I. Objectives: Day 1 Day 2

School
Teacher
DAILY LESSON LOG Teaching Dates and Time NOVEMBER 7-11, 2016/__________________
Day 1 Day 2
I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial act
learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
Demonstrate the understanding of volcanoes
found in the Philippines.
B. Performance Standards
C. Learning Competencies/ Objectives Describe the different types of volcanoes.

(Write the LC code for each) Code: S9ES-IIIa-25
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Checking of Second Quarterly Examination Start of Unit 2: Module 1: Definition and

and Item Analysis Classification Of Volcano
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper
A. References
1. Teacher's Guide Pages pp. 174-175
2. Learner's Materials pages pp. 199-200
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formativ
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or

presenting the new lesson Review the relationship and occurrence of
earthquakes and the location of the Philippines
along the Ring of Fire.
B. Establishing a purpose for the lesson
Show picture of a volcano.
C. Presenting examples/ instances of Describe the volcano, seen on the picture.

the new lesson Perform activity number 1 in the Learner's
Material page 199-200. (Concept Mapping)
D. Discussing new concepts and
practicing new skills #1 Discuss the characteristics of a volcano.
E. Discussing new concepts and Ask the students to give examples of volcano
practicing new skills #2 found in the Philippines.
F. Developing mastery (Leads to
Show pictures to students and let them identify
Formative Assessment 3)
which is/are volcano/es.
G. Finding practical applications of
concepts and skills in daily living Cite the importance of volcanoes.
H. Making generalizations and

Discuss briefly the characteristics of a volcano.
abstractions about the lesson
I. Evaluating learning
Quiz True or False (1-10)
J. Additional activities for application or
remediation Assignment: Bring the materials needed for
activity No. 2, LM pages 201-203
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
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 lesson work? No.
of learners who have caught up
withofthe
D. No. lessonwho continue to
learners
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 innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Submitted by: Submitted to:
________________________________________________ ________________________________________________
Science Teacher Head Teacher / Coordinator
Grade Level GRADE 9
Learning Area SCIENCE
Quarter THIRD
Day 3 Day 4
dures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
shall be derived from the curriculum guides.
Demonstrate the understanding of volcanoes Demonstrate the understanding of volcanoes

found in the Philippines. found in the Philippines.
Describe the different types of volcanoes. Describe the different types of volcanoes.
Code: S9ES-IIIa-25 Code: S9ES-IIIa-25
an be tackled in a week or two.
The Effect of High Temperature to the

Activity about Volcanoes in the Philippines
Formation of Gas
ing. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 175-176 pp. 177

pp. 175-177 pp.203-204
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
e the time allotment for each step.
Review the different characterisctics of a Using flashcards with names of volcanoes

volcano.(Review also the students in locating written, students will identify wether the
places using the latitude and longitude.) volcano is active or inactive.
Show video of boiling water, let the students

Show pictures of volcanoes found in the Philippi
describe what they observe.
Perform Activity No. 2 LM 201-203 Perform Activity # 2 LM 203-204
Discuss the result of the activity. Discuss the result of the activity.
Let the students answer the guide questions in

Answer the guide questions.
the activity.
Using flash cards with names of volcanoes
Ask the students to make a conclusion on the
written, student will identify wether the volcano
activity.
is active or inactive.
Cite the application of the effect of temperature
Cite the importance of active volcano in soil. on the amount of gas that can be produced in
a liquid.
Discuss the answers in the guide questions. Discuss the answers in the guide questions.
Word hunt.(Find the active volcanoes found in
True or False Quiz. (1-10)
the Philippines)
Students may research for classification of
Assignment: Bring the materials needed for
other volcanoes in the Philippines.They may
activity number 4, LM page 207
share their research work with the class.
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Noted:
____________________________ ________________________________________________
acher / Coordinator School Head / Principal
DAILY LESSON LOG School
Teacher
Teaching Dates and Time NOVEMBER 14-18, 2016/_________________
Day 1 Day 2
I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done f
A. Content Standards The learners demonstrate an understanding of The learners demonstrate an understanding of
volcanoes found in the Philippines volcanoes found in the Philippines
C. Learning Competencies/ Objectives The learners should be able to: 1. describe the The learners should be able to describe
(Write the LC code for each) different types of volcanoes (S9ES-IIIa-25); 2. different types of volacanic eruption (S9ES-IIIa-
differentiate between active and inactive 25)
volcanoes (S9ES-IIIa-26)
Volcanic Landform and Eruptive Style Types of volcanic eruption
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Ha
A. References
1. Teacher's Guide Pages pp. 138 pp. 138 - 140
2. Learner's Materials pages pp. 169 - 172 pp. 173 - 175
3. Textbook pages Integ. Sci. (Science & Tech. for the Future) pp.
205 - 208
4. Additional Materials from Learning Module 12 Inside the Solid Earth
B. Other Learning Resources https://www.youtube.com/watch?v=VBJQtkNkiG
IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activiti
A. Reviewing previous lesson or Recall the classification of volcanoes Recall primary factors affecting volcanoes
presenting the new lesson eruptive styles
B. Establishing a purpose for the lesson Show pictures of volcanoes. Ask the students Show video clips showing the different types of
what they observe. Let them identify the parts volcanic eruption to escalate students interest.
of volcano Tell them that they will give observation at the
end of the video clip
C. Presenting examples/ instances of Discuss factors affecting magma's viscosity Discuss types of volcanic eruption
the new lesson
D. Discussing new concepts and Perform Activity 4 in LM p. 171; and discuss Perform Activity 5 in LM p. 174; and discuss
practicing new skills #1 table 2 of the Activity 4 table 3 of the Activity 5
E. Discussing new concepts and

practicing new skills #2
F. Developing mastery (Leads to Answer the Guide Questions Answer the Guide Questions
G. Finding practical applications of Ask students what type of magma the Mayon Cite some precautionary measures to observe
concepts and skills in daily living Volcano ejects? Let them explain their answer. during volcanic eruption (Observing
precautions will help the risk of harm and
damage that a volcanic eruption can bring.)
H. Making generalizations and Discuss the relationship between viscosity and Describe the slope of Pinatubo volcano? Infer
abstractions about the lesson the nature of eruption. the types of materials from which it was
formed.
I. Evaluating learning Show 2 pictures of volcanoes and ask students Flash 5 pictures of volcanic eruptions and let
which eruption will produced high viscosity students identify the types of eruption
lava.
J. Additional activities for application or Provide more pictures of volcanic eruptions
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can prov

the evaluation
whothe
C. Did scored below
remedial 80% work? No.
lesson
with the lesson
D. No. of learners who continue to
require remediation
can help me solve?
________________________________________________ ________________________________________________
Grade Level GRADE 9
Quarter THIRD
Day 3 Day 4
es and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
The learners demonstrate an understanding of The learners demonstrate an understanding of

volcanoes found in the Philippines volcanoes found in the Philippines
The learners should be able to illustrate how The learners should be able to explain what
energy from volcanoes may be tapped for happens when volcanoes erupt (S9ES-IIIb-28)
human use (S9ES-IIIc-d-29)
Geothermal Energy Signs of Impending Volcanic Eruption

