DAILY LESSON LOG

School GABI NATIONAL HIGH SCHOOL Grade Level 11

Teacher ARGIE JOY MARIE G. AMPOL Learning Area Physical Science
Teaching Dates November 4 - 8, 2019 Quarter/Week Third Quarter/Week 1
Teaching Time MTTHF Section Aphrodite/Poseidon
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
1. The formation of the elements during the Big Bang & during stellar evolution
2. The distribution of the chemical
elements & the isotopes in the universe
B. Performance Standards The learners shall be able to effectively present or discuss the The learners shall be able to make a creative representation of the historical
aspects of a scientific theory in light of its evidence development of the atom or the chemical element in a timeline

C. Learning Competencies/objectives The learners give evidence for The learners give evidence for The learners: The learners:
(Write the LC Code for each) and explain the formation of the and explain the formation of the 2. Write the nuclear fusion
light elements in the Big Bang light elements in the Big Bang reactions that take place in stars that
theory theory 1. Give evidence for & lead to the formation of new elements
describe the formation of heavier
elements during star formation 3. Describe how elements
evolution heavier than iron are formed.

S11/12PS-IIIa-1 S11/12PS-IIIa-1 S11/12PS - IIIa -2 S11/12PS - IIIa -3

D. CONTENT In the Beginning We are All Made of Star Stuff

S11/12PS-IIIa-b-4
( Formation of the Heavy
E. LEARNING RESOURCES (Big Bnag Theory & Formation of the Light Elements)
Elements)
A. Reference
1. Teacher's Guide Teacher's Guide for Senior High Teacher's Guide for Senior High Teacher's Guide for Senior High School, Teacher's Guide for Senior High School,
School, Physical Science, 2016, School, Physical Science, 2016, Physical Science, 2016, pp. Physical Science, 2016, pp.
pp. 1 - 11 pp. 1 - 11 12-23 12-23

2. Learner's Material N/A N/A

3. Textbook Pages Lineweaver,C, & Davis, T (2005
March). Misconceptions About
Big Bang. Scientific American,
36-45
Lineweaver,C, & Davis, T (2005
March). Misconceptions About
Big Bang. Scientific American,
36-45
Sagan, C. (2000). Chapter 26: The
Cosmic Connection. In J. Agel (Ed), Carl
Sagan's Cosmic Connection: An
Extraterrestrial Perspective.
Cambridge: Cambridged University
Press.
Sagan, C. (2000). Chapter 26: The
Cosmic Connection. In J. Agel (Ed), Carl
Sagan's Cosmic Connection: An
Extraterrestrial Perspective.
Cambridge: Cambridged University
Press.

4. Additional Materials form
Learning Resource (LR) portal
In a Nutshell - Kurzgesagt.
(March 2014 3). The Beginning
of Everything - The Big Bnag
(Youtube video) Retrieved
September 16, 2015 from
www.youtube.com/watch?
v=wNDGgL73ihY
In a Nutshell - Kurzgesagt.
(March 2014 3). The Beginning
of Everything - The Big Bnag
(Youtube video) Retrieved
September 16, 2015 from
www.youtube.com/watch?
v=wNDGgL73ihY
Dhaliwal, J.K (2012a). Nucleosynthesis: Dhaliwal, J.K (2012a). Nucleosynthesis:
Alpha Fusion in Stars. [Powerpoint Alpha Fusion in Stars. [Powerpoint
slides]. Retrieved from slides]. Retrieved from
http://earthref.org/SCC/lessons/2012/ http://earthref.org/SCC/lessons/2012/
nucleosynthesis/ nucleosynthesis/

B. Other Learning Resources N/A N/A

F. PROCEDURES
A. Review previous lesson or ELICIT(Access Prior Knowledge) (2 minutes)
presenting a new lesson
Give a big picture of Chemistry Give a big picture of Chemistry Review of the Big Bang & Big Bang Review of the Big Bang & Big Bang
by describing it as "the study of by describing it as "the study of nucleosynthesis (10 minutes) nucleosynthesis (10 minutes)
stuff". stuff".

B. Establishing a purpose for the ENGAGE(Focus on the Topic) (15 minutes)

lesson
Overview of the objectives & key Overview of the objectives & key terms Overview of the objectives & key terms
terms for the quarter (5 minutes) (5 minutes)

C. Presenting examples/ instances of Cosmology & the BigOverview

Bnag of Cosmology & the Big Bnag Cosmic Connection Cosmic Connection
new lesson the objectives & key terms for
model as a cosmological theory model as a cosmological theory
the
fromquarter
science from science

D. Discussing new concepts & EXPLORE(Provide Common Experience) (15 minutes)

practicing new skills #1
D. Discussing new concepts &
practicing new skills #1
Key point, illustration of
expansion. Nucleosynthesis
reactions, and Proofs of the Big
Bang Model
Key point, illustration of Concept Map Concept Map
expansion. Nucleosynthesis
reactions, and Proofs of the Big
Bang Model

E. Discussing new concepts & Nucleosynthesis game Nucleosynthesis game Alpha process practice Alpha process practice
practicing new skills #2

F. Developing mastery EXPLAIN(Post-activity) (10 minutes)

(Leads to
formative assessment) Presentation of Output Presentation of Output Presentation of Performance Task Presentation of Performance Task

G. Finding practical applications of ELABORATE(Applying and Making Use of Information) (9 minutes)

concepts & skills in daily living
Reading of a related text: The Reading of a related text: The Man-made nuclei Man-made nuclei
Cosmic Connection Cosmic Connection
H. Making generalizations &
abstractions about the lesson

I. Evaluating learning EVALUATE(Measuring Learning) (7 minutes)

Performance task to compare Performance task to compare Performance Task to present one of Performance Task to present one of
Steady State Theory to Big Bang Steady State Theory to Big Bang the man-made elements the man-made elements
model model

EXTEND(Deepening Understanding in New Context) (2 minutes)

J. Additional activities for application N/A N/A N/A N/A
or remediation

G. REMARKS
H. REFLECTION
A. No. of learners who earned 70%
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 this 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:
ARGIE JOY MARIE G. AMPOL, R.N
SHST-I
Checked by:
RONALD A. DERANO
Assistant School Principal II
 PERFOMANCE TASK RUBRICS
Criteria 3 points 5 points 10 points
Explanation of Steady State Theory It is unclear what the key aspects The key aspects of SST are discussed using Each of the aspects of SST was discussed in a clear
(SST) of SST are the scientific terminology & simple way, & included a discussion of how SST
was theorized.

Comparison of SST to the Big Bang

Model (BBM)
Presentation of evidence vs. SST
There was a little to no comparison SST was sufficiently compared to BBM as a
done whole, highlighting the main differences
Little to no evidence was given ot it Good evidence was presented with
was poorly argued or related to the sufficient arguments presented
theory
Each of the aspects of BBM are aligned or matched
with those of the SST, showing a detailed
understanding of both theories.
The merits of BBM vs SST were presented using
each piece of evidence & showed how BBM is able
to explain a phenomena that SST cannot.

