GRADE 1 to 12 School Marcelo H.

Del Pilar National High School Grade Level

DAILY Teacher Learning Area
LESSON LOG Teaching Dates and Time Aug.6 - August 10, 2018 ( Week 9 ) Quarter

DAY 1 DAY 2 DAY 3

( Objectives must be connected to the curriculum standards and met for a week. Additional lessons, exercises, and remedial activities
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support learning of content and competencies; weekly objective

At the end of Grade 7, the learners should have developed scientific, technological,and environmental literacy and can ma
Having been exposed to Scientific investigations related to real life, they should recognize that central feature of an investi
A. Program Standard the effect of the change on another variable can be measured. The context of the investigation can be problems at the loca
other parts of the Philippines or even from other countries using appropriate technology. The learners should demonstrate
skills in addressing real-world problems through science investigations.

B. Grade Level Standard At the end of Grade 7, the learners demonstrate an understanding of the common properties of acidic and basic mixtures.
metals and non-metals.

C. Content Standards The learners demonstrate understanding of the common properties of metals and non-metals.

D. Performance Standard The learners demonstrate understanding on how to interpret product labels of acidic and basic mixture, and practice safe
safety gear.

The learners should be able to describe The learners should be able to describe The learners should b
E. Learning Competencies properties of metals and non metals such as properties of metals and non metals such as properties of metals and no
luster, malleability, ductility and conductivity. luster, malleability, ductility and conductivity. luster, malleability, ductility

Code S7MT-Ij-7 S7MT-Ij-7 S7MT-Ij-

A. Compare and contrast metals from A. Distinguish between metals and non A. Compare and contrast m
nonmetals; mentals based on its electrical conductivity ; nonmetals;
B. Recognizes the elements B. B. Recognize
considered as metals and non metals Describe electrical conductivity; considered as metals and n
C. Tests the sample materials if they
F. Objectives are electrically conductive using electrical Describe electrical conduct
conductivity tester and tell if they are made up D. Tests the samp
of metals or nonmetals are electrically conductive u
conductivity tester and tell i
of metals or nonmetals
 Module 5: Metals and Nonmetals Module 5: Metals and Nonmetals Module 5: Metals and No
II. CONTENT Properties of Metals and Nonmetals Properties of Metals and Nonmetals Properties of Metals and
Act.1: Which can Ac
conduct electricity, Metals or Non metals? the Oxides of Metals or N

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages

2. Learner's Materials pp. 74-75 pp. 75-79 pp. 80-8

pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing previous lesson or

presenting the new lesson Recalling lesson about pH scale Reviewing lesson about properties of metals Reviewing lesson about p
and non metals. and non me
( ELICIT ) - Review

B. Establishing a purpose for the Showing pictures of metals and

lesson Game of Riddle nonmetals.Asking the students about the Asking the students wh
( ENGAGE ) - Motivation characteristics common among them.

C. Presenting examples/ instances

of the new lesson Discussing the properties of metals and Recalling the properties of metals and
( ENGAGE ) - Pre - Activity nonmetals nonmetals Discussing the import
D. Discussing new concepts and Venn Diagram about metal and non metal. Students perform the activity following the Students perform the ac
practicing new skills # 1
( EXPLORE ) - Activity Proper (optional) procedure given procedure g

E. Discussing new concepts and

practicing new skills # 2 Discussing the uses and importance of metals Facilitating the students while doing the Facilitating the students
( EXPLORE ) - Deepening and nonmetals. activity activity

F. Developing Mastery (leading to Discussing the answers in the guide Discussing the answe
Formative Assessment 3)
( EXPLAIN ) - Post - Activity questions question

G. Finding practical applications of

concepts and skills to daily living
( ELABORATE ) - Application Asking the students to give some practical Asking the students to give some practical Asking the students to gi
application of the lesson in everyday life.. application of the lesson in everyday life.. application of the lesson

H. Making generalizations and

abstractions about the lesson Summarizing the lesson learned Summarizing the concepts learned Generalizing the les
( ELABORATE )- Generalization

I. Evaluating learning Checking/evaluating the students' answers in Checking/evaluating the students activity. Written output to b
( EVALUATE ) - Assessment the activity.