rials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 141
pp. 176 - 177 pp. 177- 178
WorkText in Sci. & Tech. Science Links pp. Integ. Sci. (Science & Tech. for the Future) pp.
253 - 254 205 - 208
e the Solid Earth
https://www.youtube.com/watch?v=kjpp2MQffnw
an infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
Recall types of volcanic eruptions Recall the ways on how to generate electricity
from geothermal power plant
Show pictures of geothermal power plants in Show pictures of Mt. Pinatubo and Lava flows
the Philippines
Discuss how geothermal energy is generated Discuss how volcanic eruption affects society
from volcano. and cite signs of impending volcanic eruptions
Students will make a flow chart to describe Do Performance Task p. 179
how energy is transformed to generate
electricity in a geothermal power plant
Each group will present their flow chart in front Discuss the result of student's performance
of the class task
Science Trivia: Did you know that the Cite positive and negative effects of volcanic
Philippines is currently holding the record of eruptions.
the world's second largest developer of
geothermal energy. It generates 14.4 % of the
Philippines energy or a total of 2 GW power.
Ask students how geothermal energy is
generated.
Cite advantages and disadvantages of Ask students what to do before, during and
geothermal power plant. after volcanic eruption
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Noted:
________________________________________________
School Head / Principal
Teacher
Teaching Dates and Time NOVEMBER 21-25, 2016/_________________
Day 1 Day 2
A. Content Standards The learners demonstrate understanding of the The learners demonstrate understanding of the
factors that affect climate, the effect of factors that affect climate, the effect of
changing climate and how to adapt to climate changing climate and how to adapt to climate
change. change.
B. Performance Standards The learners should be able to participate in The learners should be able to participate in
activities that reduce risks and lessen the activities that reduce risks and lessen the
harmful effects of climate change harmful effects of climate change
C. Learning Competencies/ Objectives The learners should be able to explain different The learners should be able to explain different
(Write the LC code for each) factors affect the climate of an area. (S9ES- factors affect the climate of an area. (S9ES-
IIIe-30) IIIe-30)
Start of Module 2: Climate and How altitude How Distance from the Ocean affects Climate
Affects Climate
A. References
1. Teacher's Guide Pages pp.144-147 pp. 147-148
2. Learner's Materials pages pp. 182-188 pp. 188-191
3. Textbook pages
A. Reviewing previous lesson or Ask: "What are the things you usually consider Recall how latitude and altitude affects climate.
presenting the new lesson whenever you plan to have a picnic?"
B. Establishing a purpose for the lesson Define climate and weather. Tell students that aside from altitude and
latitude, there are other factors that affect
climate. Tell the students that distance from
bodies of water also affects the climate of a
certain area.
C. Presenting examples/ instances of Asnwer the pre-assessment on page 183-184 To further understand the lesson, introduce
the new lesson of LM. Activity 3 to students.Remind the students of
the Dos and Don'ts regarding the activity such
as: they have to be careful in getting the data.
D. Discussing new concepts and Let the students do Activity 1: When the Sun's Let the students do Activity 3: Which Cools and
practicing new skills #1 Rays Strike (individual) Heats Faster.
E. Discussing new concepts and Let the studentds do Activity 2: The Higher, Let a volunteer students in each group to
practicing new skills #2 The Colders (Individual) present their observation regarding the activity.
(by group)
F. Developing mastery (Leads to Let the students emphasize the relationship of Let the students emphasize the effect of the
Formative Assessment 3) climate to latitude and altitude. distance of bodies of water.
G. Finding practical applications of Let the students explain why the peak of Mt. Use Figure 3.2 of the LM, page 190, to help
concepts and skills in daily living Kilimanjaro is covered with snow although it is students to understand the effects of bodies of
not located near the equator (refer to Figure 2 water on a certain area.
of LM, page 187)
H. Making generalizations and Ask students to give the key concepts on how Ask students to give the key concepts on how
abstractions about the lesson latitude and altitude affects climate. bodies of water affects climate.
I. Evaluating learning Give a short identification quiz. (1-10) Answer the guide question numbers 15 and 16
of the LM, page 191
J. Additional activities for application or Ask: Where do people usually go during
remediation summer vacations? Why do they go there?
Why is it cold there?
V. REMARKS

the evaluation
with the lesson
require remediation
can help me solve?
________________________________________________ ________________________________________________
Grade Level GRADE 9
Quarter THIRD
Day 3 Day 4
The learners demonstrate understanding of the The learners demonstrate understanding of the
change. change.
The learners should be able to participate in The learners should be able to participate in
The learners should be able to explain different The learners should be able to explain different
factors affect the climate of an area. (S9ES- factors affect the climate of an area. (S9ES-
IIIe-30) IIIe-30)
Windward and Leeward Sides of a High Land Temperatures of Different Cities Around the
World
pp. 148-149 pp. 149-150

p. 191-192 p. 193
http://www.youtube.com/watch?v=E7DLLxrrBV8
Present the new lesson using Figure 4.1 of the Ask the students what are the different factors
LM, page 191. that affect climate.
Let the students study the figure. Present the world map to the class by hanging it on the board.
Based on the figure, ask a volunteer students Ask the students to study Table 5.1 World City
to describe the illustration. Temperature of the LM, page 193.
Let the students do Activity 4: Which Should I Ask volunteer students to find the location of
Choose, Windward or Leeward?" different cities listed in Table 5.1
Let a volunteer students in each group to Let the students do Activity 5: Temperature of
present their observation regarding the activity. Different Cities around the World. (by group)
(by group)
Let the students differentiate the windward side Let a volunteer students in each group to
from the leeward side of a mountain. present their answers to guide questions
regarding the activity.
Let the students emphasize how topography Let the students to enumerate the different
affects the climate of a certain place. factors that affect climate of some major cities
in the world.
Ask Students to generalize the lesson. Ask Students to generalize the lesson.
Give a 5 true or false test question related to Give a 5 true or false test question related to the topic.
the topic.
Try this video link:
(http://www.youtube.com/watch?
v=E7DLLxrrBV8) to learn more about factors
that affect climate.
Noted:
________________________________________________
School
DAILY LESSON LOG Teacher
Teaching Dates and Time NOVEMBER 28- DECEMBER 2, 2016/_______
Day 1 Day 2
A. Content Standards The learners demonstrate understanding of the The learners demonstrate understanding of the
B. Performance Standards change.
The learners should be able to participate in change.
The learners should be able to participate in
C. Learning Competencies/ Objectives The learners should be able to explain how The learners should be able to describe
(Write the LC code for each) different factors affect the climate of an area. certain climatic phenomena that occur on a
(S9ES-IIIe-30) global level. (S9ES-IIIf-31)
How Ocean Currents Affect Climate Climate Change
A. References
1. Teacher's Guide Pages pp. 150-151 pp. 151-152
3. Textbook pages
B. Other Learning Resources http://www.wwf.org.ph/
A. Reviewing previous lesson or Ask the students what are the different factors Ask the following question: Is climate change
presenting the new lesson that affect climate. real? Is climate change man-made or is it just a
natural occurrence?
B. Establishing a purpose for the lesson Ask the students to look for a partner. One Ask students to enumerate effects of climate
student will make a straight line on a bond change.
paper/cardboard. As one student makes
straight line, the other partner will slowly spin
the paper.
C. Presenting examples/ instances of Let the students observe the result of the Group the students by minimum of five and
the new lesson activity. Raise these questions to the students: maximum of eight members in each group.
What shape was formed? Why is that so?
D. Discussing new concepts and Let the students perform Activity 6: Ocean Let the students perform Activity 7: Getting
practicing new skills #1 Currents (individual) Ready! (by group). Remind the students that
they have to minimize their voices in
performing this activity.
E. Discussing new concepts and Discuss students answer in the activity. Stop the activity if somebody has submitted the
practicing new skills #2 Bingo Card with complete answers. Check the
answer if they are all correct.
F. Developing mastery (Leads to Emphasize how ocean currents affect the Call out the name of the students who
Formative Assessment 3) climate of a certain region. answered the questions in the Bingo Card one
by one. Let them answer the questions or
statement they chose.
G. Finding practical applications of Ask: How do the West Australian current affect Emphasize that this is an assessment of their
concepts and skills in daily living the climate of southwestern parts of Singapore prior knowledge about climate change.
and Indonesia?
H. Making generalizations and Ask; How do ocean currents affect climate? Give feedbacks to the outcome of the activity.
I. Evaluating learning Base on the activity, ask students to Refer to the output of students in the activity.
enumerate atleast 3 ocean currents that carry
warm and cold water. Ask: How this ocean
currents affect climate of a certain region?
J. Additional activities for application or Ask students to have an advance reading
remediation about climate change, its causes and effects in
general.
V. REMARKS

the evaluation
with the lesson
require remediation
can help me solve?
________________________________________________ ________________________________________________
Grade Level GRADE 9
Quarter THIRD
Day 3 Day 4
The learners demonstrate understanding of the The learners demonstrate understanding of the
change.
The learners should be able to participate in change.
The learners should be able to participate in
The learners should be able to describe The learners should be able to describe
certain climatic phenomena that occur on a certain climatic phenomena that occur on a
global level. (S9ES-IIIf-31) global level. (S9ES-IIIf-31)
Global climate phenomenon: Greenhouse Global climate phenomenon: Global Warming

