11-

ANIBONGAN NATIONAL Grade

School HUMSS
HIGH SCHOOL Level
GAS
Learning Physical
Teacher NOEMAE R. ROFEROS
Area Science

February 12-14, 2019/

Teaching 7:30-9:30
Dates and 9:30-11:50 Quarter 4TH
Time
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
Laws of Motion
B. Performance
Standards
C. Learning At the end of the 120minute learning period,
Competencies/ 60% of the learners will be able to:
Objectives A. differentiate the velocity, time and distance
Write the LC code for relationship,
each B. solve problems involving constant acceleration
and
C. realize the importance of understanding ideas
of velocity, time and acceleration.

Explain how the position vs. time, and velocity vs. S11/12PS-
time graphs of constant velocity motion are IVc-48
different from those of constant acceleration
motion.
II. CONTENT Why we believe that the laws of physics are universal?
III. LEARNING Physical Science for Senior High School
RESOURCES By: Joel Unday, Nenita Makalintal, Mylene Dinglasan
A. References
1. Teacher's Guide
pages Not Available
2. Learner's Materials Not Available
pages
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson or The teacher will ask the following students:
presenting the new What happens if?
lesson 1. When you drop a rock from a cliff?
2. When a Skydiver jumps from a plane?
3. Why is that the rock fall first versus a sheet of paper
when dropped in the 2nd floor building last activity?
B. Establishing a ENGAGE
purpose for the lesson Activity 1 Velocity, Time and Distance Relationship
C. Presenting
examples/instances of The teacher will group the students into four and let the students
the new lesson perform an activity related to the graph of constant velocity and
constant acceleration.

D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts ans practicing
new skills #2
F. Developing
Mastery (leads to
Formative Assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
Guide questions:
1. Have you ever heard the words like velocity, time and
acceleration in your science class before?
2. What particular activity in school you have measured
time and velocity? Or having extraneous and energetic
activity that you encountered in some learning areas?
3. Based on the graph that was given can you describe the
figure?
EXPLORE
Activity #2 Giving of Problem Sets
They will be given time to have brainstorming and to prepare
their answers in the given problem
Explain
Showing Solutions
(Rubrics shall be agreed by the teacher and the students.)

H. Making ELABORATE
generalizations and  What are your understanding about velocity, time and
abstractions about the distance relationship?
lesson  How did you find out your final answers in the given
problem?
 Why do we need to understand the ideas of
acceleration? In what way we can apply these ideas?

I. Evaluating learning EVALUATE

Give at least 10 items quiz. (Refer to quiz notebook)
J. Additional activities EXTEND
for application or NONE
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners with
mastery level:
B. No. of learners
need remediation

Checked by:

DR. ERIC P. INDIE, HT III

School Head
 ANIBONGAN
Grade
School NATIONAL HIGH
Level
SCHOOL 11-HUMSS
DISCIPLINES
NOEMAE R. Learning IN THE IDEA
Teacher
ROFEROS Area OF SOCIAL
SCIENCES
Teaching
February 1, 2019
DAILY LESSON Dates and Quarter 4TH
7:30-9:30
LOG Time

I. OBJECTIVES
A. Content Standards Key concepts and approaches in the Social Sciences.
B. Performance Interpret personal and social experiences using relevant
Standards approaches in the Social Sciences.
C. Learning At the end of the 120 minutes learning
Competencies/ period, 60% of the learners will be able to:
Objectives
Write the LC code for A. define symbolic interactionism,
each B. perform different scenario , and
C. appreciate the importance in understanding
the concept of structuralism.

Symbolic Interactionism Appraise the HUMSS_DIS

meanings that people attach to everyday 11-IIIh-3
forms of interaction in order to explain social
behavior.
II. CONTENT Symbolic Interactionism
III. LEARNING Social Science Book
RESOURCES
A. References
1. Teacher's Guide
pages Not Available
2. Learner's Materials Not Available
pages
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson or The teacher will ask some questions about the following
presenting the new question?
lesson
What is the idea of Marxism?
Based on the previous lesson, what is your understanding
about the concept of communism?
B. Establishing a ENGAGE
purpose for the lesson
C. Presenting Activity: “Lights camera action!”
examples/instances of In groups, you are tasked to give at least one actual scenario
the new lesson that represents the three basic premises of Herbert Blumer.
Each of the group will be given time to have their brain
storming.
Rubrics will be based on the students and teacher’s
agreement.
 D. Discussing new EXPLORE
concepts and practicing
new skills #1 Performing the task based on the given premises.
E. Discussing new
concepts ans practicing
new skills #2 EXPLAIN
F. Developing Let the students share at least few ideas about the connection of
Mastery (leads to the said role played scene on the three premises.
Formative Assessment
3) (Rubrics will be set based on the agreement of the students and
G. Finding practical the teacher.)
applications of concepts
and skills in daily living
H. Making ELABORATE
generalizations and  What is symbolic interactionism?
abstractions about the  What are the functions of the said idea?
lesson  Why do we need to be sensitive enough to understand
the different idea of symbolic interactionism?
I. Evaluating learning EVALUATE
Give at least 10 items quiz. (Refer to quiz notebook)
J. Additional activities EXTEND
for application or NONE
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners with
mastery level:
B. No. of learners
need remediation

