School: Sto.

Tomas National High School Grade Level: Grade 9

GRADES 1 to 12 Teacher: Mrs. Roxanne R. Minola Subject: SCIENCE
DAILY LESSON LOG
Teaching Date & Time: March 6, 2019 / 7:30 – 8:30 am & 1:30-2:30 pm Quarter: 4th

I. WEEKLY OBJECTIVES
A. Content Standards The learners demonstrate an understanding of projectile motion, impulse and momentum and conservation of linear momentum.

B. Performance Standards Propose ways to enhance sports related to projectile motion.

C. Learning Competencies / Objectives L.C. S9FE – IVb – 36
Write the LC code for each Relate impulse and momentum to collision of objects.
1. Impulse and relationship between momentum and impulse
II. CONTENT
2. Mathematical description of impulse
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 240
2. Learner’s Materials pages pp. 256 – 259
3. Textbook pages
4. Additional Materials from Learning APEX Physics Unit 3 Chapter 1 LP 10 Momentum
Resource (LR) portal
B. Other Learning Resources

III. PROCEDURES

A. Reviewing previous lesson or - Recall concepts of inertia from previous topic which was projectile launched horizontally.
presenting the new lesson - Setting: Outside Classroom
Call 3 set of pair students: 1st pair will throw and catch a ball; 2nd pair (one small and the other is bigger) they will run around the school quadrangle until the teacher
Stops them.
Integration: MAPEH
 1st pair questions: 1. Describe what happens to the motion of the ball?
2. Where is its direction?
3. What causes the motion of the ball?

 2nd pair questions: 1. Do they move with the same speed?

2. Who reaches the finish line first?
3. Why does he move faster?
B. Establishing a purpose for the lesson - Write situations or instances when you have witnessed a road/ vehicular accident. Describe the scenario.
Integration: English (Essay)

C. Presenting examples/ instances of - Instruct learners to observe what happens when two toy cars with different mass hits the wall of Lego bricks.
the new lesson - Next, (show pictures of two vehicles with different mass moving and hitting a wall) consider a cargo truck with a mass of 10, 000 kg travelling a velocity of 40 km/hr and
a small car with a mass of 2000kg travelling at the same velocity as shown in the picture.
  If the two vehicles suddenly lose their breaks and crash against the brick wall, which do you think would be more damaging?

D. Discussing new concepts and - Perform an activity on investigating momentum pp. 257 – 258 of L.M.
practicing new skills #1  How will you compare their stopping distances?
 Did the two toy cars immediately stop as thy hit the block of wood?
 Describe the stopping distances of the two cars as their point of release increases.
 What do you think happens to the velocity of the two cars as the point of release increases?
E. Discussing new concepts and - Explain what affects momentum.
practicing new skills #2 - Discuss that momentum, operationally, is define as the product of mass and the velocity of an object. p = mv
- Show sample of problems.
F. Developing mastery Recitation:
(Leads to formative assessment) How will it be possible for the two bodies of different masses to have equal momentum?
G. Finding practical application of Cite applications of impulse when objects collide.
concepts and skills in daily living.
H. Making generalizations and Ask learners to generalize the relationship between impulse to force and time.
abstractions about the lesson
I. Evaluating learning Answer the following checkup questions and problem solving:
1. Which has more momentum, a huge truck that is not moving or a small toy cart that is moving?
2. A moving car has momentum. If it moves twice as fast, its momentum would be _______ as much?
3. A bowling ball whose mass is 4.0 kg is rolling at a rate of 2.5 m/s. What is its momentum?
J. Additional activities for application Mannequin Challenge:
or remediation Proceed to your group and pose a situation or instances showing momentum.
Teaching Strategy/Method: - Discovery - Visual Analysis
- Inquiry

V. REFLECTION
A. No. of learners who earned 80% on the 87% of the total learners earned 80% in the evaluation
formative assessment
B. No. of learners who require additional 13% requires additional activities for remediation.
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 work
well?
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?

Checked: __________________________
ANGELITO D. SINFUEGO
Principal
 School: Sto. Tomas National High School Grade Level: Grade 9
GRADES 1 to 12 Teacher: Mrs. Roxanne R. Minola Subject: SCIENCE
DAILY LESSON LOG Teaching Date
and Time: July 4, 2018 / 7:30 – 8:30 am & 1:30-2:30 pm Quarter: 1st

I. WEEKLY OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems.
The learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems
B. Performance Standards
based on data gathered from the school or local health workers
C. Learning Competencies / Objectives S9LT-Ic-27
Write the LC code for each
II. CONTENT Respiratory and Circulatory System (Cigarette Smoking is Dangerous to Your Health)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.12-13
2. Learner’s Materials pages pp.18-20
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