J. Additional activities for application

or remediation
( EXTEND ) - Remedial

** Government Thrust / Environmental Education Environmental Education Environmental E

Valuing

V. REMARKS
VI. REFLECTION

Grade and Section

A. No. of learners who earned 80% in

the evaluation

B. No. of learners who require

additional activities for remediation who
scored below 80 %

C. Did the remedial 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 Cooperative learning Cooperative Learning Discovery Ap

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

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

Prepared by: Checked by:

Teacher Master Teacher

 Grade Level Grade 7
Learning Area SCIENCE 7 ( Chemistry )
Quarter First

DAY 3 DAY 4
exercises, and remedial activities may be done to develop content knowledge and competencies; these are
d competencies; weekly objectives shall be derived from the curriculum guide )

ronmental literacy and can make that would lead to rational choices on issues confronting them.
at central feature of an investigation is that if one variable is changed ( while controlling all others),
on can be problems at the local or national level to allow them to communicate with the learners in
e learners should demonstrate an understanding of science concepts and apply science inquiry

s of acidic and basic mixtures. The learners also demonstrate an understanding of the properties of

ls.

sic mixture, and practice safe ways of handling acids and bases using protective clothing and

The learners should be able to describe The learners should be able to describe
properties of metals and non metals such as properties of metals and non metals such as
luster, malleability, ductility and conductivity. luster, malleability, ductility and conductivity.

S7MT-Ij-7 S7MT-Ij-7
A. Compare and contrast metals from A. Evaluate mastery of the topics taken from the
nonmetals; module through written exam. B.
B. Recognizes the elements Answer the test questions correctly. C.
considered as metals and non metals; Promote honesty during the test.
C.
Describe electrical conductivity;
D. Tests the sample materials if they
are electrically conductive using electrical
conductivity tester and tell if they are made up
of metals or nonmetals
 Module 5: Metals and Nonmetals
Properties of Metals and Nonmetals
Activity 2 Acidity of Summative Test
the Oxides of Metals or Non metals?

pp. 80-82

test paper, pen,

Reviewing lesson about properties of metals Recall important ideas about the previous
and non metals. lesson

Asking the students what is an oxides. Discussion of test instruction

Discussing the importance of oxides.

Students perform the activity following the Answer the questions given in the
procedure given summative assessment.

Facilitating the students while doing the Test proper

activity

Discussing the answers in the guide

questions

Asking the students to give some practical

application of the lesson in everyday life..

Generalizing the lesson learned

Written output to be evaluated Checking and recording of test results

Environmental Education Cooperative Education

Discovery Approach Discovery Approach

Noted by:
 GRADE 8 School MARCELO H. DEL PILAR NATIONAL HIGH SCHOOL Grade Level GRADE 8
Teacher MIA CARMELA N. NICDAO Learning Area BIOLOGY
Teaching Dates and Time MARCH 3-7, 2025 Quarter FOURTH QUARTER

DAILY LESSON LOG

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

( Objectives must be connected to the curriculum standards and met for a week. Additional lessons, exercises, and remedial activities may be done to develop content knowledge and competencies; these are assessed using
I. OBJECTIVES Formative Assessment strategies. Valuing objectives support learning of content and competencies; weekly objectives shall be derived from the curriculum guide )

At the end of the grade 8, the learners should have developed scientific, technological and environmental literacy and can make that would lead to rational choices on issues confronting them. Having been exposed to
scientific investigations related to real life, they should recognize that the central figure if the investigation is that if one variable is changed, the effect of the change on another variable can be measured. The context of the
A. Program Standard
investigation can be the problems at the local or national level to allow them to communicate with learners in other parts of the Philippines or even from other countries using appropriate technology. The learners should
demonstrate an understanding of science concepts and apply science inquiry skills in addressing real world problems through scientific investigations.