TOTAL 9 15 30

Criteria 3 points 5 points 10 points

Presentation of the element's Most basic characteristics of the Basic aspects of the element that can be Unique aspects of the element (e.g. the element's
characteristics element are missing or absent found on the periodic table are present potential significance of uses) were presented

Timeline of the element's discovery There is no clear chain of events or

key moments presented The scientific history of the element's
discovery was made clear, including The element's history was presented clearly & the
notable people & groups involved process of creating the element was discussed.
TOTAL 6 10 20
 DAILY LESSON LOG
School GABI NATIONAL HIGH SCHOOL Grade Level 11
Teacher ARGIE JOY MARIE G. AMPOL Learning Area Physical Science
Teaching Dates November 11 - 15, 2019 Quarter/Week Third Quarter/Week 2
Teaching Time MTTHF Section Aphrodite/Poseidon
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
1. How the concept of the atom evolved from Ancient Greek to the present.
2. How the concept of the element
evolved from Ancient Greek to the present.
B. Performance Standards The learners shall be able to make a creative representation of the The learners shall be able to make a creative representation of the
historical development of the atom or the chemical element in a historical development of the atom or the chemical element in a timeline
timeline.

C. Learning Competencies/objectives The learners to:
(Write the LC Code for each)
1.
Describe the ideas of the Ancient
Greeks on the atom;
2. Describe
the ideas of the Ancient Greeks on
the elements.
S11/12PS-IIIa-b-5
The learners describe the
contributions of the alchemists to
the science of chemistry
S11/12PS-IIIb-7
The learners: The learners:
2. Cite the
contributions of J.J. Thomson, Ernest
1. Point out Rutherford, Henry Moseley, & Neils
main ideas in the discovery of the Bohr to the understanding of the
structure of the atom & its structure of the atom.
subatomic particles 3.
Describe the nuclear model of the
atom & the location of its major
components (protons, neutrons &
electrons)
S11/12PS - IIIb-8 S11/12PS - IIIb-9

D. CONTENT Atomos, Aristotle & Alchemy Not Indivisible

S11/12PS-IIIb-
(The Structure of the Atom)
S11/12/PS-IIIa-b-6
(Chemistry Before Modern History) 10
E. LEARNING RESOURCES
A. Reference
1. Teacher's Guide Teacher's Guide for Senior High Teacher's Guide for Senior High Teacher's Guide for Senior High Teacher's Guide for Senior High
School, Physical Science, 2016, pp. School, Physical Science, 2016, pp. School, Physical Science, 2016, School, Physical Science, 2016,
24-33 24-33 pp. 34-47 pp. 34-47

2. Learner's Material N/A N/A

3. Textbook Pages N/A N/A Giunta, C. (2010). Atoms are Giunta, C. (2010). Atoms are
Divisible: The Pieces Have Pieces. In. Divisible: The Pieces Have Pieces. In.
C. Giunta (Ed.), Atoms in Chemistry: C. Giunta (Ed.), Atoms in Chemistry:
From Dalton's Predecessors to From Dalton's Predecessors to
Complex Atoms & Beyond (pp. 65- Complex Atoms & Beyond (pp. 65-
81), ACS Symposium Series 1044. 81), ACS Symposium Series 1044.
America Chemical Society: America Chemical Society:
Washington, DC Washington, DC

4. Additional Materials form
Learning Resource (LR) portal
Coyne, Glynis L. (2012). Lead to
Gold, Sorcery to Science: Alchemy
& the Foundations of Modern
Chemistry. University of North
Carolina PIT Journal, 4. Retrieved
October 10, 2015 from
http://pitjournal.unc.edu/article/l
ead-goal-sorcery-science-alchemy-
and-foundations-modern-
chemistry
Coyne, Glynis L. (2012). Lead to
Gold, Sorcery to Science: Alchemy
& the Foundations of Modern
Chemistry. University of North
Carolina PIT Journal, 4. Retrieved
October 10, 2015 from
http://pitjournal.unc.edu/article/le
ad-goal-sorcery-science-alchemy-
and-foundations-modern-
chemistry
Gagnon, S. (n.d.) how much of an
atom is empty space? Retrieved
November 17, 2015 from
http://education.jlab.org/qa/how-
much-of-an-atom-is-empty-
space.html
Gagnon, S. (n.d.) how much of an
atom is empty space? Retrieved
November 17, 2015 from
http://education.jlab.org/qa/how-
much-of-an-atom-is-empty-
space.html

B. Other Learning Resources N/A N/A

F. PROCEDURES
A. Review previous lesson or ELICIT(Access Prior Knowledge) (2 minutes)
presenting a new lesson

B. Establishing a purpose for the ENGAGE(Focus on the Topic) (15 minutes)

lesson
Overview of the objectives & key Overview of the objectives & key Overview of the objectives & key Overview of the objectives & key
names or terms names or terms terms terms
C. Presenting examples/ instances of The Gnome theory of physics The Gnome theory of physics 4 Pictures, 1 word (10 minutes); Brief discussion of billiard ball
new lesson concept & Brownian motion

D. Discussing new concepts & EXPLORE(Provide Common Experience) (15 minutes)

practicing new skills #1 Concentric Circles review of the Concentric Circles review of the Demonstration of distance between Demonstration of distance between
lesson lesson nucleus & electrons nucleus & electrons

E. Discussing new concepts & Reading of a related text: Lead to Reading of a related text: Lead to Summary of four models Summary of four models
practicing new skills #2 Gold, Sorcery to Science Gold, Sorcery to Science

F. Developing mastery EXPLAIN(Post-activity) (10 minutes)

(Leads to
formative assessment) Atomism; non- atomistic views of
the Greeks; The growth of
alchemy across different
civilizations, Western Alchemy
Atomism; non- atomistic views of Presentation of outputs Presentation of outputs
the Greeks; The growth of alchemy
across different civilizations,
Western Alchemy

G. Finding practical applications of ELABORATE(Applying and Making Use of Information) (9 minutes)

concepts
H. Making&generalizations
skills in daily living
& Quarks & other subatomic particles Quarks & other subatomic particles
abstractions about the lesson

I. Evaluating learning EVALUATE(Measuring Learning) (7 minutes)

Written output: essay & concept Written output: essay & concept Attribution of aspects & concepts to Attribution of aspects & concepts to
mapping mapping correct models correct models
EXTEND(Deepening Understanding in New Context) (2 minutes)
J. Additional activities for application N/A N/A N/A N/A
or remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned 70%
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 this 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:
ARGIE JOY MARIE G. AMPOL, R.N
SHST-I
Checked by:
RONALD A. DERANO
Assistant School Principal II
 DAILY LESSON LOG
School GABI NATIONAL HIGH SCHOOL Grade Level 11
Teacher ARGIE JOY MARIE G. AMPOL Learning Area Physical Science
Teaching Dates November 18 - 22, 2019 Quarter/Week Third Quarter/Week 3
Teaching Time MTTHF Section Aphrodite/Poseidon
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
1. How the concept of the atom evolved from Ancient Greek to the present.
2. How the concept of the element evolved from
Ancient Greek to the present.
B. Performance Standards The learners shall be able to make a creative representation of the The learners shall be able to make a creative representation of the historical
historical development of the atom or the chemical element in a development of the atom or the chemical element in a timeline
timeline

