the Boyle’s Law. Point out that no as the
new skill #1 pressure is increases, the volume pressure is increases, the volume
decreases. decreases.
WWW. Discussing new Presentation of activity. (random) Presentation of activity. (random) Practice solving. Practice solving.
new skill #2
XXX. Developing mastery Memorizing the equation. Memorizing the equation.
(Leads to Formative
Assessment)
YYY. Finding practical
ZZZ. Making Gas is one of the phases of matter. It has Gas is one of the phases of matter. It The relationship between the volume The relationship between the volume
generalizations and no definite shape and size. It can be has no definite shape and size. It can and pressure of and pressure of
abstractions about the compressed easily. be compressed easily. gases at constant temperature was first gases at constant temperature was
lesson • Properties of gases include mass, • Properties of gases include mass, stated by Robert first stated by Robert
volume, temperature, and pressure. volume, temperature, and pressure. Boyle during the 16th century. He Boyle during the 16th century. He
The amount of a gas or its mass could be The amount of a gas or its mass could performed an experiment performed an experiment
expressed in moles or grams. The mass be expressed in moles or grams. The wherein he trapped a fixed amount of wherein he trapped a fixed amount of
of gases is negligible. The volume of a mass of gases is negligible. The air in the J-tube, he air in the J-tube, he
gas is the amount of space occupied by volume of a gas is the amount of changed the pressure and controlled changed the pressure and controlled
the gases. Gases have the tendency to space occupied by the gases. Gases the temperature and the temperature and
occupy all the spaces of the container have the tendency to occupy all the then, he observed its effect to the then, he observed its effect to the
that they are confined. They have weak spaces of the container that they are volume of the air inside volume of the air inside
intermolecular force of attraction; hence confined. They have weak the J-tube. He found out that as the the J-tube. He found out that as the
they are arranged as far away as intermolecular force of attraction; pressure is increased, pressure is increased,
possible from each other. The common hence they are arranged as far away the volume decreases. He finally the volume decreases. He finally
units used in expressing the volume of a as possible from each other. The concluded that the concluded that the
gas are liter (L) and milliliter (mL). common units used in expressing the volume of a fixed amount of gas is volume of a fixed amount of gas is
o The temperature of a gas is the volume of a gas are liter (L) and inversely proportional inversely proportional
measure of the hotness or coldness of an milliliter (mL). to its pressure at constant temperature to its pressure at constant
object. It can be measured in Celsius or o The temperature of a gas is the temperature
Kelvin. Kelvin is the absolute scale. measure of the hotness or coldness of
o The pressure of a confined gas is the an object. It can be measured in
average effect of the forces of the Celsius or Kelvin. Kelvin is the
colliding molecules. It can be measured absolute scale.
in atmosphere, torr, psi, cmHg or mmHg. o The pressure of a confined gas is the
average effect of the forces of the
colliding molecules. It can be
measured in atmosphere, torr, psi,
cmHg or mmHg.
AAAA. Evaluating learning Answering questions in the activity. Answering questions in the activity. Answer Exercise Questions on pp 248, Answer Exercise Questions on pp
nos 1 to 5. 248, nos 1 to 5.
BBBB. Additional activities
for application or
remediation
IV. REMARKS
V. REFLECTION
XX. No. of learners who
earned 80% on the
YY. No. of learners who
require additional
ZZ. Did the remedial lessons
the lesson
AAA. No. of learners who
continue to require
remediation
BBB. Which of my teaching
Why did these work?
CCC. What difficulties did I
encounter which my
can help me solve?
DDD. What innovation or
teachers?

Teacher SSP I
Daily Lesson Log

I. OBJECTIVES
Y. Content Standards The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an
how gases behave based on the how gases behave based on the how gases behave based on the how gases behave based on the
motion and relative distances motion and relative distances motion and relative distances motion and relative distances
between gas particles between gas particles between gas particles between gas particles
Z. Performance Standards
AA. Learning The Learners should be able to… The Learners should be able to… explains these relationships explains these relationships
Competencies/Objective investigate the relationship investigate the relationship using the kinetic molecular using the kinetic molecular
s between: between: theory theory
1.1 volume and temperature at 1.1 volume and temperature at
constant pressure of a gas; constant pressure of a gas;
II. CONTENT Charle’s Law Charle’s Law Kinetic Molecular Theory Kinetic Molecular Theory
LEARNING RESOURCES
Q. References
33. Teacher’s Guides Science 10 TG pp 268-269 Science 10 TG pp 268-269 Science 10 TG pp 278 Science 10 TG pp 278
34. Learner’s Material