III. PROCEDURES

A. Reviewing previous lesson or Show a picture of a smoker’s body. Ask learners to describe what they can see from the picture. (The teacher should let the learners analyze, think and
presenting the new lesson should arrive on an idea that the cause of the diseases/disorders from the picture is from cigarette smoking.) What is in the cigarette which causes such an
Integration: Health (MAPEH) effect?
B. Establishing a purpose for the lesson This lesson targets learner’s decision on whether to try to smoke a cigarette or not. It is important that they realize the adverse and negative effect of
smoking on their respiratory and circulatory system.
C. Presenting examples/ instances of Let learners try to identify which diseases cause by cigarette smoking is under respiratory system and circulatory system.
the new lesson

D. Discussing new concepts and Group activity: Copy and complete the table below. Categorize which diseases from the smokers body is under respiratory system and circulatory system.
practicing new skills #1 Materials: Respiratory System Circulatory System
Diseases Diseases
Meta cards
Marker
½ manila paper
E. Discussing new concepts and Explain that the negative effects of smoking on circulatory system include increased heart rate and blood pressure, coronary heart disease, arteriosclerosis
practicing new skills #2 and vascular disease. The respiratory diseases caused by smoking are chronic bronchitis, emphysema, asthma, and cough, colds, tuberculosis and lung
cancer.
F. Developing mastery Presentation of group activity: A chosen speaker from each group will discuss their collaborative work. Each match disease from the system will be
(Leads to formative assessment) equivalent to 2 points.
G. Finding practical application of Since you are now aware of the effect of cigarette smoking in your respiratory and circulatory system, what precautionary things should you practice from
concepts and skills in daily living. now on? (Exercise daily, eat balance meal, avoid vices, have a healthy lifestyle, etc.)
H. Making generalizations and To sum up the lesson for today, a video presentation will be shown for the students.
abstractions about the lesson
I. Evaluating learning Identification: Identify the disease that the teacher will mention, write RS if it is for respiratory system and CS for circulatory system.
(1. TB 2. Vascular disease 3. Arteriosclerosis 4. Asthma 5. Emphysema)
J. Additional activities for application Brochure Making: Information dissemination on “How to Take Care of Our Respiratory and Circulatory System?”
or remediation
Teaching Strategy/Method: -Inquiry -Analysis
-Interpreting -Collaborative

VI. REFLECTION
C. No. of learners who earned 80% on the 78% of the total population of Grade 9 students earned 80% in the evaluation.
formative assessment
D. No. of learners who require additional 28% requires additional activities
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 work
well?
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?

Checked: __________________________
ANGELITO D. SINFUEGO
Principal
 School: Sto. Tomas National High School Grade Level: Grade 10
GRADES 1 to 12 Teacher: Mrs. Roxanne R. Minola Subject: SCIENCE
DAILY LESSON LOG Teaching Date
and Time: September 5, 2018 / 8:30 – 9:30 am & 3:30-4:30 pm Quarter: 2nd

I. WEEKLY OBJECTIVES
Learners should be able to understand the relationship between electricity and magnetism in electric motors and generators. (Based from LC)
A. Content Standards
Learners should understand and observe magnetic field patterns.
B. Performance Standards Learners should be able to make a simple electric motor.
C. Learning Competencies / Objectives S10FE-Iii-53
Write the LC code for each
II. CONTENT Electric and Magnetic Field
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.84-94
2. Learner’s Materials pages pp.99-104
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Video presentation showing the magnetic field on current carrying wire.

III. PROCEDURES

A. Reviewing previous lesson or Describe magnetic field patterns of a U magnet, bar magnet, two same poles, etc.…
presenting the new lesson
B. Establishing a purpose for the lesson Observe and draw magnetic field patterns surrounding different magnets and magnet combinations.
Simple Activity: Get a bond paper, put a bar magnet underneath the paper and sprinkle a iron fillings on top of the paper. Observe the patterns that will
appear on the paper.
C. Presenting examples/ instances of Magnetic field patterns can be observed from simple magnets, coil of wire and current carrying wire.
the new lesson
D. Discussing new concepts and By group: Perform Activity on pp. 103-104 “Oh Magnet…Electromagnet”.
practicing new skills #1
E. Discussing new concepts and Draw the patterns made by iron fillings surrounding different magnets and a current carrying wire.
practicing new skills #2 Answer the guide questions that follow.
F. Developing mastery Write T if the statement is correct and F if the statement is incorrect.
(Leads to formative assessment) 1. Iron fillings that align along the magnetic field lines concentrate most near poles. (T)
2. Two like poles of magnet attracts. (F)
3. The magnetic field pattern of a single bar magnet and a current carrying coil are similar. (T)
4. When line
G. Finding practical application of
concepts and skills in daily living.
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning

J. Additional activities for application

or remediation
Teaching Strategy/Method:

VII. REFLECTION
E. No. of learners who earned 80% on the 78% of the total population of Grade 9 students earned 80% in the evaluation.
formative assessment
F. No. of learners who require additional 28% requires additional activities
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 work
well?
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?

Checked: __________________________
ANGELITO D. SINFUEGO
Principal