C. Learning
Competencies/objectives (Write
the LC Code for each)
The learners:
1. Point out main ideas in the
discovery of the structure of the
atom & its subatomic particles
The learners explain how Dalton's The learners:
theory contributed to the discovery
of other elements
1. Cite the
contributions of J.J. Thomson, Ernest
Rutherford, Henry Moseley, & Neil's
Bohr to the understanding of the
structure of the atom
The learners:
2. Explain how the concept
of atomic number led to the synthesis
of new elements in the laboratory
3. Write the nuclear reactions
involved in the synthesis of new
elements

2. Cite the contribution of John

S11/12PS
Dalton - IIIb-8
toward the S11/12PS-IIIc-14 S11/12PS - IIIb-9 S11/12PS - IIIb-11
understanding of the concept of
D. CONTENT the chemicaltoelements
Corpuscles Chemical Atomic Theory
Henry Moseley and the atomic number; synthesis of new elements
(The S11/12PS-IIIb-12
E. LEARNING RESOURCES Development of Atomic Theory)
S11/12PS-IIIc-13
A. Reference
1. Teacher's Guide Teacher's Guide for Senior High Teacher's Guide for Senior High Teacher's Guide for Senior High Teacher's Guide for Senior High School,
School, Physical Science, 2016, School, Physical Science, 2016, pp. School, Physical Science, 2016, Physical Science, 2016, pp.
pp. 48 - 57 48 - 57 pp. 58-65 58-65

2. Learner's Material N/A N/A

3. Textbook Pages N/A N/A Gopalan, R. (1999). Elements of Gopalan, R. (1999). Elements of nuclear
nuclear chemistry. New Delhi: Vikas chemistry. New Delhi: Vikas Publishing
Publishing House PVT LTD. House PVT LTD.

4. Additional Materials form
Learning Resource (LR) portal
Rodriguez, M. (2015). The
Periodic Table: Classification as
Means of Understanding.
[Powerpoint slides]
John Dalton (1766-1844): The
Father of the Chemical Atomic
Theory. (n.d.) Retrieved October
10, 2015 from
http://www.chemteam.info/Atomic
Structure/Dalton.html
Chronology of Discoveries in Atomic Chronology of Discoveries in Atomic
Structure. (n.d.) Retrieved October 27, Structure. (n.d.) Retrieved October 27,
2015 from 2015 from
http://www.chemteam.info/AtomicStr http://www.chemteam.info/AtomicStru
ucture/Hist-AtomicStructure.pdf cture/Hist-AtomicStructure.pdf

B. Other Learning Resources N/A N/A

F. PROCEDURES
A. Review previous lesson or
presenting a new lesson
B. Establishing a purpose for the
lesson
ELICIT(Access Prior Knowledge) (2 minutes)
Review Robert Boyle Contributions of John Dalton Review about Dmitri Mendeleev Review about Dmitri Mendeleev
ENGAGE(Focus on the Topic) (15 minutes)
Overview of the objectives & key Overview of the objectives & key Overview of the objectives & key Overview of the objectives & key terms
names & terms names & terms terms

C. Presenting examples/ instances Give One, Get One, Move On Cosmology & the Big Bnag model Making own Periodic Table Making own Periodic Table
of new lesson Activity about assigned text as a cosmological theory from
science

D. Discussing new concepts & EXPLORE(Provide Common Experience) (15 minutes)

practicing new skills #1
Discussion on Antoine Lavoisier, Key point, illustration of expansion. Henry Moseley and the atomic Henry Moseley and the atomic
John Dalton, Chemical Atomic Nucleosynthesis reactions, and number; synthesis of new elements number; synthesis of new elements
Theory & it's Proofs of the Big Bang Model
evidence/implications
E. Discussing new concepts & Rough Timeline completion Nucleosynthesis game Writing nuclear reactions involved in Writing nuclear reactions involved in
practicing new skills #2 the synthesis of new elements the synthesis of new elements

F. Developing mastery EXPLAIN(Post-activity) (10 minutes)

(Leads to
formative assessment) Essay writing about Boyle, Presentation of Output Short essay Short essay
Lavoisier or Dalton

G. Finding practical applications of ELABORATE(Applying and Making Use of Information) (9 minutes)

concepts & skills in daily living Rough Timeline completion Rough Timeline completion Reading of a related text: Making new Reading of a related text: Making new
element, Discovery of new chemical element, Discovery of new chemical
H. Making generalizations & elements with numbers 113, 115, 117, elements with numbers 113, 115, 117,
abstractions about the lesson & 118 & 118

I. Evaluating learning EVALUATE(Measuring Learning) (7 minutes)

Additional Exercises, Written Additional Exercises, Written Multiple choice Multiple choice
Outputs - short response Outputs - short response

EXTEND(Deepening Understanding in New Context) (2 minutes)

J. Additional activities for N/A N/A N/A N/A
application or remediation

G. REMARKS
H. REFLECTION
A. No. of learners who earned 70%
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 this 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:
ARGIE JOY MARIE G. AMPOL, R.N
SHST-I
Checked by:
RONALD A. DERANO
Assistant School Principal II
 DAILY LESSON LOG
School GABI NATIONAL HIGH SCHOOL Grade Level 11
Teacher ARGIE JOY MARIE G. AMPOL Learning Area Physical Science
Teaching Dates November 25 - 30, 2019 Quarter/Week Third Quarter/Week 4
Teaching Time MTTHF Section Aphrodite/Poseidon
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of how the uses of different materials are related to their properties & structures.

B. Performance Standards The learners shall be able to explain how the uses of different The learners shall be able to explain how the intermolecular forces
materials are related to their properties & structures. relate to the properties, uses & structure of substance

C. Learning The learners determine if a The learners relate the polarity The learners: The learners:
Competencies/objectives (Write molecule is polar or non-polar of a molecule to its properties 2. Give the type of
the LC Code for each) given its structure intermolecular forces in the
properties of substances
1. Describe the general
types of intermolecular forces 3. Explain the effect of
intermolecular forces on the
properties of substances.