pages
35. Textbook Pages Chemistry III Textbook. Mapa, Chemistry III Textbook. Mapa, Chemistry III Textbook. Mapa, Chemistry III Textbook. Mapa,
Amelia P., Ph.D., et al. 2001. pp. Amelia P., Ph.D., et al. 2001. pp. Amelia P., Ph.D., et al. 2001. pp. Amelia P., Ph.D., et al. 2001. pp.
249-251 249-251 235 235
from Learning
Resource
R. Other Learning
Resources
III. PROCEDURES
CCCC. Reviewing previous What is the relationship of volume What is the relationship of volume What is the relationship of volume What is the relationship of volume
lesson or presenting the and pressure if temperature is and pressure if temperature is and temperature given the pressure and temperature given the
new lesson constant? constant? is constant? pressure is constant?
DDDD. Establishing a What is the relationship of volume What is the relationship of volume
purpose for the lesson and temperature given the and temperature given the
pressure is constant? pressure is constant?
EEEE. Presenting Watching video of Charles’ Law Watching video of Charles’ Law
examples/instances of sample. sample.
the new lesson
FFFF. Discussing new The teacher will explain further the The teacher will explain further the Let students discuss each statement Let students discuss each
concepts and practicing Charle’s Law. Point out that as the Charle’s Law. Point out that as the in Kinetic Molecular Theory statement in Kinetic Molecular
new skill #1 volume increases, temperature volume increases, temperature Theory
increases. increases.
GGGG. Discussing Practice solving. Practice solving. The teacher will explain further The teacher will explain further
new concepts and the Charle’s Law. the Charle’s Law.
practicing new skill #2
HHHH. Developing mastery Memorizing the equation. Memorizing the equation.
(Leads to Formative
Assessment)
IIII. Finding practical
JJJJ. Making Charles’ Law states that at Charles’ Law states that at Kinetic Molecular Theory is a model Kinetic Molecular Theory is a
generalizations and constant pressure, the volume of a constant pressure, the volume of a that helps us visualize what model that helps us visualize what
abstractions about the fixed amount of gas is directly fixed amount of gas is directly happens to gas particles as happens to gas particles as
lesson proportional to the Kelvin (K) proportional to the Kelvin (K) experimental conditions change. experimental conditions change.
temperature. temperature.
KKKK. Evaluating learning Answer Exercise Questions on pp Answer Exercise Questions on pp Answering guide questions on the Answering guide questions on the
248, nos 1 to 4. 248, nos 1 to 4. LM pp. 393 LM pp. 393
LLLL. Additional activities
for application or
remediation
IV. REMARKS
V. REFLECTION
EEE. No. of learners who
earned 80% on the
FFF. No. of learners who
require additional
GGG. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
HHH. No. of learners who
continue to require
remediation
III. Which of my teaching
Why did these work?
JJJ. What difficulties did I
encounter which my
can help me solve?
KKK. What innovation or
teachers?

Teacher SSP I
Daily Lesson Log

I. OBJECTIVES
BB. Content Standards The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an NO CLASS
understanding of: understanding of: understanding of:
the chemical reactions the chemical reactions the chemical reactions
associated with biological and associated with biological and associated with biological and
industrial processes affecting industrial processes affecting industrial processes affecting life
life and the environment life and the environment and the environment
CC. Performance Standards
DD. Learning apply the principles of apply the principles of apply the principles of
Competencies/Objective conservation of mass to conservation of mass to conservation of mass to chemical
s chemical reactions; and chemical reactions; and reactions; and
II. CONTENT Chemical reactions Chemical reactions Chemical reactions
LEARNING RESOURCES
S. References
37. Teacher’s Guides Science 10 TG pp 281 Science 10 TG pp 281 Science 10 TG pp 281
38. Learner’s Material Science 10 LM pp. 408-409 Science 10 LM pp. 408-409 Science 10 LM pp. 408-409
pages
39. Textbook Pages Chemistry III Textbook. Mapa, Amelia Chemistry III Textbook. Mapa, Amelia Chemistry III Textbook. Mapa, Amelia
P., Ph.D., et al. 2001. pp. 142-144. P., Ph.D., et al. 2001. pp. 142-144. P., Ph.D., et al. 2001. pp. 142-144.
from Learning
Resource
T. Other Learning
Resources
III. PROCEDURES
MMMM. Reviewing Reviewing chemical bond. Ionic Reviewing chemical bond. Ionic What is a chemical reaction?
previous lesson or and Covalent bonding and Covalent bonding What are the evidences of chemical
presenting the new reactions?
lesson
NNNN. Establishing a What is a chemical equation?
purpose for the lesson
OOOO. Presenting Answering pre-assessment Symbols used in chemical equation
the new lesson
PPPP. Discussing new Watching videos on the evidences Watching videos on the evidences Do activity no. 2 part B
concepts and practicing of chemical reaction of chemical reaction
new skill #1
QQQQ. Discussing Do activity no. 2 part A Do activity no. 2 part A Teacher will discuss further after
new concepts and doing the activity.
RRRR. Developing mastery Practice writing chemical equations,
(Leads to Formative (board work)
Assessment)
SSSS. Finding practical
TTTT. Making A chemical equation is a chemist’s
generalizations and shorthand for a chemical reaction.
abstractions about the The equation distinguishes between
lesson the reactants, which are the starting
materials and the products which
are the resulting substance/s. It
shows the symbols or formulas of
the reactants and products, the
phases (solid, liquid, gas) of these
substances, and the ratio of the
substances as they react.
UUUU. Evaluating learning Filling in the table 6 on pp. 409, Filling in the table 6 on pp. 409, Filling in the table 8 on pp. 410,
VVVV. Additional activities