Effect
pp. 152-153 pp. 153-154

pp. 198-200 pp. 201-202
http://www. youtube.com/watch?v=5zLuqSYF68E
Start the lesson by instructing the students to Ask: What traps heat in the atmosphere?
read the opening statement indicated above
the activity.
Tell students that they will helping Jen to Let the students emphasize the relationship of
explain her situation. carbon dioxide and global temperature.
During the pre-activity, remind the students of Use Figure 9.1 Global temperature and carbon
the Dos and Don'ts regarding the activity such dioxide in the discussion.
as: the proper positioning of the thermometer.
Let the students perform Activity 8: It's Getting' Let the students answer the guide questions in
Hot in Here (by group) Activity 9: CO2 is the Reason ( orally)
Let a volunteer student in each group to Introduce the next Actlimate Hero or a Climate
present their observation. Culprit? Instruct the students to perform this
activity to answer the question. (by group)
Discuss the possible ansewrs to the guide Tell the students to calculate their ecological
questions. footprint by adding the corresponding points to
each statement. Each group must present their
output in class.
Use Figure 8.2 The greenhouse effect, to Instruct the students to choose the top three
further explain the lesson. sources of carbon emission. Then, they should
make a strategic plan to lessen their carbon
emission.
Let the students summarize the lesson. Ask the students:What is the relationship
between the amount of carbon dioxide and
global temperature?
Give a short identification quiz. (1-10) Ask the students:Give recommendation/advice
to their classmates on how to lesses their
carbon emission.
Try this to watch video link: http://www. Ask students to do a reaction paper about the
youtube.com/watch?v=5zLuqSYF68E impacts of climate change.
Noted:
________________________________________________
School
Teacher
DAILY LESSON LOG Teaching Dates and Time December 5-9, 2016/___________________
Day 1 Day 2
the relationship between the visible the relationship between the visible
constellation in the sky and Earth's position constellation in the sky and Earth's position
along its orbit. along its orbit.
B. Performance Standards The learners should be able to identify the The learners should be able to use pictures to
characteristics of stars. show which constellatin may be observed at
different times of the year.
C. Learning Competencies/ Objectives The learners should be able to infer the The learners should be able to explain why
(Write the LC code for each) characteristics of stars based on the some constellation are not seen at certain
characteristics of the sun (S9ES-IIIg-32) months.
Start of Module 3: Constellations: Different Star Pattern Throughout the Year

Characteristics of Stars
A. References
1. Teacher's Guide Pages pp. 160 p. 161
2. Learner's Materials pages pp. 214 - 216 pp. 220 - 224
3. Textbook pages Science Links by Abistado, et.al, p 265 Science Links by Abistado, et.al, p 280 - 281
4. Additional Materials from Learning Exploring Life Through by Ferriols-parico, et.al, p 342
B. Other Learning Resources Activity Materials Activity Materials
A. Reviewing previous lesson or Recall the characteristics of stars presented in t Describe the movement of the stars in the night
presenting the new lesson
B. Establishing a purpose for the lesson Show pictures of famous celebrities Let the students mention important events or
holidays in each month of the year.
C. Presenting examples/ instances of Perform Act. 1 p 214 Brainstorming: Observe the different
the new lesson constellation at different months.
D. Discussing new concepts and Discuss the result/observations in the activity Answer guide questions
E. Discussing new concepts and Answer the guide questions
F. Developing mastery (Leads to Ask the students to give the characteristics of Loop a Word ( Constellations Throughout the
Formative Assessment 3) stars observed in the activity Year)
G. Finding practical applications of Ask the students what does the color of a star Know your zodiac sign and tell what month of
concepts and skills in daily living the year it is visible.
H. Making generalizations and Discuss briefly the answers in the activity Ask the students why do some of the
abstractions about the lesson (Post. Discussion) constellations can be seen only during certain
I. Evaluating learning Quiz. Multiple Choice (1 - 10) seasons.
Quiz (Multiple Choice 1 - 10)
J. Additional activities for application or Assignment: Tell something about the following Read researches on Beliefs and Practices
remediation constellations and bring picture for each. about Constellation and astrology.
1. Orion
2. Little Dipper
3. Canis major 4. Hercules 5.
Cygnus
V. REMARKS

the evaluation
with the lesson
require remediation
can help me solve?
________________________________________________ ________________________________________________
Grade Level GRADE 9
Quarter THIRD
Day 3 Day 4

the relationship between the visible the beliefs and Practices about Constellations
constellation in the sky and Earth's position and astrology
along its orbit.
The learners should be able to identify the The learners should be able to discuss whether
characteristics of stars. or not popular beliefs and practices with regard
to constellations and astrology have scientific
The learners should be able to observe that the basis
The learners should be able to plan and
position of a constellation changes in the prepare a short script showing popular beliefs
course of a night. (S9ES-IIIi-34) and practices about constellations and
astrology.
Apparent Motion of stars at night The Polaris and Different Patterns of Stars
through the Year
pp. 161 pp. 224 - 225

pp. 218 - 219 Science Links by Abistado, et.al, pp. 282 - 283
Science Links by Abistado, et.al, p 278 - 279 Exploring Life Through by Ferriols-parico, et al,
pp. 352-354
Exploring Life Through by Ferriols-parico, et.al, OLR
p 351 - 352
Match the name of constellation with its descriptRecall constellation seen at different months of
the year
Ask the students if the stars are moving. Story Telling (Myths on Origin of Stars and
Moon)
Sharing experiences in observing stars at Giving instruction with regards to presentation
different times about their Role Play (Beliefs and Practices
about Constellations)
Answer guide questions in the activity.
Students will prepare short play that will show

beliefs and practices about constellations
Explain the relationship of the movement of the
Earth to the movement of the stars.
How can you use stars to tell time?
How do the stars move?
True or False (1-5) Remind students about the guidelines and

criteria of the role play
Bring the following: Checking of Scripts made by the students
1. Picture of the nigt sky at
different months
2. Print out of constellations
3. gllobe
4.
Small toy figure Prepare for the Role Play/Presentation
5. Lamp
Noted:
________________________________________________
School AFGBMTS Grade Level GRADE 9
Teacher ANACEL P. FIGURACION Learning Area SCIENCE
DAILY LESSON LOG
Teaching Dates and Time JANUARY 21 - 25, 2019 Quarter FOURTH
Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
uniformly accelerated motion, motion in two uniformly accelerated motion, motion in two
dimensions using projectile motion as example. dimensions using projectile motion as example.
The learners shall be able to propose way to The learners shall be able to propose way to
enhance sport related to projectile motion. enhance sport related to projectile motion.
C. Learning Competencies/ Objectives

(Write the LC code for each) The learners shoul be able to show honesty in The learners shoul be able to show honesty in
answering the test. answering the test.
START OF UNIT 4: Uniformly Accelerated START OF UNIT 4: Uniformly Accelerated

COMPLETION OF RECORDS COMPLETION OF RECORDS
Motion: Horizontal Dimension Motion: Horizontal Dimension
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher's Guide Pages pp.164-166 pp.164-166
2. Learner's Materials pages pp.233-236 pp.233-236
3. Textbook pages
IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning

presenting the new lesson What is speed? Velocity? What is the What is speed? Velocity? What is the
difference between speed and velocity? difference between speed and velocity?
What is acceleration What is acceleration
Suppose you drop a stone from the rooftop of Suppose you drop a stone from the rooftop of
a building.How will you describe its motion? a building.How will you describe its motion?
C. Presenting examples/ instances of Briefly discuss the coverage ofUnit 4: Module 1 Briefly discuss the coverage ofUnit 4: Module 1
the new lesson (please refer to Forces and Motion, pp. 230- (please refer to Forces and Motion, pp. 230-
231, L.M.) 231, L.M.)
D. Discussing new concepts and Administer 20 items pre-assessment (Multiple Administer 20 items pre-assessment (Multiple
practicing new skills #1 Choice) on pp. 231-233 Choice) on pp. 231-233
Formative Assessment 3) Answer the pre-assessment. Answer the pre-assessment.