S11/12PS-IIIc-15 S11/12PS-IIIc-16 S11/12PS - IIIc-d-17 S11/12PS - IIId-e-18

D. CONTENT Polarity of Molecules Intermolecular Forces

E. LEARNING RESOURCES
S11/12PS-IIId-e-19
A. Reference
1. Teacher's Guide Teacher's Guide for Senior Teacher's Guide for Senior High Teacher's Guide for Senior Teacher's Guide for Senior High
High School, Physical Science, School, Physical Science, 2016, High School, Physical Science, School, Physical Science, 2016,
2016, pp. 66- 77 pp. 66- 77 2016, pp. 78 - 98
pp. 78 - 98

2. Learner's Material N/A N/A

3. Textbook Pages
Whitten, K.W. davis, R.E. Peck,
M.L. & Stanley G.G, (2005).
General Chemistry 7th edition
Singapore:
Thomson/Brooks/Cole.
Whitten, K.W. davis, R.E. Peck,
M.L. & Stanley G.G, (2005).
General Chemistry 7th edition
Singapore:
Thomson/Brooks/Cole.
Whitten, K.W. davis, R.E. Peck,
M.L. & Stanley G.G, (2005).
General Chemistry 7th edition
Singapore:
Thomson/Brooks/Cole.
Whitten, K.W. davis, R.E. Peck, M.L.
& Stanley G.G, (2005). General
Chemistry 7th edition Singapore:
Thomson/Brooks/Cole.

4. Additional Materials form N/A N/A Atkins, P.W. Chemical Bonding. Atkins, P.W. Chemical Bonding.
Learning Resource (LR) portal (2016) from (2016) from
http://www.britannica.com/sci http://www.britannica.com/science
ence/chemical- /chemical-bonding/intermolecular-
bonding/intermolecular-forces forces

B. Other Learning Resources N/A N/A

F. PROCEDURES
A. Review previous lesson or ELICIT(Access Prior Knowledge) (2 minutes)
presenting a new lesson Presentation of objectives & Presentation of objectives & Presentation of objectives & Presentation of objectives & terms
terms terms terms

B. Establishing a purpose for the ENGAGE(Focus on the Topic) (15 minutes)

lesson
C. Presenting examples/
instances of new lesson
D. Discussing new concepts &
practicing new skills #1
E. Discussing new concepts &
practicing new skills #2
Polarity Experiment Polarity Experiment Group experiments Group experiments
Class demonstration Class demonstration
EXPLORE(Provide Common Experience) (15 minutes)
Class Discussion Class Discussion Class discussion Class discussion
Electro negativity & molecular Electro negativity & molecular
geometry geometry
F. Developing mastery EXPLAIN(Post-activity) (10 minutes)
(Leads Applications of polarity VSEPR model-making Fact sheet Fact sheet
to formative assessment)

G. Finding practical applications ELABORATE(Applying and Making Use of Information) (9 minutes)

of concepts & skills in daily living

H. Making generalizations &

abstractions about the lesson

I. Evaluating learning EVALUATE(Measuring Learning) (7 minutes)

Written Exam Written Exam Written Exam Written Exam
EXTEND(Deepening Understanding in New Context) (2 minutes)
J. Additional activities for N/A N/A N/A N/A
application or remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned
70% 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
this 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:
ARGIE JOY MARIE G. AMPOL, R.N
SHST-I
Checked by:
RONALD A. DERANO
Assistant School Principal II
 DAILY LESSON LOG
School GABI NATIONAL HIGH SCHOOL Grade Level 11
Teacher ARGIE JOY MARIE G. AMPOL Learning Area Physical Science
Teaching Dates December 2 - 6, 2019 Quarter/Week Third Quarter/Week 5
Teaching Time MTTHF Section Aphrodite/Poseidon
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of how the uses of The learners demonstrate an understanding of the relationship between
different materials are related to their properties & structures the function & structure of biological macromolecules

B. Performance Standards The learners shall be able to explain how the uses of different The learners shall be able to distinguish the structures of different biological
materials are related to their properties & structures. macromolecules & relate them to their properties

C. Learning The learners explain how the use The learners explain how the The learners explain how structures The learners explain how structures of
Competencies/objectives (Write the of the following materials depend properties of the materials given of carbohydrates, lipids, nucleic acid carbohydrates, lipids, nucleic acid &
LC Code for each) on their properties: are determined by their & proteins, & determine their proteins, & determine their properties
structures. properties & functions & functions

a. Medical
implants, prosthesis

b. Sports
equipment
S11/12PS-IIId-e-20 S11/12PS-IIId-e-21 S11/12PS - IIIe-22 S11/12PS - IIIe-22
D. CONTENT Structures, Properties, and Uses of Matter Biological Macromolecules

E. LEARNING RESOURCES
A. Reference
1. Teacher's Guide
2. Learner's Material
3. Textbook Pages
4. Additional Materials form
Learning Resource (LR) portal
B. Other Learning Resources
F. PROCEDURES
A. Review previous lesson or
presenting a new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of new lesson
D. Discussing new concepts &
practicing new skills #1
E. Discussing new concepts &
practicing new skills #2
F. Developing mastery
(Leads to
formative assessment)
G. Finding practical applications of
concepts & skills in daily living
Teacher's Guide for Senior High Teacher's Guide for Senior High Teacher's Guide for Senior High Teacher's Guide for Senior High
School, Physical Science, 2016, pp. School, Physical Science, 2016, School, Physical Science, 2016, School, Physical Science, 2016,
99- 111 pp. 99- 111 pp. 112-151 pp. 112-151
N/A N/A
N/A N/A Boyer, R.,(2006), Concepts in Boyer, R.,(2006), Concepts in
Biochemistry 3rd ed, Asia: John Biochemistry 3rd ed, Asia: John Wiley
Wiley & Sons Inc. & Sons Inc.
Stuff of Genius - How Stuff Works Stuff of Genius - How Stuff Works Weiss, A. (2006).[Diagram of Weiss, A. (2006).[Diagram of
(Producer). (2013, August 17), (Producer). (2013, August 17), significant nuclear reactions]. significant nuclear reactions].
Kevlar [Video File]. Retrieved from Kevlar [Video File]. Retrieved from Retrieved September 16, 2015 from Retrieved September 16, 2015 from
https://www.youtube.com/watch? https://www.youtube.com/watch https://www.einstein- https://www.einstein-
v+KFVP8A G5VI ?v+KFVP8A G5VI online.info/en/spotlights/BBN_phys/ online.info/en/spotlights/BBN_phys/in
index.html dex.html
N/A N/A
ELICIT(Access Prior Knowledge) (2 minutes)
Presentation of objectives & terms Presentation of objectives & Presentation of objectives & terms Presentation of objectives & terms
terms
ENGAGE(Focus on the Topic) (15 minutes)
String engineering activity String engineering activity Traoezoidal Tangram Traoezoidal Tangram
EXPLORE(Provide Common Experience) (15 minutes)
Class discussion Class discussion Class discussion Class discussion
Independent Research Independent Research
EXPLAIN(Post-activity) (10 minutes)
Presentation of Output Presentation of Output Table Summary of macromolecules Table Summary of macromolecules
ELABORATE(Applying and Making Use of Information) (9 minutes)
G. Finding practical applications of
concepts & skills in daily living Video Clips about Filipino Video Clips about Filipino Viewing carbohydrates, proteins & Viewing carbohydrates, proteins &
inventors inventors lipids under microscope lipids under microscope