Learners recognize reproduction as a process of cell division resulting in the growth of organisms, they have delved deeper into the process of digestion as studied in the lower grades giving emphasis on the proper nutrition
B. Grade Level Standard
for overall wellness. They can participate in activities that protect and conserve economically important species used for food.

C. Content Standards The learners demonstrate an understanding of: how cells divide to produce new cells; meiosis as one of the processes producing genetic variations of the Mendelian Pattern of Inheritance.

D. Performance Standard The learners shall be able to: report on the importance of variation in plant and animal breeding.

E. Most Essential Learning Explain the significance of meiosis in Predict phenotypic expressions of traits Predict phenotypic expressions of traits following Predict phenotypic expressions of traits following Predict phenotypic expressions of traits following
Competencies maintaining the chromosome number. following simple patterns of inheritance. simple patterns of inheritance. simple patterns of inheritance. simple patterns of inheritance.

Code S8LT-IVd-16 S8LT-IVd-16 S8LT-IVe-17 S8LT-IVf-18 S8LT-IVf-18

1. Discuss the behavior of the chromosomes 1. Identify the stages in Meiosis cell 1. Understand the consequences when 1. Introduce Gregor Mendel and his 1. Solve boardwork exercises.
in different stages of mitosis. division. something goes wrong with meiosis. experiments on garden pea plant.
2. Name the importance of Mitosis cell 2. Describe the events in Meiosis I and 2. Discuss some forms of diseases when
F. Objectives division. Meiosis II. something goes wrong with meiosis. 2. Discuss Mendel's
3. Compare mitosis and meiosis. discovery of the principles of heredity.

3.
Define some genetic terms. 2. Familiarized
Cell Division /Stages of Mitosis Meiosis Cell Division Some forms of diseases when something Mendelian Genetics Mendelian Genetics (Boardwork)
II. CONTENT goes wrong with meiosis.

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pp.203 pp.224-226 pp.224-226 pp.226-229 pp.226-229

2. Learner's Material pp.317-323 pp.321-326 pp.327-329 pp.329-332 pp.329-332

3. Textbook Any science books or references Any science books or references Any science books or references Any science books or references Any science books or references
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning
Resources Power Point Presentation, Activity Sheets Power Point Presentation, Activity Sheets Power Point Presentation, Activity Sheets Power Point Presentation, Activity Sheets Power Point Presentation, Activity Sheets
IV. PROCEDURES
Ask the learners to recall chromosomes and
A. Reviewing previous lesson or presenting the new Ask the learner to name the phases in Recalling the stages in Mitosis cell
Recalling the stages of meiosis. consequences when something goes wrong
lesson Interphase and Mitotic phase. division. Recall Mendelian principles of inheritance.
ELICIT during meiosis.

The teacher will ask the learners where The teacher will ask the learners where does
Picture Analysis:What characteristics were
does Meiosis cell division occur? Are the Meiosis cell division occur? Are the stages Enumerate the traits of garden peas studied
B. Establishing a purpose for the lesson Ask the learners how they grow and how transmitted to you from your parents?
ENGAGE stages involved the same with Mitosis cell involved the same with Mitosis cell by Mendel as well as their characters
wounds heal? How were they transmitted?
division? division? observed.
Presentation of materials. Presentation of materials. Presentation of materials. Presentation of materials.
C. Presenting examples/ instances of the new Identify which are the dominant traits and
lesson
ENGAGE recessive traits.
Discussion Discussion
Discuss the following syndrome: Discussion
of the procedure. Discussion of the procedure. of the procedure. of the procedure.
D. Discussing new concepts and practicing new
skills # 1 Performing the activity. Performing the activity. Performing the activity. Performing the activity. Boardwork Exercises
EXPLORE 1. Describe the cell in the interphase stage.

