School CAMP VICENTE LIM I.

S Grade Level 8
Learning
DAILY Teacher MARICEL R. FERNANDEZ SCIENCE
Area
LESSON LOG March 2, 2020
7:15 – 8:15 (Feynman)
8:15 – 9:15 (Neumann)
9:45 – 10:45 (Rutherford)
12:15 – 1:15 (Perkin)
Teaching Dates and
Time Quarter FOURTH
March 3, 2020
8:15 – 9:15 (Neumann)
9:45 – 10:45 (Rutherford)
10:45 – 11:45 (Qurra)
1:15 – 2:15 (Heisenberg)

I. WEEKLY OBJECTIVES
The concept of a species
A. Content Standards
The species as being further classified into a hierarchical taxonomic system
Report on the activities that communities engage in to protect and conserve endangered
B. Performance Standards
and economically important species
Explain the concept of a species
Classify organisms using the hierarchical taxonomic system
C. Learning Competencies/
1.Identify the characteristics of eubacteria
Objectives
2. Differentiate the basic shapes of eubacteria
3. Explain the use of bacteria in food or in drink making
Module No. 3 Unit 4: Module:
II. CONTENT
Topic: 3 Bacteria Domain and Kingdom Eubacteria
III. LEARNING RESOURCES
A. References
1. Textbook Pages Science 8 Teacher’s Guide, pp. 233 – 236
2. Learner's Materials Science 8 Learner’s Material, pp. 241 – 245
3. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Science Link 8 pp. 377 – 378
IV. PROCEDURES
A. Reviewing yesterday's What are the different characteristics of Archaebacteria?
Lesson or Presenting the new Differentiate different kinds of archaebacteria based on the places they live.
Lesson( ELICIT Inquiry Based
B. Establishing a purpose for
the lesson (ENGAGE) Present pictures of food and drinks that are made with the use of bacteria.
Integration of ICT through slide What are other examples of food and drinks that use bacteria in making it? (Inquiry)
deck)
C. Presenting Examples/
Show them also different diseases that causes by bacteria
instances of the new lesson
(ENGAGE)
D. Discussing new concepts
and practicing new skills #1
( Leads to Formative Assessment Collaborative work: Ask the students to do ACTIVITY 1 and 2
#1) (EXPLORE - Collaborative
Activity)
E. Discussing new concepts
Identifying the diff characteristics of Eubacteria; as well as the harmful and beneficial
and practicing new skills #2
( Leads to Formative Assessment effects of different Eubacteria.
#2) (EXPLORE)
F. Developing Mastery What are the diff characteristics of Eubacteria?
( Leads to Formative Assessment
How are bacteria classified?
#3) (EXPLAIN- Communication
Skill will be used)
G. Finding practical application
of concepts and skill in Daily
What are the harmful and beneficial effects of Eubacteria?
Living (ELABORATE- Students’
literacy skill will be utilized)
Show video clip about Eubacteria, how these bacteria affect humans and gives different
H. Making generalization and beneficial effects..
abstraction about the lesson
(ELABORATE) Explain the other uses/harm of bacteria

I. Evaluating Learning Multiple Choices: Choose the letter of the correct answer.
(EVALUATE- Critical Thinking 1. These are unicellular and referred to as "true bacteria".
 A. Archaebacteria B. Bacterium C. Eubacteria D. Microbacterium
2. A cocci bacteria that comes in pairs
A. Diplococci B. streptococcus C. staphylococcus D. Spirilla
3. A bacteria the caused Leptospirosis disease
skill will be assessed) A. E. Coli B. Bacillus anthracis C. Leptospira interrogans D. A and B
4. Propionibacterium acne is a bacteria that caused
A. Pimples B. Boils C. Rashes D. Measles
5. These are specifically involved in making sour milk and yogurt
A. Lactobacilli bulgaricus B. Bacilli C. thermophiles D. Spirillum
J. Additional Activities for
Application or Remediation List down examples products made/used bacteria as one of its ingredient.
(EXTEND – Reflective)
Feynman Neumann Heisenberg Perkin Qurra Rutherford
5
4
3
2
V. REMARKS
1
0
N
Mean
MPS
VI. REFLECTIONS
A. No of learners who earned
80% of the evaluation
B. No of learners who require
additional activities for evaluation
C. Did the remedial lesson work?
No of learners who caught up
with the lessons
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/supervisor can help me
to solve?

Prepared by: Checked by: Noted by:

MARICEL R. FERNANDEZ MIRASOL Q. DOMINGO, Ed.D. MILDRED M. DE LEON