concepts and skills in daily living

I. Evaluating learning Evaluate the result of pre assessment. Evaluate the result of pre assessment.
remediation
Bring the materials needed for Activity 1. Roll, Bring the materials needed for Activity 1. Roll,
Roll, and Away! Roll, and Away!
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in Completion of requirements needed for the 3rd Completion of requirements needed for the 3rd No evaluation was conducted during the No evaluation was conducted during the
the evaluation quarter quarter conduct of the lesson conduct of the lesson
Completion of requirements needed for the 3rd Completion of requirements needed for the 3rd None of learners require additional activities for None of learners require additional activities for
quarter quarter remediation remediation
C. Did the remedial lesson work? No. Completion of requirements needed for the 3rd Completion of requirements needed for the 3rd None of learners require additional activities for None of learners require additional activities for
of learners who have caught up quarter quarter remediation remediation
withofthe
learners Completion of requirements needed for the 3rd Completion of requirements needed for the 3rd None of the learners require additional None of the learners require additional
require remediation quarter quarter remediation remediation
E. Which of my teaching strategies Completion of requirements needed for the 3rd Completion of requirements needed for the 3rd
worked well? Why did these work? Lecture, discussion and demonstration Lecture, discussion and demonstration
quarter quarter
which my principal or supervisor No difficulties were encountered during the No difficulties were encountered during the No difficulties were encountered during the No difficulties were encountered during the
can help me solve? conduct of the completion activities conduct of the completion activities conduct of the completion activities conduct of the completion activities

materials did I use/discover which I No innovations or localization was used in this No innovations or localization was used in this No innovations or localization was used in this No innovations or localization was used in this
wish to share with other teachers? activity activity activity activity
Submitted by: Submitted to: Noted:
ANACEL P. FIGURACION FLORDELIZA R. HILARIO ROSAURO A. VILLANUEVA, Ph. D.

Teacher III Head Teacher III, Science Department School Principal IV
School AFGBMTS
Teacher ANACEL P. FIGURACION
DAILY LESSON LOG
Teaching Dates and Time JANUARY 28-31 AND FEBRUARY 1, 2019
Day 1 Day 2
C. Learning Competencies/ Objectives The learners should be able to describe the The learners should be able to describe the
(Write the LC code for each) horizontal dimensions of a projectile.(S9FE- horizontal dimensions of a projectile.(S9FE-
Iva-34) Iva-34)
Activity on UAM: Horizontal Dimension Activity on UAM: Horizontal Dimension
A. References
1. Teacher's Guide Pages pp. 164 pp. 164
3. Textbook pages

presenting the new lesson A drill may be conducted by completing the A drill may be conducted by completing the
table showing velocity, displacement and time table showing velocity, displacement and time
to elicit prior knowledge in velocity. to elicit prior knowledge in velocity.
B. Establishing a purpose for the lesson Let the students imagine the motion of an Let the students imagine the motion of an
airplane startingto take off. Ask them the airplane startingto take off. Ask them the
following: 1. What do you think should be the following: 1. What do you think should be the
motion of an airplane preparing for take off. 2. motion of an airplane preparing for take off. 2.
How will you describe the speed of the Plane How will you describe the speed of the Plane
from rest until it takes off? from rest until it takes off?
C. Presenting examples/ instances of
the new lesson Perform Activity 1: Roll, Roll, and Away! On Perform Activity 1: Roll, Roll, and Away! On
pp.233-234 pp.233-234
practicing new skills #1 Answer the Guide Questions Answer the Guide Questions

F. Developing mastery (Leads to Ask the students to relate distance and time. Ask the students to relate distance and time.
Formative Assessment 3) Students can be asked to recall what they Students can be asked to recall what they
learned about non-uniform motion. learned about non-uniform motion.
G. Finding practical applications of A century ago no ordinary person could have A century ago no ordinary person could have
concepts and skills in daily living traveled that far during his or her lifetime. But traveled that far during his or her lifetime. But
today, our undrestanding of the nature of today, our undrestanding of the nature of
motion, speed, velocity and acceleration led to motion, speed, velocity and acceleration led to
the invention of faster and efficient means of the invention of faster and efficient means of
transport. transport.
H. Making generalizations and Students may be asked to state and Students may be asked to state and
abstractions about the lesson enumerate the formula they learned from enumerate the formula they learned from
velocity and accelerations. velocity and accelerations.

remediation
Assignment. Solve problems on Horizontal Assignment. Solve problems on Horizontal
Dimension on pp.237 Dimension on pp.237
V. REMARKS

the evaluation
withofthe
learners
require remediation
can help me solve?
ANACEL P. FIGURACION FLORDELIZA R. HILARIO

Teacher III Head Teacher III, Science Department
Grade Level GRADE 9
Quarter FOURTH
Day 3 Day 4

The learners should be able to describe the

The learners should be able to describe the
vertical dimensions of a projectile.(S9FE-Iva-
vertical dimensions of a (S9FE-Iva-34)
34)
Uniformly Accelerated Motion: Vertical Activity on UAM: Vertical Dimension

Dimension
Recall the students on the concept of free

1.Recall their lesson on free fall from Law of
falling objects. That when goes up it
motion. 2. What is Law of Acceleration?
deccelerates with a magnitude of 9.8 m/s2
Introduce the lesson by asking the students, Is

Show pictures of free falling objects or let them
the rate of acceleration same for all objects on
watch a video showing free falling bodies.
Earth?
Show figure 2. Motion of stone drooped from a Give some instructions and safety precautions
hill. Ask the acceleration of the stone. about the activity.
Give example of problems involving Vertical

dimension. ( The teacher may use sample
problems on pp 240-241)
Discussion of theconcepts of derived formula
Perform Activity 2. Drop Me! On pp.238-239
on UAM Vertical dimensions.
Solve 3 problems on vertical dimensions. Answers Guide Questions on pp 239
Not only balls fly, in many sports and games, Not only balls fly, in many sports and games,
players come "flying" too. Application of this players come "flying" too. Application of this
concepts can enhance game events concepts can enhance game events
experiences. experiences.
Free-fall is an example of uniformly

Students may enumerate formulas they
accelerated motion, with its negative
learned from velocity, height and acceleration
acceleration being -9.8 m/s2, because it is
due to gravity.
downward.
Try solving problem on page 241
Bring the materials needed for Activity 2. Drop

Me!
Noted:
ROSAURO A. VILLANUEVA, Ph. D.

School Principal IV
School

Teaching Dates and Time DECEMBER 12-16, 2016/_________________
Day 1 Day 2
A. Content Standards The learners demonstrate an understanding of

the characteristics of stars and constellations
B. Performance Standards The learners should be able to recall concepts

and principles learned in Module 3 -
Constellations
C. Learning Competencies/ Objectives The learners should be able to measure
(Write the LC code for each) students' learned skills in Module 3
LONG TEST COMPLETION OF RECORDS
A. References
1. Teacher's Guide Pages pp. 159 - 162
2. Learner's Materials pages pp. 213 - 224
3. Textbook pages Science and Links by Abistado, et.al, p 260 -
4. Additional Materials from Learning 285
Exploring Life Through by Ferriols-parico, et.al,
Resource (LR) portal pp 342 - 353
A. Reviewing previous lesson or Recall (Characteristics of stars and

presenting the new lesson constellations)
B. Establishing a purpose for the lesson Name three things that you learned about stars
that you did not know before.
C. Presenting examples/ instances of Discuss the directions of the test

the new lesson
D. Discussing new concepts and Students answer the test


I. Evaluating learning Evaluate the test result
J. Additional activities for application or Define and give the formula in solving the
remediation following:
1. Speed
2. Velocity
3. Acceleration
V. REMARKS

the evaluation
withofthe
learners
require remediation
can help me solve?
________________________________________________ ________________________________________________
Grade Level GRADE 9

Quarter THIRD
Day 3 Day 4

The learners shoul be able to show honesty in The learners should be able to describe the
answering the test. horizontal dimensions of a projectile.(S9FE-
Iva-34)
START OF UNIT 4: Uniformly Accelerated Activity on UAM: Horizontal Dimension