H. Making generalizations &

abstractions about the lesson

I. Evaluating learning EVALUATE(Measuring Learning) (7 minutes)

Presentation of infographic Presentation of infographic Written Exam Written Exam

EXTEND(Deepening Understanding in New Context) (2 minutes)

J. Additional activities for N/A N/A N/A N/A
application or remediation
G. REMARKS

H. REFLECTION
A. No. of learners who earned 70%
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 this 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:
ARGIE JOY MARIE G. AMPOL, R.N
SHST-I
Checked by:
RONALD A. DERANO
Assistant School Principal II
 DAILY LESSON LOG
School GABI NATIONAL HIGH SCHOOL Grade Level 11
Teacher ARGIE JOY MARIE G. AMPOL Learning Area Physical Science
Teaching Dates December 9 - 13, 2019 Quarter/Week Third Quarter/Week 6
Teaching Time MTTHF Section Aphrodite/Poseidon
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of the understanding of: understanding of: understanding of:
relationship between the a. How fast a reaction takes a. a. How fast a reaction takes
function & structure of place b. How much energy How fast a reaction takes place place b. How much energy
biological macromolecules is involved in a reaction b. How is involved in a reaction
much energy is involved in a
reaction

B. Performance Standards
The learners shall be able to The learners shall be able to propose The learners shall be able to The learners shall be able to propose
distinguish the structures of ways to speed up or slow down propose ways to speed up or slow ways to speed up or slow down
different biological chemical reactions. down chemical reactions. chemical reactions.
macromolecules & relate them
to their properties

C. Learning The learners explain how
Competencies/objectives (Write structures of carbohydrates,
the LC Code for each) lipids, nucleic acid & proteins, &
determine their properties &
functions
The learners use simple collision The learners define catalyst and The learners recognize that energy is
theory to explain the effects of describe how it affects reaction released or absorbed during a
concentration, temperature, and rate chemical reaction
particle size on the rate of reaction

S11/12PS - IIIe-22 S11/12PS - IIIf-23 S11/12PS - IIIf-24 S11/12PS - IIIi-28

D. CONTENT Biological Macromolecules Chemical Change I
E. LEARNING RESOURCES
A. Reference
1. Teacher's Guide
2. Learner's Material
3. Textbook Pages
4. Additional Materials form
Learning Resource (LR) portal
B. Other Learning Resources
F. PROCEDURES
A. Review previous lesson or
presenting a new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of new lesson
D. Discussing new concepts &
practicing new skills #1
E. Discussing new concepts &
practicing new skills #2
F. Developing mastery
(Leads
to formative assessment)
Teacher's Guide for Senior High Teacher's Guide for Senior High Teacher's Guide for Senior High Teacher's Guide for Senior High
School, Physical Science, 2016, School, Physical Science, 2016, School, Physical Science, 2016, School, Physical Science, 2016,
pp. 153-156 pp. 157- pp. 165-169
pp.N/A
112-151 Laboratory Supplies 164 Laboratory Supplies
Boyer, R.,(2006), Concepts in Whitten, K.W., Davis, R.E, Peck, M.L., Whitten, K.W., Davis, R.E, Peck, Whitten, K.W., Davis, R.E, Peck, M.L., &
Biochemistry 3rd ed, Asia: John & Stanley, G.G., (2005). General M.L., & Stanley, G.G., (2005). Stanley, G.G., (2005). General
Wiley & Sons Inc. Chemistry 7th ed. Singapore: General Chemistry 7th ed. Chemistry 7th ed. Singapore:
Thompson/Brooks/Cole; Singapore: Thompson/Brooks/Cole;
Thompson/Brooks/Cole;
Weiss, A. (2006).[Diagram of N/A N/A N/A
significant nuclear reactions].
Retrieved September 16, 2015
from https://www.einstein-
online.info/en/spotlights/BBN_
phys/index.html
N/A N/A
ELICIT(Access Prior Knowledge) (2 minutes)
Presentation of objectives & Presentation of objectives & terms Presentation of objectives & terms Presentation of objectives & terms
terms
ENGAGE(Focus on the Topic) (15 minutes)
Traoezoidal Tangram Class demonstration/Group Class demonstration/Group Class demonstration/Group
experiments experiments experiments
EXPLORE(Provide Common Experience) (15 minutes)
Class discussion Class discussion Class discussion Class discussion
EXPLAIN(Post-activity) (10 minutes)
F. Developing mastery
(Leads Table Summary of Skit/learner demonstration Skit/learner demonstration Skit/learner demonstration
to formative assessment) macromolecules

G. Finding practical applications ELABORATE(Applying and Making Use of Information) (9 minutes)

of concepts & skills in daily living Viewing carbohydrates, proteins
& lipids under microscope
H. Making generalizations &
abstractions about the lesson

I. Evaluating learning EVALUATE(Measuring Learning) (7 minutes)

Written Exam Written Exam Written Exam Written Exam
EXTEND(Deepening Understanding in New Context) (2 minutes)
J. Additional activities for N/A N/A N/A N/A
application or remediation

G. REMARKS
H. REFLECTION

A. No. of learners who earned

70% 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
this 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:
ARGIE JOY MARIE G. AMPOL, R.N
SHST-I
Checked by:
RONALD A. DERANO
Assistant School Principal II
 DAILY LESSON LOG
School GABI NATIONAL HIGH SCHOOL Grade Level 11
Teacher ARGIE JOY MARIE G. AMPOL Learning Area Physical Science
Teaching Dates January 6 - 10, 2020 Quarter/Week Third Quarter/Week 7
Teaching Time MTTHF Section Aphrodite/Poseidon
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of how much reactants are needed and how much products are formed in a reaction.
B. Performance Standards The learners shall be able to effectively explain the process of calculating the needed reactant and the amount of product in a
reaction, as well as the significance of limiting reactant and percent yield.

C. Learning The learners calculate the The learners calculate the The learners calculate the percent The learners determine the
Competencies/objectives (Write amount of substances used or percent yield of a reaction yield of a reaction limiting reactant in a reaction and
the LC Code for each) produced in a chemical calculate the amount of product
reaction formed