1.
1. What branch of science deals with the
What is Patau’s syndrome?
transmission of traits from parents to
2. What
offspring?
do you call the threadlike structure inside 1. What is Meiosis I and Meiosis II?
2. How will you define heredity?
the cell? 2. Describe the series of events happening
3. Who is Gregor Mendel?
3. What happens to the chromosomes when in each stage of Meiosis I and Meiosis II.
4. Give the reasons why Mendel choose
the cell proceeds to the prophase stage? 3. In the beginning how many
E. Discussing new concepts and practicing new garden peas to use in his experiments?
skills # 2 chromosomes are present inside the cell. 2. What is Down’s syndrome?
5. Enumerate the traits of garden peas Boardwork Exercises
EXPLORE 4.After Meiosis II, how many
studied by Mendel as well as their
4. What about in the chromosomes are found inside the cell?
characters observed.
prometaphase stage? How many 5.Are the chromosomes single stranded or
6. Briefly discuss Mendel’s experiment
chromosomes are inside the cell? double stranded?
regarding garden peas.
5. Where are the chromosomes in the
7. Differentiate dominant from recessive
metaphase stage? In anaphase stage? 3. What is Jacob syndrome?
traits.
6. What happens to the cell and the
chromosomes in the telophase stage?
How many cells are formed?
F. Developing Mastery (leading to Formative
Assessment 3) Presentation of outputs. Presentation of outputs. Presentation of outputs. Presentation of outputs. Presentation of outputs.
EXPLAIN 4. What is Klinefelter syndrome?
Give the phenotype of the possible
offsprings from the crosses made and the
G. Finding practical applications of concepts and ratio.
skills to daily living Enumerate other parts of the body that Cite the importance of meiotic division in
Applying critical thinking skills. a. Yellow Seed x Green Seed Applying critical thinking skills.
ELABORATE undergo mitotic division. the reproductive cells.
b. Axial Flower x Terminal Flower
c. Tall Stem x Dwarf Stem

H. Making generalizations and abstractions about

the lesson Summarizing the concepts learned. Summarizing the concepts learned. Summarizing the concepts learned. Summarizing the concepts learned. Summarizing the concepts learned.
ELABORATE

I. Evaluating learning
EVALUATE Output to be evaluated. Output to be evaluated. Output to be evaluated. Output to be evaluated. Output to be evaluated.

Solve the Mendelian Principle of

Inheritance.
1. A pure breed red gumamela flower is
J. Additional activities for application or remediation crossed with a pure breed yellow gumamela
EXTEND flower. If the F1 were all gumamela with
red flowers, how would you represent this
cross?

** Government Thrust / Population Education Population Education Population Education Population Education Population Education
Valuing
__________ Accomplished __________ Accomplished __________ Accomplished __________ Accomplished __________ Accomplished

V. REMARKS __________ Not Accomplished __________ Not Accomplished __________ Not Accomplished __________ Not Accomplished __________ Not Accomplished
Reason: Reason: Reason: Reason: Reason:
VI. REFLECTION
Grade and Section 8-6 8-14 8-17 8-18 8-21 8-6 8-14 8-17 8-18 8-21 8-6 8-14 8-17 8-18 8-21 8-6 8-14 8-17 8-18 8-21 8-6 8-14 8-17 8-18 8-21

Total number of students 26 32 28 31 25 26 32 28 31 25 26 32 28 31 25 26 32 28 31 25 26 32 28 31 25

Number of present students

Number of absent students

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

evaluation
B. No. of learners who require additional activities
for remediation who scored below 80 %
C. Did the remedial 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 innovations or localized materials did I
use/discover which I wish to share with other
teachers?

Noted by:
Prepared by: Checked by:

MIA CARMELA N. NICDAO MARILYN S. ROQUE MYRNA L. DELA CRUZ

Teacher II Master Teacher I Assistant Principal-JHS/Head TeacherVI-Science Department