Motion: Horizontal Dimension
pp.164-166 pp. 164 pp.164-

pp.233-236 pp. 231-233 166
pp.233-236
What is speed? Velocity? What is the A drill may be conducted by completing the
difference between speed and velocity? table showing velocity, displacement and time
What is acceleration to elicit prior knowledge in velocity.
Suppose you drop a stone from the rooftop of Let the students imagine the motion of an
a building.How will you describe its motion? airplane startingto take off. Ask them the
following: 1. What do you think should be the
motion of an airplane preparing for take off. 2.
How will you describe the speed of the Plane
from rest until it takes off?
Briefly discuss the coverage ofUnit 4: Module 1 Perform Activity 1: Roll, Roll, and Away! On
(please refer to Forces and Motion, pp. 230- pp.233-234
231, L.M.)
Administer 20 items pre-assessment (Multiple Answer the Guide Questions
Choice) on pp. 231-233
Answer the pre-assessment. Ask the students to relate distance and time.
Students can be asked to recall what they
learned about non-uniform motion.
A century ago no ordinary person could have
traveled that far during his or her lifetime. But
today, our undrestanding of the nature of
motion, speed, velocity and acceleration led to
the invention of faster and efficient means of
transport.
Students may be asked to state and

enumerate the formula they learned from
velocity and accelerations.
Evaluate the result of pre assessment.
Bring the materials needed for Activity 1. Roll, Assignment. Solve problems on Horizontal
Roll, and Away! Dimension on pp.237
Noted:
________________________________________________
DAILY LESSON LOG School AFGBMTS
Teacher ANACEL P. FIGURACION
Teaching Dates and Time FEBRUARY 4 - 8, 2019
Day 1 Day 2
(Write the LC code for each) vertical dimensions of a projectile.(S9FE-Iva- vertical dimensions of a projectile.(S9FE-Iva-
34) 34)
Uniformly Accelerated Motion: Vertical Uniformly Accelerated Motion: Vertical

Dimension Dimension
A. References
1. Teacher's Guide Pages pp.166 pp.166
3. Textbook pages
A. Reviewing previous lesson or 1.Recall their lesson on free fall from Law of 1.Recall their lesson on free fall from Law of
presenting the new lesson motion. 2. What is Law of Acceleration? motion. 2. What is Law of Acceleration?
B. Establishing a purpose for the lesson Introduce the lesson by asking the students, Is Introduce the lesson by asking the students, Is
the rate of acceleration same for all objects on the rate of acceleration same for all objects on
Earth? Earth?
C. Presenting examples/ instances of Show figure 2. Motion of stone drooped from a Show figure 2. Motion of stone drooped from a
the new lesson hill. Ask the acceleration of the stone. hill. Ask the acceleration of the stone.
D. Discussing new concepts and Give example of problems involving Vertical Give example of problems involving Vertical
practicing new skills #1 dimension. ( The teacher may use sample dimension. ( The teacher may use sample
problems on pp 240-241) problems on pp 240-241)
E. Discussing new concepts and Discussion of theconcepts of derived formula Discussion of theconcepts of derived formula
practicing new skills #2 on UAM Vertical dimensions. on UAM Vertical dimensions.
F. Developing mastery (Leads to Solve 3 problems on vertical dimensions. Solve 3 problems on vertical dimensions.
G. Finding practical applications of Not only balls fly, in many sports and games, Not only balls fly, in many sports and games,
concepts and skills in daily living players come "flying" too. Application of this players come "flying" too. Application of this
H. Making generalizations and Students may enumerate formulas they Students may enumerate formulas they
abstractions about the lesson learned from velocity, height and acceleration learned from velocity, height and acceleration
due to gravity. due to gravity.
J. Additional activities for application or Bring the materials needed for Activity 2. Drop Bring the materials needed for Activity 2. Drop
remediation Me! Me!
V. REMARKS

the evaluation
with the lesson
require remediation
can help me solve?
ANACEL P. FIGURACION FLORDELIZA R. HILARIO

Teacher III Head Teacher III, Science Department
Grade Level GRADE 9
Quarter FOURTH
Day 3 Day 4

The learners should be able to describe the The learners should be able to describe the
vertical dimensions of a (S9FE-Iva-34) vertical dimensions of a (S9FE-Iva-34)
Activity on UAM: Vertical Dimension Activity on UAM: Vertical Dimension

pp. 166-167 pp. 166-167

pp.238-239 pp.238-239
Recall the students on the concept of free Recall the students on the concept of free
falling objects. That when goes up it falling objects. That when goes up it
deccelerates with a magnitude of 9.8 m/s2 deccelerates with a magnitude of 9.8 m/s2
Show pictures of free falling objects or let them Show pictures of free falling objects or let them
watch a video showing free falling bodies. watch a video showing free falling bodies.
Give some instructions and safety precautions Give some instructions and safety precautions
about the activity. about the activity.
Perform Activity 2. Drop Me! On pp.238-239 Perform Activity 2. Drop Me! On pp.238-239
Answers Guide Questions on pp 239 Answers Guide Questions on pp 239
Not only balls fly, in many sports and games, Not only balls fly, in many sports and games,
players come "flying" too. Application of this players come "flying" too. Application of this
Free-fall is an example of uniformly Free-fall is an example of uniformly
accelerated motion, with its negative accelerated motion, with its negative
acceleration being -9.8 m/s2, because it is acceleration being -9.8 m/s2, because it is
downward. downward.
Try solving problem on page 241 Try solving problem on page 241
Noted:
ROSAURO A. VILLANUEVA, Ph. D,

School Principal IV
Teacher
Day 1 Day 2
B. Performance Standards The learners shall be able to propose way to The learners shall be able to propose way to
(Write the LC code for each) vertical dimensions of a projectile.(S9FE-Iva- vertical dimensions of a (S9FE-Iva-34)
34)
Uniformly Accelerated Motion: Vertical Activity on UAM: Vertical Dimension

Dimension
A. References
1. Teacher's Guide Pages pp.166 pp. 166-167
3. Textbook pages
A. Reviewing previous lesson or 1.Recall their lesson on free fall from Law of Recall the students on the concept of free
presenting the new lesson motion. 2. What is Law of Acceleration? falling objects. That when goes up it
deccelerates with a magnitude of 9.8 m/s2
B. Establishing a purpose for the lesson Introduce the lesson by asking the students, Is Show pictures of free falling objects or let them
the rate of acceleration same for all objects on watch a video showing free falling bodies.
Earth?
C. Presenting examples/ instances of Show figure 2. Motion of stone drooped from a Give some instructions and safety precautions
the new lesson hill. Ask the acceleration of the stone. about the activity.
D. Discussing new concepts and Give example of problems involving Vertical
practicing new skills #1 dimension. ( The teacher may use sample
problems on pp 240-241)
E. Discussing new concepts and Discussion of theconcepts of derived formula Perform Activity 2. Drop Me! On pp.238-239
practicing new skills #2 on UAM Vertical dimensions.
F. Developing mastery (Leads to Solve 3 problems on vertical dimensions. Answers Guide Questions on pp 239
G. Finding practical applications of Not only balls fly, in many sports and games, Not only balls fly, in many sports and games,
concepts and skills in daily living players come "flying" too. Application of this players come "flying" too. Application of this
H. Making generalizations and Students may enumerate formulas they Free-fall is an example of uniformly
abstractions about the lesson learned from velocity, height and acceleration accelerated motion, with its negative
due to gravity. acceleration being -9.8 m/s2, because it is
downward.
I. Evaluating learning Try solving problem on page 241
J. Additional activities for application or Bring the materials needed for Activity 2. Drop
remediation Me!
V. REMARKS

the evaluation
with the lesson
require remediation
can help me solve?
________________________________________________ ________________________________________________
Grade Level GRADE 9
Quarter THIRD
Day 3 Day 4
DAY 3: CHRISTMAS PARTY (TEACHING DAY 4: CHRISTMAS BREAK