for application or
remediation
IV. REMARKS
V. REFLECTION
LLL. No. of learners who
earned 80% on the
MMM. No. of learners who
require additional
NNN. Did the remedial
learners who have
caught up with the
lesson
OOO. No. of learners who
continue to require
remediation
PPP. Which of my teaching
Why did these work?
QQQ. What difficulties did I
encounter which my
can help me solve?
RRR. What innovation or
teachers?

Teacher SSP I
Date/Time February 27 – March 3, 2017 Quarter Fourth
Daily Lesson Log

I. OBJECTIVES
EE. Content Standards The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an
the chemical reactions the chemical reactions the chemical reactions the chemical reactions
associated with biological and associated with biological and associated with biological and associated with biological and
industrial processes affecting industrial processes affecting industrial processes affecting life industrial processes affecting
life and the environment life and the environment and the environment life and the environment
FF. Performance Standards
GG. Learning apply the principles of apply the principles of apply the principles of apply the principles of
Competencies/Objective conservation of mass to conservation of mass to conservation of mass to chemical conservation of mass to
s chemical reactions; and chemical reactions; and reactions; and chemical reactions; and
II. CONTENT Chemical reactions Chemical reactions Chemical reactions Chemical reactions
LEARNING RESOURCES
U. References
41. Teacher’s Guides Science 10 TG pp 281 Science 10 TG pp 281

pages
43. Textbook Pages Chemistry III Textbook. Mapa, Amelia Chemistry III Textbook. Mapa, Amelia
P., Ph.D., et al. 2001. pp. 142-144. P., Ph.D., et al. 2001. pp. 142-144.
from Learning
Resource
V. Other Learning
Resources
III. PROCEDURES
WWWW. Reviewing What is a chemical reaction? What is a chemical reaction? What is a chemical equation? What is a chemical equation?
previous lesson or What are the evidences of What are the evidences of What are the symbols used in What are the symbols used in
presenting the new chemical reactions? chemical reactions? chemical equation? chemical equation?
lesson
XXXX. Establishing a What is a chemical equation? What is a chemical equation? Types of chemical equation Types of chemical equation
purpose for the lesson
YYYY. Presenting Symbols used in chemical equation Symbols used in chemical equation
the new lesson
ZZZZ. Discussing new Do activity no. 2 part B Do activity no. 2 part B Do activity no. 3 Do activity no. 3
new skill #1
AAAAA. Discussing Teacher will discuss further after Teacher will discuss further after Teacher will discuss further after Teacher will discuss further after
new concepts and doing the activity. doing the activity. doing the activity. doing the activity.
BBBBB. Developing Practice writing chemical Practice writing chemical
mastery (Leads to equations, equations,
Formative Assessment) (board work) (board work)
CCCCC. Finding
practical applications of
concepts and skills in
daily living
DDDDD. Making A chemical equation is a chemist’s A chemical equation is a chemist’s A. COMBINATION REACTION: A. COMBINATION REACTION:
generalizations and shorthand for a chemical reaction. shorthand for a chemical reaction. Reactants combine to form a single Reactants combine to form a single
abstractions about the The equation distinguishes The equation distinguishes product. product.
lesson between the reactants, which are between the reactants, which are B. DECOMPOSITION REACTION: In B. DECOMPOSITION REACTION: In
this reaction, a single reactant breaks this reaction, a single reactant breaks
the starting materials and the the starting materials and the
down down
products which are the resulting products which are the resulting into simpler ones. ( 2 or more products). into simpler ones. ( 2 or more
substance/s. It shows the symbols substance/s. It shows the symbols This is the reverse of combination products). This is the reverse of
or formulas of the reactants and or formulas of the reactants and reaction. combination reaction.
products, the phases (solid, liquid, products, the phases (solid, liquid, C. SINGLE DISPLACEMENT C. SINGLE DISPLACEMENT
gas) of these substances, and the gas) of these substances, and the (Replacement) REACTION. This is (Replacement) REACTION. This is
ratio of the substances as they ratio of the substances as they when one element replaces another when one element replaces another
react. react. element from a compound. The more element from a compound. The more
active element takes the place of the active element takes the place of the
less active element in a compound. less active element in a compound.
D. DOUBLE DISPLACEMENT D. DOUBLE DISPLACEMENT
REACTION (Metathesis). This is when REACTION (Metathesis). This is
the positive ions (cations) and negative when the positive ions (cations) and
ions (anions) of different compounds negative ions (anions) of different
switch places, froming two entirely compounds switch places, froming
different compounds. two entirely different compounds.
E. COMBUSTION (Burning) REACTION E. COMBUSTION (Burning)
This when oxygen combines with a REACTION This when oxygen
hydrocarbon to form water and carbon combines with a hydrocarbon to form
dioxide. water and carbon dioxide.
F. ACID-BASE REACTION: This is a F. ACID-BASE REACTION: This is a
special kind of double displacement that special kind of double displacement
takes that takes
place when an acid and base react with place when an acid and base react
each other. with each other.
EEEEE. Evaluating Filling in the table 8 on pp. 410, Filling in the table 8 on pp. 410, Answer Exercise Questions on pp Answer Exercise Questions on pp
learning 411 411
FFFFF. Additional
activities for application
or remediation
IV. REMARKS
V. REFLECTION
SSS. No. of learners who
earned 80% on the
TTT. No. of learners who
require additional
UUU. Did the remedial
learners who have
caught up with the
lesson
VVV. No. of learners who
continue to require
remediation
WWW. Which of my teaching
Why did these work?
XXX. What difficulties did I
encounter which my
can help me solve?
YYY. What innovation or
teachers?