S11/12PS-IIIf-h25 S11/12PS-IIIh-26 S11/12PS-IIIh-26 S11/12PS - IIIh-27

D. CONTENT Chemical Change II

E. LEARNING RESOURCES S11/12PS-IIIa-b-4

A. Reference
1. Teacher's Guide
2. Learner's Material
3. Textbook Pages
4. Additional Materials form
Learning Resource (LR) portal
B. Other Learning Resources
F. PROCEDURES
A. Review previous lesson or
presenting a new lesson
B. Establishing a purpose for the
lesson
Teacher's Guide for Senior Teacher's Guide for Senior High Teacher's Guide for Senior High Teacher's Guide for Senior High
High School, Physical Science, School, Physical Science, 2016, School, Physical Science, 2016, pp. School, Physical Science, 2016,
2016, pp. 169 - 187 pp. 169 - 187 169 - 187 pp. 169 - 187
Calculator and Periodic Table Calculator and Periodic Table
Lineweaver,C, & Davis, T (2005 Lineweaver,C, & Davis, T (2005 Sagan, C. (2000). Chapter 26: The Sagan, C. (2000). Chapter 26: The
March). Misconceptions March). Misconceptions About Cosmic Connection. In J. Agel (Ed), Cosmic Connection. In J. Agel
About Big Bang. Scientific Big Bang. Scientific American, Carl Sagan's Cosmic Connection: (Ed), Carl Sagan's Cosmic
American, 36-45 36-45 An Extraterrestrial Perspective. Connection: An Extraterrestrial
Cambridge: Cambridged Perspective. Cambridge:
University Press. Cambridged University Press.
In a Nutshell - Kurzgesagt. In a Nutshell - Kurzgesagt. Dhaliwal, J.K (2012a). Dhaliwal, J.K (2012a).
(March 2014 3). The Beginning (March 2014 3). The Beginning Nucleosynthesis: Alpha Fusion in Nucleosynthesis: Alpha Fusion in
of Everything - The Big Bnag of Everything - The Big Bnag Stars. [Powerpoint slides]. Stars. [Powerpoint slides].
(Youtube video) Retrieved (Youtube video) Retrieved Retrieved from Retrieved from
September 16, 2015 from September 16, 2015 from http://earthref.org/SCC/lessons/2 http://earthref.org/SCC/lessons/2
www.youtube.com/watch? www.youtube.com/watch? 012/nucleosynthesis/ 012/nucleosynthesis/
v=wNDGgL73ihY v=wNDGgL73ihY
N/A N/A
ELICIT(Access Prior Knowledge) (2 minutes)
Analogy of chemical reaction Analogy of chemical reaction to Analogy of chemical reaction to Analogy of chemical reaction to
to cooking cooking cooking cooking
ENGAGE(Focus on the Topic) (15 minutes)
Presentation of objectives and Presentation of objectives and Presentation of objectives and Presentation of objectives and
terms, review of previous terms, review of previous terms, review of previous terms, review of previous
knowledge knowledge knowledge knowledge
C. Presenting examples/ instances
of new lesson
D. Discussing new concepts &
practicing new skills #1
EXPLORE(Provide Common Experience) (15 minutes)
Connection to carbon Connection to carbon emission Connection to carbon emission Connection to carbon emission
emission

E. Discussing new concepts &

practicing new skills #2
F. Developing mastery EXPLAIN(Post-activity) (10 minutes)
(Leads to Presentation of Performance Presentation of Performance Presentation of Performance Task Presentation of Performance Task
formative assessment) Task Task
G. Finding practical applications of ELABORATE(Applying and Making Use of Information) (9 minutes)
concepts & skills in daily living Reading of a related text: The Reading of a related text: The Man-made nuclei Man-made nuclei
Cosmic Connection Cosmic Connection

H. Making generalizations &

abstractions about the lesson
I. Evaluating learning EVALUATE(Measuring Learning) (7 minutes)
Written exam, worksheets Written exam, worksheets Written exam, worksheets Written exam, worksheets

EXTEND(Deepening Understanding in New Context) (2 minutes)

J. Additional activities for N/A N/A N/A N/A
application or remediation

G. REMARKS
H. REFLECTION
A. No. of learners who earned
70% 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 this 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:
ARGIE JOY MARIE G. AMPOL
SHST-I
Checked by:
RONALD A. DERANO
Assistant School Principal II
 DAILY LESSON LOG
School GABI NATIONAL HIGH SCHOOL Grade Level 11
Teacher ARGIE JOY MARIE G. AMPOL Learning Area Physical Science
Teaching Dates January 13 - 17, 2020 Quarter/Week Third Quarter/Week 9
Teaching Time MTTHF Section Aphrodite/Poseidon
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of how much reactants are needed and how much products are formed in a reaction.
B. Performance Standards The learners shall be able to effectively explain the process of calculating the needed reactant and the amount of product in a reaction, as well as the
significance of limiting reactant and percent yield.
C. Learning Competencies/objectives The learners calculate the amount of The learners calculate the percent yield of The learners calculate the percent The learners determine the
(Write the LC Code for each) substances used or produced in a a reaction yield of a reaction limiting reactant in a reaction
chemical reaction and calculate the amount of
product formed

S11/12PS-IIIf-h25 S11/12PS-IIIh-26 S11/12PS-IIIh-26 S11/12PS - IIIh-27

D. CONTENT Chemical Change II
E. LEARNING RESOURCES
A. Reference
1. Teacher's Guide Teacher's Guide for Senior High School, Teacher's Guide for Senior High School, Teacher's Guide for Senior High Teacher's Guide for Senior High
Physical Science, 2016, pp. 169 - 187 Physical Science, 2016, pp. 169 - 187 School, Physical Science, 2016, pp. School, Physical Science, 2016,
169 - 187 pp. 169 - 187

2. Learner's Material
3. Textbook Pages
Calculator and Periodic Table Calculator and Periodic Table
Lineweaver,C, & Davis, T (2005 March). Lineweaver,C, & Davis, T (2005 March). Sagan, C. (2000). Chapter 26: The Sagan, C. (2000). Chapter 26: The
Misconceptions About Big Bang. Misconceptions About Big Bang. Scientific Cosmic Connection. In J. Agel (Ed), Cosmic Connection. In J. Agel
Scientific American, 36-45 American, 36-45 Carl Sagan's Cosmic Connection: An (Ed), Carl Sagan's Cosmic
Extraterrestrial Perspective. Connection: An Extraterrestrial
Cambridge: Cambridged University Perspective. Cambridge:
Press. Cambridged University Press.

4. Additional Materials form
Learning Resource (LR) portal
In a Nutshell - Kurzgesagt. (March 2014 In a Nutshell - Kurzgesagt. (March 2014 3). Dhaliwal, J.K (2012a). Dhaliwal, J.K (2012a).
3). The Beginning of Everything - The Big The Beginning of Everything - The Big Bnag Nucleosynthesis: Alpha Fusion in Nucleosynthesis: Alpha Fusion in
Bnag (Youtube video) Retrieved (Youtube video) Retrieved September 16, Stars. [Powerpoint slides]. Retrieved Stars. [Powerpoint slides].
September 16, 2015 from 2015 from www.youtube.com/watch? from Retrieved from
www.youtube.com/watch? v=wNDGgL73ihY http://earthref.org/SCC/lessons/201 http://earthref.org/SCC/lessons/
v=wNDGgL73ihY 2/nucleosynthesis/ 2012/nucleosynthesis/
B. Other Learning Resources N/A N/A
F. PROCEDURES
A. Review previous lesson or ELICIT(Access Prior Knowledge) (2 minutes)
presenting a new lesson
Analogy of chemical reaction to cooking Analogy of chemical reaction to cooking Analogy of chemical reaction to Analogy of chemical reaction to
cooking cooking
B. Establishing a purpose for the ENGAGE(Focus on the Topic) (15 minutes)
lesson
Presentation of objectives and terms, Presentation of objectives and terms, Presentation of objectives and Presentation of objectives and
review of previous knowledge review of previous knowledge terms, review of previous terms, review of previous
knowledge knowledge