AND NON-TEACHING)
Noted:
________________________________________________
Teacher
Day 1 Day 2
(Write the LC code for each)
CHRISTMAS BREAK
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages


the new lesson
remediation
V. REMARKS

the evaluation
with the lesson
require remediation
can help me solve?
________________________________________________ ________________________________________________
Grade Level GRADE 9
Quarter THIRD
Day 3 Day 4
AS BREAK
Noted:
________________________________________________
School AFGBMTS Grade Level GRADE 9
Teacher ANACEL P. FIGURACION Learning Area SCIENCE
DAILY LESSON LOG
Teaching Dates and Time FEBRUARY 11 - 15, 2019 Quarter FOURTH

I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
A. Content Standards The learners demonstrate an understanding of The learners demonstrate an understanding of The learners demonstrate an understanding of The learners demonstrate an understanding of
projectile motion, impulse and momentum, and projectile motion, impulse and momentum, and projectile motion, impulse and momentum, and projectile motion, impulse and momentum, and
conservation of linear momentum. conservation of linear momentum. conservation of linear momentum. conservation of linear momentum.
B. Performance Standards The learners shall be able to propose ways to The learners shall be able to propose ways to The learners shall be able to propose ways to The learners shall be able to propose ways to
enhance sports related to projectile motion. enhance sports related to projectile motion. enhance sports related to projectile motion. enhance sports related to projectile motion.
C. Learning Competencies/ Objectives The learners should be able to describe the The learners should be able to describe the The learners should be able to describe the The learners should be able to describe the
(Write the LC code for each) horizontal and vertical motions of a projectile horizontal and vertical motions of a projectile horizontal and vertical motions of a projectile horizontal and vertical motions of a projectile
(S9FE-IVa-34) (S9FE-IVa-34) (S9FE-IVa-34) (S9FE-IVa-34)

- differentiate one- - differentiate one- - capture a full trajectory of - capture a full trajectory
dimensional motion with two-dimensional dimensional motion with two-dimensional projectile motion on an inclined surface. of projectile motion.
motion along an inclined plane. motion along an inclined plane.
- trace - trace - investigate the relationships between the
trajectories at varying angles. trajectories at varying angles. projection angle, the height, the range, and the
- - time of travel of a projectile.
give/enumerate Motionthe in factors
Two Dimensions that affect the give/enumerate Motionthe in factors
Two Dimensions that affect the Activity about Motion in Two Dimensions Projectile Motion
III. LEARNING RESOURCES values of computed trajectories. values of computed trajectories.
List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
2. Learner's Materials pages 242-248 242-248 242-248 249-256
3. Textbook pages
IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
A. Reviewing previous lesson or Guide Questions: Guide Questions: Guide Question: Let the students observe the motion of the ball
presenting the new lesson 1. How do free falling 1. How do free falling 1. What are the charateristics a)Rolling across the floor b) Drop from the top
bodies differ from objects projected upward? bodies differ from objects projected upward? of an object projected to travel in two of the board
dimensions on an inclined plane?
2. In general, how will you 2. In general, how will you
characterize objects that portrayed one- characterize objects that portrayed one-
B. Establishing a purpose for the lesson Ball Throwing Game Ball Throwing Game Tall-and Short Throwing Game Let the students observe what will happen to
dimensional motion? dimensional motion?
(Choose (Choose the ball when it drops with an angle.
5 pairs from the class and introduce the 5 pairs from the class and introduce the (Choose 2 students from the class with great
mechanics of the game) mechanics of the game) differences from their heights. Ask them to
(Ask the students (Ask the students throw the balls from marked distances. Have
about their observations and techniques to about their observations and techniques to the students analyze the motion of the ball
successfully catch the ball as one student successfully catch the ball as one student thrown by the students with varying heights.)
moves farther from the other, and as the other moves farther from the other, and as the other
C. Presenting examples/ instances of Game
move inStrategic
varying Analysis
heights.) Game
move inStrategic
varying Analysis
heights.) Video Presentation Group the students into five (5). Each group
the new lesson (Have the students (Have the students (Have the students watch will present game where a projectile motion is
analyze the previous game done a while ago analyze the previous game done a while ago videos of throwing events (e.g. Shot put, evident.
by comparing the the motion of the ball thrown by comparing the the motion of the ball thrown javelline throw, etc.) and analyze the concept
from varying heights to reach varying from varying heights to reach varying of motion of the thrown objects.)
distances.) distances.)
(Make sure that the videos will contain the
events done by contestants with varying
heights)
D. Discussing new concepts and Situational Analysis Situational Analysis Shoot that Mini Ball Let the students do Activity 5: Curve A Like
practicing new skills #1 (From the (From the (Using the
previous game done earlier, ask the students previous game done earlier, ask the students students' knowledge about two-dimensional
about their observations on the motion of the about their observations on the motion of the motion, solve for the dimensions needed to
ball as it was thrown at varying heights and ball as it was thrown at varying heights and shoot the ball thrown from 3 different heights to
varying displacement or landing points.) varying displacement or landing points.) the given ring placed lower than the used
heights.)
E. Discussing new concepts and Activity 4 (Curve Me on an Incline Part A - Activity 4 (Curve Me on an Incline Part A - Activity 4 (Curve Me on an Incline - Part B/Day Present /Sketch the velocity vector
practicing new skills #2 Tracing Trajectory) Tracing Trajectory) 2 Activity) components
(Perform the activity (Perform the activity (Perform the activity using the
using the given materials and postulated using the given materials and postulated given materials and postulated procedures.)
procedures.) procedures.)
F. Developing mastery (Leads to Problem Solving Activities Problem Solving Activities Activity 4 - Guide Questions Let the students discuss the connection of
Formative Assessment 3) (Ask the (Ask the (Using the horizontal velocity and gravity to produce
students to answer the given problems related students to answer the given problems related students' data gathered upon performing the curved path
to the concept discussed erlier) to the concept discussed erlier) given activity, answer the questions by
analyzing and interpreting the values gathered)
G. Finding practical applications of How will you relate the concept of two- How will you relate the concept of two- If you will be asked to proposed a new ball Let the students notice how a basketball player
concepts and skills in daily living dimensional motion along an inclined plane to dimensional motion along an inclined plane to game applying the concept of two-dimensional makes a three-point score
improve throwing events or games? improve throwing events or games? motion along an inclined plane, what will be the
name of the game and its mechanics?
H. Making generalizations and Using the students' answers on the problems Using the students' answers on the problems Results Discussion and Analysis Let the students discuss what will happen to
abstractions about the lesson with adjusted values, ask the students to make with adjusted values, ask the students to make (Per the range as the angle increases in projectile
or arrive with a particular relationship that exist or arrive with a particular relationship that exist group, ask the students to interpret their motion
between the values. between the values. gathered data and interpret the results of the
activity presented in tables and transform it to
general statements based from their findings.)
I. Evaluating learning *Additional Problem Solving Activities *Additional Problem Solving Activities *Additional Problem Solving Activities Answer guide questions 24-29 on page 250
* How * How
is one-dimensional motion different from two- is one-dimensional motion different from two- * How does inclination or height affects the
dimensional motion along an inclined plane? dimensional motion along an inclined plane? range/distance traveled by the ball given that
the force used to throw the ball is constant?As
* How will you describe the * How will you describe the well as the time covered by the ball at such
trajectories at varying angles? trajectories at varying angles? particular distance/range?
J. Additional activities for application or Reasearch about the practical applications of Answer guide questions 30-31 on page 250
remediation the two-dimensional motion concept along an
inclined plane.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

the evaluation
with the lesson
require remediation
can help me solve?
Submitted by: Submitted to: Noted:
ANACEL P. FIGURACION FLORDELIZA R. HILARIO ROSAURO A. VILLANUEVA, Ph. D.