Teacher SSP I

DLL Science 10

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School Mariano Peralta National High School – Talogoy Grade X

Teacher Mr. Ivan Ruel S. Abadiez Learning Area Science

Monday Tuesday Wednesday Thursday Friday

D. Discussing new Group activity Discussion (LM 240-241)

E. Discussing new Presentation of activity. Group activity Group activity

F. Developing mastery The teacher will explain further:

PREPARED BY: CHECKED BY:

Monday Tuesday Wednesday Thursday Friday

O. Discussing new Activity by pair Activity by pair Group activity

P. Developing mastery Presentation of activity.

T. Additional activities for

PREPARED BY: CHECKED BY:

Monday Tuesday Wednesday Thursday Friday

I. Learning The Learners should be able to…

II. CONTENT Coordinated Functions of the

*The Endocrine System

10. Learner’s Material Science 10 LM pp. 244-246

W. Presenting -What happens to a person if glands

X. Discussing new Discussion (LM pp 244)

Y. Discussing new Activity by pair

AA. Finding practical

BB. Making generalizations Hormones affect various processes in the

DD. Additional activities for

PREPARED BY: CHECKED BY:

Monday Tuesday Wednesday Thursday Friday

GG. Presenting Showing of pictures of fossil remain Showing of pictures of fossil

JJ. Developing mastery Presentation of activity. (random) Presentation of activity. (random)

KK. Finding practical

NN. Additional activities for

PREPARED BY: CHECKED BY:

Monday Tuesday Wednesday Thursday Friday

PP. Establishing a purpose

UU. Finding practical

XX. Additional activities for

PREPARED BY: CHECKED BY:

Monday Tuesday Wednesday Thursday Friday

ZZ. Establishing a purpose

EEE. Finding practical

HHH. Additional activities

PREPARED BY: CHECKED BY:

Monday Tuesday Wednesday Thursday Friday

II. CONTENT Biodiversity and evolution Biodiversity and evolution

26. Learner’s Material Science 10 LM pp. 316-321 Science 10 LM pp. 316-321

MMM. Discussing new Presentation of activity. (random) Presentation of activity. (random)

NNN. Developing mastery

OOO. Finding practical

RRR. Additional activities

PREPARED BY: CHECKED BY:

Monday Tuesday Wednesday Thursday Friday

30. Learner’s Material Science 10 LM pp. 351-361 Science 10 LM pp. 351-361

PREPARED BY: CHECKED BY:

Monday Tuesday Wednesday Thursday Friday

34. Learner’s Material

PREPARED BY: CHECKED BY:

Monday Tuesday Wednesday Thursday Friday

II. CONTENT Chemical reactions Chemical reactions Chemical reactions

VVVV. Additional activities

PREPARED BY: CHECKED BY:

Monday Tuesday Wednesday Thursday Friday

42. Learner’s Material Science 10 LM pp. 408-409 Science 10 LM pp. 408-409

PREPARED BY: CHECKED BY:

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