C. Presenting examples/ instances of

new lesson
D. Discussing new concepts & EXPLORE(Provide Common Experience) (15 minutes)
practicing new skills #1
Connection to carbon emission Connection to carbon emission Connection to carbon emission Connection to carbon emission

E. Discussing new concepts &

practicing new skills #2

F. Developing mastery EXPLAIN(Post-activity) (10 minutes)

(Leads to
formative assessment) Presentation of Performance Task Presentation of Performance Task Presentation of Performance Task Presentation of Performance Task

G. Finding practical applications of ELABORATE(Applying and Making Use of Information) (9 minutes)

concepts & skills in daily living
Reading of a related text: The Cosmic Reading of a related text: The Cosmic Man-made nuclei Man-made nuclei
Connection Connection
H. Making generalizations &
abstractions about the lesson
I. Evaluating learning EVALUATE(Measuring Learning) (7 minutes)
Written exam, worksheets Written exam, worksheets Written exam, worksheets Written exam, worksheets
EXTEND(Deepening Understanding in New Context) (2 minutes)
J. Additional activities for application N/A N/A N/A N/A
or remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned 70%
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 Simulations, Active Learning with Simulations, Active Learning with Simulations, Active Learning with Simulations, Active Learning with
worked well? Why did this work? presentation of pictures & videos presentation of pictures & videos presentation of pictures & videos presentation of pictures & videos

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized AVP AVP AVP AVP

materials did I use/discover which I
wish to share with other teachers.

Prepared by:

ARGIE JOY MARIE G. AMPOL, R.N

SHST-I Checked by:

RONALD A. DERANO
Assistant School Principal II
 DAILY LESSON LOG
School GABI NATIONAL HIGH SCHOOL Grade Level 11
Teacher ARGIE JOY MARIE G. AMPOL Learning Area Physical Science
Teaching Dates January 20 - 24, 2020 Quarter/Week Third Quarter/Week 9
Teaching Time MTTHF Section Aphrodite/Poseidon
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of how energy is The learners demonstrate an understanding of the properties and mode of action of the
harnesses from different sources. following consumer products: 1. Cleaning materials
2. Cosmetics

B. Performance Standards The learners shall be able to illustrate how energy is produced and The learners shall be able to make either a poster, a flyer, or a brochure of a product
managed from different sources. indicating its uses, properties, mode of action and precautions.

C. Learning Competencies/objectives (Write The learners describe how energy is The learners describe how The learners: 1. Give The learners:
the LC Code for each) produced and managed from energy is produced and common examples of cleaning materials 1. Give the use of other
different sources: managed from different sources: for the house and for personal care. ingredients in cleaning agents.
a. Fossil fuels a. 2. From product labels, identify the 2. Give common
b. Biogas Fossil fuels active ingredients of cleaning products examples of personal care products used to
c. Geothermal b. Biogas used at home. enhance the appearance of the human body
d. Hydrothermal c. Geothermal
e. Hydroelectric d. Hydrothermal
f. Electrochemical (batteries) e. Hydroelectric
g. Solar cells f. Electrochemical
h. Biomass (batteries) g.
Solar cells
h. Biomass

S11/12PS-IIIi-29 S11/12PS-IIIi-29 S11/12PS-IIIi-j-30 S11/12PS-IIIi-j-32 S11/12PS-

S11/12PS-IIIi-j-31 IIIi-j-33
D. CONTENT How Energy is Produced and Managed Household Chemicals and Personal Care Products
E. LEARNING RESOURCES
A. Reference
1. Teacher's Guide Teacher's Guide for Senior High Teacher's Guide for Senior High Teacher's Guide for Senior High School, Teacher's Guide for Senior High School,
School, Physical Science, 2016, pp. School, Physical Science, 2016, Physical Science, 2016, pp. 199 - 213 Physical Science, 2016, pp. 199 - 213
188 - 198 pp. 188 - 198
2. Learner's Material Diagram of basic power plant, LED, coil of wire strong magnet School computer and internet access for the learners, print outs of the different articles.

3. Textbook Pages The American Geological Institute.
(2014). Environmental Science, 2nd
ed. Pasig City, Philippines: Cengage
Learning Asia Pte Ltd
The American Geological
Institute. (2014). Environmental
Science, 2nd ed. Pasig City,
Philippines: Cengage Learning
Asia Pte Ltd
Surfactant (2016). In Encyclopedia Surfactant (2016). In Encyclopedia Britannica
Britannica online. Retrieved March 27, online. Retrieved March 27, 2016, from
2016, from http://www.britannica.com/science/surfactan
http://www.britannica.com/science/surfa t;
ctant;

4. Additional Materials form Learning

Resource (LR) portal
B. Other Learning Resources N/A N/A
F. PROCEDURES
A. Review previous lesson or presenting a ELICIT(Access Prior Knowledge) (2 minutes)
new lesson
Presentation of objectives and Presentation of objectives and Presentation of objectives and terms Presentation of objectives and terms
terms terms
B. Establishing a purpose for the lesson ENGAGE(Focus on the Topic) (15 minutes)
Presentation of objectives and Presentation of objectives and Presentation of objectives and terms, Presentation of objectives and terms, review
terms, review of previous terms, review of previous review of previous knowledge of previous knowledge
knowledge knowledge

C. Presenting examples/ instances of new Short discussion of what learners Short discussion of what learners
lesson know about electricity know about electricity Class discussion/ independent research/ Sharing

D. Discussing new concepts & practicing new
skills #1
Present a diagram showing the
different sources of energy in the
Philippines and the percentages of
each source.
EXPLORE(Provide Common Experience) (15 minutes)
Present a diagram showing the
different sources of energy in the
Philippines and the percentages
of each source. Healthy Options Activity Healthy Options Activity

E. Discussing new concepts & practicing new Present the four major steps in the Present the four major steps in Products in My World Activity (includes giving
skills #2 conversion of energy to electricity the conversion of energy to homework and product exploration)
electricity

F. Developing mastery EXPLAIN(Post-activity) (10 minutes)

(Leads to formative assessment)
Presentation of Performance Task Presentation of Performance Presentation of Performance Task Presentation of Performance Task
Task
G. Finding practical applications of concepts ELABORATE(Applying and Making Use of Information) (9 minutes)
& skills in daily living
Give the learners time for Give the learners time for
independent research/reading and independent research/reading
collaboration in the classroom and collaboration in the
classroom Introduce Fact Sheet Guidelines Introduce Fact Sheet Guidelines
 Give the learners time for Give the learners time for
independent research/reading and independent research/reading
H. Making generalizations & abstractions collaboration in the classroom and collaboration in the
about the lesson classroom Introduce Fact Sheet Guidelines Introduce Fact Sheet Guidelines

I. Evaluating learning EVALUATE(Measuring Learning) (7 minutes)

Written assessment, worksheets Written assessment, worksheets Fact sheet written in a Manila Paper, Fact sheet written in a Manila Paper,
Classroom demonstration Classroom demonstration
EXTEND(Deepening Understanding in New Context) (2 minutes)
J. Additional activities for application or N/A N/A N/A N/A
remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned 70% 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 Simulations, Active Learning with Simulations, Active Learning Simulations, Active Learning with Simulations, Active Learning with
well? Why did this work? presentation of pictures & videos with presentation of pictures & presentation of pictures & videos presentation of pictures & videos
videos

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did AVP AVP AVP AVP

I use/discover which I wish to share with
other teachers.