School

Teaching Dates and Time JANUARY 2-6, 2016/___________________
Day 1 Day 2
A. Content Standards The learners demonstrate an understanding of

projectile motion, impulse and momentum, and
conservation of linear momentum.
B. Performance Standards The learners shall be able to propose ways to

enhance sports related to projectile motion.
C. Learning Competencies/ Objectives RESUME OF CLASSES The learners should be able to describe the
(Write the LC code for each) horizontal and vertical motions of a projectile
(S9FE-IVa-34)
- differentiate one-
dimensional motion with two-dimensional
motion along an inclined plane.
- trace
trajectories at varying angles.
-
give/enumerate Motionthe in factors
Two Dimensions that affect the
III. LEARNING RESOURCES values of computed trajectories.
List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Ha
A. References
2. Learner's Materials pages 242-248
3. Textbook pages
A. Reviewing previous lesson or Guide Questions:

presenting the new lesson 1. How do free falling
bodies differ from objects projected upward?
2. In general, how will you

characterize objects that portrayed one-
B. Establishing a purpose for the lesson Ball Throwing Game
dimensional motion?
(Choose
5 pairs from the class and introduce the
mechanics of the game)
(Ask the students
about their observations and techniques to
successfully catch the ball as one student
moves farther from the other, and as the other
move in varying heights.)
C. Presenting examples/ instances of Game Strategic Analysis
the new lesson (Have the students
analyze the previous game done a while ago
by comparing the the motion of the ball thrown
from varying heights to reach varying
distances.)
D. Discussing new concepts and Situational Analysis

practicing new skills #1 (From the
previous game done earlier, ask the students
about their observations on the motion of the
ball as it was thrown at varying heights and
varying displacement or landing points.)
E. Discussing new concepts and Activity 4 (Curve Me on an Incline Part A -
practicing new skills #2 Tracing Trajectory)
(Perform the activity
using the given materials and postulated
procedures.)
F. Developing mastery (Leads to Problem Solving Activities
Formative Assessment 3) (Ask the
students to answer the given problems related
to the concept discussed erlier)
G. Finding practical applications of How will you relate the concept of two-
concepts and skills in daily living dimensional motion along an inclined plane to
improve throwing events or games?
H. Making generalizations and Using the students' answers on the problems

abstractions about the lesson with adjusted values, ask the students to make
or arrive with a particular relationship that exist
between the values.
I. Evaluating learning *Additional Problem Solving Activities

* How
is one-dimensional motion different from two-
dimensional motion along an inclined plane?
* How will you describe the

trajectories at varying angles?
remediation
V. REMARKS

the evaluation
with the lesson
require remediation
can help me solve?
________________________________________________ ________________________________________________
Grade Level GRADE 9

Quarter THIRD
Day 3 Day 4

projectile motion, impulse and momentum, and projectile motion, impulse and momentum, and
conservation of linear momentum. conservation of linear momentum.
The learners shall be able to propose ways to The learners shall be able to propose ways to
enhance sports related to projectile motion. enhance sports related to projectile motion.
horizontal and vertical motions of a projectile horizontal and vertical motions of a projectile
(S9FE-IVa-34) (S9FE-IVa-34)
- capture a full trajectory of - capture a full trajectory
projectile motion on an inclined surface. of projectile motion.
- investigate the relationships between the

projection angle, the height, the range, and the
time of travel of a projectile.
Activity about Motion in Two Dimensions Projectile Motion
242-248 249-256
Guide Question: Let the students observe the motion of the ball
1. What are the charateristics a)Rolling across the floor b) Drop from the top
of an object projected to travel in two of the board
dimensions on an inclined plane?
Tall-and Short Throwing Game Let the students observe what will happen to
the ball when it drops with an angle.
(Choose 2 students from the class with great
differences from their heights. Ask them to
throw the balls from marked distances. Have
the students analyze the motion of the ball
thrown by the students with varying heights.)
Video Presentation Group the students into five (5). Each group
(Have the students watch will present game where a projectile motion is
videos of throwing events (e.g. Shot put, evident.
javelline throw, etc.) and analyze the concept
of motion of the thrown objects.)
(Make sure that the videos will contain the

events done by contestants with varying
heights)
Shoot that Mini Ball Let the students do Activity 5: Curve A Like
(Using the
students' knowledge about two-dimensional
motion, solve for the dimensions needed to
shoot the ball thrown from 3 different heights to
the given ring placed lower than the used
heights.)
Activity 4 (Curve Me on an Incline - Part B/Day Present /Sketch the velocity vector
2 Activity) components
(Perform the activity using the
given materials and postulated procedures.)
Activity 4 - Guide Questions Let the students discuss the connection of

(Using the horizontal velocity and gravity to produce
students' data gathered upon performing the curved path
given activity, answer the questions by
analyzing and interpreting the values gathered)
If you will be asked to proposed a new ball Let the students notice how a basketball player
game applying the concept of two-dimensional makes a three-point score
motion along an inclined plane, what will be the
name of the game and its mechanics?
Results Discussion and Analysis Let the students discuss what will happen to
(Per the range as the angle increases in projectile
group, ask the students to interpret their motion
gathered data and interpret the results of the
activity presented in tables and transform it to
general statements based from their findings.)
*Additional Problem Solving Activities Answer guide questions 24-29 on page 250
* How does inclination or height affects the

range/distance traveled by the ball given that
the force used to throw the ball is constant?As
well as the time covered by the ball at such
particular distance/range?
Reasearch about the practical applications of Answer guide questions 30-31 on page 250
the two-dimensional motion concept along an
inclined plane.
Noted:
________________________________________________
Teacher
Teaching Dates and Time JANUARY 9-13, 2016/___________________
Day 1 Day 2
projectile motion, impulse and momentum, and projectile motion, impulse and momentum, and
conservation of linear momentum. conservation of linear momentum.
B. Performance Standards The learners shall be able to propose ways to The learners shall be able to propose ways to
(Write the LC code for each) horizontal and vertical motions of a projectile horizontal and vertical motions of a projectile
S9FE-IVa-34 S9FE-IVa-34
- trace trajectories at varying angles. - trace trajectories at varying angles.

- -
give/enumerate the factors that affect the give/enumerate the factors that affect the
values of computed trajectories. values of computed trajectories.
Projectile Motion Activity about Projectile Motion

A. References
3. Textbook pages

A. Reviewing previous lesson or The students will be grouped into five groups. Guide Question:
presenting the new lesson Solve problems involving horizontal 1. What are the
acceleration and Free fall. components of projectile motion and how each
component affects projectile motion?
B. Establishing a purpose for the lesson Let the students perform and show the Egg Catching Game
solutions on the board. * Choose
5 pairs from the class and perform the game.
C. Presenting examples/ instances of Present sample problem(s) in projectile motion Have the students analyze the game done
the new lesson and introduce the different equations/formula earlier. Ask them to give the
can be used in solving problems. techniques/strategies they have observed in
the game.
D. Discussing new concepts and Present sample problem and let the students Picture Analysis
practicing new skills #1 calculate the final vertical velocity and time for
a projectile to rise. Using Angry Birds sample achieved levels with
shown projectiles, ask the students to analyze
E. Discussing new concepts and Present sample problem and let the students the given
Solve the trajectories in each
given problem. Askpicture.
the students to
practicing new skills #2 calculate the maximum height that an object on adjust the values given in the problem and
a projectile can reach and the horizontal have them analyze how the answers are
displacement known as range. affected by the given adjustments.
F. Developing mastery (Leads to Let the students derive another formula Problem Solving Activities.
Formative Assessment 3) needed in projectile motion from Kinematic
Equations.
G. Finding practical applications of Let the students discuss the importance of Using Projectile Motion, what advice will you
concepts and skills in daily living understanding projectile motion before playing give to a basketball player to improve his 3-
throwing games. point shooting abilities?
H. Making generalizations and Lead the students to identify the importance of Question:
abstractions about the lesson angle in projectile motion. What are the factors that
affect varying parabolic trajections?
I. Evaluating learning Problem Solving Given a graph of varying parabolas, analyze
how the factors affect parabolic graph.
J. Additional activities for application or Let the students look/search for the different Exchange of Problem Sets
remediation problem set in projectile motion that will be Ask the
checked by their seatmates. students to research on a variety of problem
sets on projectile motion and have it
exchanged and answered by other students.
V. REMARKS

the evaluation
with the lesson
require remediation
can help me solve?
________________________________________________ ________________________________________________
Grade Level GRADE 9
Quarter THIRD
Day 3 Day 4