Checked by:

DR. ERIC P. INDIE, HT III

School Head
 ANIBONGAN
Grade
School NATIONAL HIGH
Level
SCHOOL 11-GAS
NOEMAE R. Learning
Teacher
ROFEROS Area TRENDS
Teaching
February 18, 2019
DAILY LESSON Dates and Quarter 4TH
2:30-3:30
LOG Time

I. OBJECTIVES
The learner understands the consequences of personal and local
A. Content Standards
action to global and planetary climate change.
The learner
B. Performance
Standards 1) analyzes how production and consumption habits contribute to
the problem of climate change and explain why.
C. Learning At the end of the 60 minutes learning
Competencies/ period, 60% of the learners will be able to:
Objectives A. define climate change ,
Write the LC code for B. role play the on how you will help
each minimize climate change , and
C. explain the importance of understanding
the beginning of climate change.

List activities that exemplify care for the

environment.
HUMSS_MCT12Ih-
i-1
II. CONTENT Planetary Networks: Climate Chang
III. LEARNING Through the Looking Glass: Trends, Networks, & Critical Thinking
RESOURCES in the 21st Century by: Sonia B. SyGaco, PhD
A. References
1. Teacher's Guide
pages Not Available
2. Learner's Materials Not Available
pages
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson or
presenting the new
lesson What are the benefits of collaboration and cooperation in
Globalization?
B. Establishing a
purpose for the lesson
C. Presenting ENGAGE
examples/instances of
the new lesson The teacher will group the class into five and they will have a role
play about the scenario in mitigating the effect climate change.

D. Discussing new EXPLORE

concepts and practicing
new skills #1
 E. Discussing new Each of the group will have a brainstorming about the activity
concepts ans practicing and will give at least 20 minutes to prepare their output.
new skills #2
F. Developing
Mastery (leads to EXPLAIN
Formative Assessment Group presentation
3)
G. Finding practical (Rubrics will be set based on the agreement of the students and
applications of concepts the teacher.)
and skills in daily living
H. Making ELABORATE
generalizations and  As a student, how can you relate about the idea of climate
abstractions about the change?
lesson  How are you going to contribute to lessen the climate
change?
 What are the possible causes of climate change?
I. Evaluating learning EVALUATE
Give at least 10 items quiz. (Refer to quiz notebook)
J. Additional activities EXTEND
for application or NONE
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners with
mastery level:
B. No. of learners
need remediation

Checked by:

DR. ERIC P. INDIE, HT III

School Head
 11-
ANIBONGAN NATIONAL Grade HUMSS
School
HIGH SCHOOL Level GAS

Learning Physical
Teacher NOEMAE R. ROFEROS
Area Science

February 7-8, 2019/

Teaching 7:30-9:30
Dates and 9:30-11:50 Quarter 4TH
Time
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards Aristotelian vs. Galilean views of motion
B. Performance
Standards
C. Learning At the end of the 120minute learning period,
Competencies/ 60% of the learners will be able to:
Objectives A. explain Galileo’s theory of motion,
Write the LC code for B. apply the equation for motion of an object in
each free fall and
C. solve problems on free falling bodies.

Galilean conceptions of vertical motion, horizontal

motion, and projectile motion. S11/12PS-
IVc-46
II. CONTENT Why we believe that the laws of physics are universal?
III. LEARNING Physical Science for Senior High School
RESOURCES By: Joel Unday, Nenita Makalintal, Mylene Dinglasan
A. References
1. Teacher's Guide
pages Not Available
2. Learner's Materials Not Available
pages
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson or Ask one representative in class about the Aristotelian and
presenting the new Galilean’s views of motion.
lesson
B. Establishing a ENGAGE
purpose for the lesson
C. Presenting Let the students perform activity related to free falling objects.
examples/instances of
the new lesson
D. Discussing new
concepts and practicing EXPLORE
new skills #1
E. Discussing new Activity 1. The teacher will group the students into five and
concepts ans practicing explain the idea the concept of Galileo about his theory of
new skills #2 motion.
 F. Developing Activity 2. Problem Solving
Mastery (leads to
Formative Assessment
3)
G. Finding practical EXPLAIN
applications of concepts Activity #1- Group Reporting
and skills in daily living
(Rubrics shall be agreed by the teacher and the students.)
Activity # 2 – Showing solutions

H. Making ELABORATE
generalizations and  Explain the Galilean’s theory of motion.
abstractions about the  How did you come up with your answers in the following
lesson problems?
 How do air resistance affects the acceleration of the
falling object?

I. Evaluating learning EVALUATE

Give at least 10 items quiz. (Refer to quiz notebook)
J. Additional activities EXTEND
for application or NONE
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners with
mastery level:
B. No. of learners
need remediation

Checked by:

DR. ERIC P. INDIE, HT III

School Head