Prepared by:

ARGIE JOY MARIE G. AMPOL, R.N

SHST-I Checked by:
 RONALD A. DERANO
Assistant School Principal II
 DAILY LESSON LOG
School GABI NATIONAL HIGH SCHOOL Grade Level 11
Teacher ARGIE JOY MARIE G. AMPOL Learning Area Physical Science
Teaching Dates January 27 - 31, 2020 Quarter/Week Third Quarter/Week 10
Teaching Time MTTHF Section Aphrodite/Poseidon
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the properties and mode of action of
the following consumer products: 1. Cleaning Greek views of matter, motion, and the universe, competing models of the universe by
materials 2. Cosmetics Eudoxus, Aristotle, Aristarchus, Ptolemy, Copernicus, Brahe, and Kepler, evidence that the
Earth is not the center of the universe

B. Performance Standards The learners shall be able to make either a poster, a flyer, or a brochure of a product The learners shall be able to make either a poster, a flyer, or a brochure of a product
indicating its uses, properties, mode of action and precautions. indicating its uses, properties, mode of action and precautions.

C. Learning Competencies/objectives The learners:
(Write the LC Code for each) 1. Identify the major ingredients of
cosmetics such as body lotion, skin
whitener,deodorants, and perfume
The learners: 1. The learners should be able to: The learners should be able to:
Explain the precautionary measures explain what the Greeks 1.explain what is meant by diurnal motion, annual
indicated in various cleaning products and considered to be the three types of motion, precession of the equinoxes
cosmetics terrestrial motion 2. Enumerate(K) naked-eye
astronomical proofs that the Earth is round or
spherical.

S11/12PS-IVa-37 S11/12PS-
S11/12PS-IIIi-j - 34 S11/12PS-IIIi-j - 35 S11/12PS-IVa-36 IVa-38

D. CONTENT Household Chemicals and Personal Care Products Ancient Greek physics and astronomy
E. LEARNING RESOURCES
A. Reference
1. Teacher's Guide Teacher's Guide for Senior High School, Teacher's Guide for Senior High School, Teacher's Guide for Senior High School, Teacher's Guide for Senior High School, Physical
Physical Science, 2016, pp. 199 - 213 Physical Science, 2016, pp. 199 - 213 Physical Science, 2016, pp. 214 - 224 Science, 2016, pp. 214 - 224

2. Learner's Material School computer and internet access for the learners, print outs of the different Pictures of ancient Greek philosophers: Pythagoras, Socrates, Plato, Aristotle A chart
articles. tabulating the two-domain view of the Universe and the corresponding elements and
motions Download the application: Stellarium.
3. Textbook Pages Surfactant (2016). In Encyclopedia
Britannica online. Retrieved March 27,
2016, from
http://www.britannica.com/science/surfa
ctant;
Surfactant (2016). In Encyclopedia
Britannica online. Retrieved March 27,
2016, from
http://www.britannica.com/science/surfa
ctant;
Arthur Stinner (1994). The story of Arthur Stinner (1994). The story of force: from
force: from Aristotle to Einstein” Aristotle to Einstein” Physics Education, Volume 2.
Physics Education, Volume 2. Printed in Printed in UK
UK

4. Additional Materials form Learning

Resource (LR) portal

B. Other Learning Resources N/A N/A

F. PROCEDURES
A. Review previous lesson or ELICIT(Access Prior Knowledge) (2 minutes)
presenting a new lesson
Presentation of objectives and terms Presentation of objectives and terms Define Science; Caloric Theory and Define Science; Caloric Theory and Development
Development of scientific thinking of scientific thinking

B. Establishing a purpose for the ENGAGE(Focus on the Topic) (15 minutes)

lesson
Presentation of objectives and terms, Presentation of objectives and terms, Diurnal/daily and annual motion of the Diurnal/daily and annual motion of the sky
review of previous knowledge review of previous knowledge sky

C. Presenting examples/ instances of

new lesson
Class discussion/ independent research/ Sharing Two - domain view

D. Discussing new concepts & EXPLORE(Provide Common Experience) (15 minutes)

practicing new skills #1

The two-domain view, types of terrestrial motion, naked-eye astronomical observations,

Healthy Options Activity Healthy Options Activity proofs of spherical earth.

E. Discussing new concepts & Products in My World Activity (includes giving Assignment- Summarizing ancient Greek twodomain system in a table with the types of
practicing new skills #2 homework and product exploration) motion and the four-element model of matter.

F. Developing mastery EXPLAIN(Post-activity) (10 minutes)

(Leads to
formative assessment)
F. Developing mastery
(Leads to
formative assessment) Presentation of Performance Task Presentation of Performance Task Myths and legends the appearance of the sky. Appreciation of scientific progress in terms
of observation, exploration and discovery

G. Finding practical applications of ELABORATE(Applying and Making Use of Information) (9 minutes)

concepts & skills in daily living

ask the learners to fill in the columns

H. Making generalizations &
abstractions about the lesson
Introduce Fact Sheet Guidelines
with a timeline showing the possible
Introduce Fact Sheet Guidelines
overlap of the lives of these
philosophers.
ask the learners to fill in the columns with a
timeline showing the possible overlap of the lives
of these philosophers.

I. Evaluating learning EVALUATE(Measuring Learning) (7 minutes)

Fact sheet written in a Manila Paper, Summarize ancient Greek two-domain Summarize ancient Greek two-domain
Classroom demonstration system in a table; Identify at least one system in a table; Identify at least one
naked-eye astronomical proof that the naked-eye astronomical proof that the
Earth is round or spherical. Earth is round or spherical.

EXTEND(Deepening Understanding in New Context) (2 minutes)

J. Additional activities for application N/A N/A N/A N/A
or remediation
G. REMARKS

H. REFLECTION

A. No. of learners who earned 70%

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 Simulations, Active Learning with Simulations, Active Learning with Simulations, Active Learning with Simulations, Active Learning with presentation of
worked well? Why did this work? presentation of pictures & videos presentation of pictures & videos presentation of pictures & videos pictures & videos

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized AVP AVP AVP AVP

materials did I use/discover which I
wish to share with other teachers.

Prepared by:

ARGIE JOY MARIE G. AMPOL, R.N

SHST-I Checked by:

RONALD A. DERANO
Assistant School Principal II