projectile motion, impulse and momentum, and projectile motion, impulse and momentum,
conservation of linear momentum. and conservation of linear momentum.
The learners shall be able to propose ways to The learners shall be able to propose ways to
horizontal and vertical motions of a projectile horizontal and vertical motions of a projectile
S9FE-IVa-34 S9FE-IVa-34
- capture a full trajectory of - capture a full trajectory of
projectile motion on an inclined surface. projectile motion on an inclined surface.
- investigate the relationships between the - investigate the relationships between the
projection angle, the height, the range, and the projection angle, the height, the range, and the
time of travel of a projectile. time of travel of a projectile.
Causes of Changes in Momentum and Activity about Causes of Changes in
Conservation
Momentum and Conservation
Explain how a karate expert can break a stack Consider the game "paypaylog" in Wowowin.
of cement bricks bricks with the blow of the Describe what happens to the three eggs.
bare hand.
Describe/explain why falling on a wooden floor Describe wht happens when you stand at rest
hurts less than falling on a cement floor. Why on a skateboard and throw a massive objects
follow trough is important in golf, baseball and forward or backward.
boxing.
1. Describe a truck rolling down a hill. 2. Place Consider a ball hit against the wall.What do
a ball in the table anh hit it. Tell what happens you think will happen to the ball?
to the ball.
Do Activity 7"Playing Egg volleyball" LM pp. Do Activity 8"Balloon Rocket" LM pp.265-266

261-262
Answer Guide Questions Numbers 37-40 Give the formula in Computing for W (weight)
and present Sample Problem1a and 1b
Present the Formula for Impulse. Show Answer Guide Quesrtions Q41-Q45 LM p. 266
Solutions/ Computations for the problems in
Impulse and Momentum
Show a multimedia preentation of a thrilling Describe a momentum before and after firing a gun
test during a "Bungee Jumping". Describe what
happens.
Question: If you were in a car that was out of Lead the students in understanding that, in the
control, hich would you choose, hitting a absence of external force, the momentum
concrete wall or hitting a haystack? Why? becomes unchanged.
Giving 5 item Problem Solving Give problem Solving. Ask them to show all
solutions and computations
Question: When you ride a bicycle at full speed Cite situations showing Conservation of
and the bicycle stops suddenly, why do you Momentum in School
have to push hard on the handleback to keep
from flying forward?
Noted:
________________________________________________
DAILY School Grade Level GRADE 9
LESSON Teacher Learning Area SCIENCE

LOG Teaching Dates and Time DECEMBER 22-31, 2016/___________________ Quarter THIRD
I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT REVIEW FOR THE THIRD QUARTERLY

GRADED RECITATION THIRD QUARTER EXAMINATION THIRD QUARTER EXAMINATION
EXAMINATION
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
3. Textbook pages


These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
IV. PROCEDURES learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.


the new lesson





remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
VI. REFLECTION questions.

the evaluation
whothe
C. Did scored below
remedial 80% work? No.
lesson
with the lesson
require remediation
can help me solve?
School AFGBMTS Grade Level 9
Teacher Anacel P. Figuracion Learning Area SCIENCE
DAILY LESSON LOG Teaching Dates and Time January 14 - 18, 2019 Quarter THIRD

Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge
I. OBJECTIVES and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards Lessons for the 3rd Grading Period: Lessons for the 3rd Grading Period:
Module 1: Volcanoes Module 1: Volcanoes
Module 2: Climate Module 2: Climate
Module 3: Constellations Module 3: Constellations
B. Performance Standards Read and analyze each statement carefully. Choose Read and analyze each statement carefully. Choose
the letter of the correct answer and shade the the letter of the correct answer and shade the
corresponding circle at the left side. corresponding circle at the left side.
C. Learning Competencies/ Objectives Answer 80% of the examination correctly. Answer 80% of the examination correctly.
II. CONTENT
Day 1 of 3rd Quarter Examination Day 2 of 3rd Quarter Examination Checking and Item Analysis Completion of Requirements
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
A. References materials. Hands-on learning promotes concept development.
2. Learner's Materials pages pp. 197-276 Unit 3, Module 1-3 pp. 197-276 Unit 3, Module 1-3
3. Textbook pages
Resourcce (LR) portal
These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Recall the rules to observe in taking the examination. Recall the rules to observe in taking the examination.
B. Establishing a purpose for the lesson Ask the students to expound the operative meaning of Ask the students to expound the operative meaning of
"Honesty is the best policy." "Honesty is the best policy."
C. Presenting examples/ instances of Ask the students to read the 2nd Quarterly Ask the students to read the 2nd Quarterly
the new lesson Examination direction and give leading questions to Examination direction and give leading questions to
test the clarity of the direction. test the clarity of the direction.
D. Discussing new concepts and pr Ask the students to start answering the 3rd Quarter Ask the students to start answering the 3rd Quarter
acticing new skills #1 Examination Examination
E. Discussing new concepts and Roam around while administering the examination and Roam around while administering the examination and
practicing new skills #2 give prompting to students if necessary. give prompting to students if necessary.

G. Finding practical applications of See that honesty and discipline is being observed See that honesty and discipline is being observed
concepts and skills in daily living during examination. during examination.
H. Making generalizations and Ask the students to finish and review the answer, when Ask the students to finish and review the answer, when
abstractions about the lesson there are still time to do it. there are still time to do it.
I. Evaluating learning Check and evaluate the students answer, if time allows Check and evaluate the students answer, if time allows
it. it.
J. Additional activities for application or Review for the next day's examinations. Prepare for the checking of test papers.
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.
the evaluation 3rd Quarter Examination 3rd Quarter Examination

additional activities for remediation 3rd Quarter Examination 3rd Quarter Examination
of learners who have caught up 3rd Quarter Examination 3rd Quarter Examination
with the lesson
require remediation 3rd Quarter Examination 3rd Quarter Examination

worked well? Why did these work? 3rd Quarter Examination 3rd Quarter Examination Pen and Paper Test, Review of Previous Lessons

which my principal or supervisor No difficulties or problems were encountered during No difficulties or problems were encountered during
3rd Quarter Examination 3rd Quarter Examination
can help me solve? the conduct of the lesson the conduct of the lesson

materials did I use/discover which I 3rd Quarter Examination 3rd Quarter Examination No localization were utilized No localization were utilized
Submitted by :______________________________________________ Submitted to :___________________________________________________ Noted by : ________________________________________________

Anacel P. Figuracion Flordeliza R. Hilario Rosauro A. Villanueva, Ph. D
School Grade Level 9
Teacher Learning Area SCIENCE
DAILY LESSON LOG Teaching Dates and Time Jan. 16-20, 2017 Quarter THIRD

Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge
I. OBJECTIVES and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards Lessons for the 3rd Grading Period: Lessons for the 3rd Grading Period: Lessons for the 3rd Grading Period: Lessons for the 3rd Grading Period:
Module 1: Volcanoes Module 1: Volcanoes Module 1: Volcanoes Module 1: Volcanoes
Module 2: Climate Module 2: Climate Module 2: Climate Module 2: Climate
Module 3: Constellations Module 3: Constellations Module 3: Constellations Module 3: Constellations
B. Performance Standards Demonstrate cooperation and discipline in participating Read and analyze the question in the graded recitation. Read and analyze each statement carefully. Choose Read and analyze each statement carefully. Choose
in the game review. the letter of the correct answer and shade the the letter of the correct answer and shade the
corresponding circle at the left side. corresponding circle at the left side.
C. Learning Competencies/ Objectives Answer 80% of the questions that the teacher will give Answer the questions in the graded recitation. Answer 80% of the examination correctly. Answer 80% of the examination correctly.
(Write the LC code for each) in the review game.
II. CONTENT
Review for the 3rd Quarter Examination Graded Recitation Day 1 of 3rd Quarter Examination Day 2 of 3rd Quarter Examination
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
A. References materials. Hands-on learning promotes concept development.
2. Learner's Materials pages pp. 197-276 Unit 3, Module 1-3 pp. 197-276 Unit 3, Module 1-3 pp. 197-276 Unit 3, Module 1-3 pp. 197-276 Unit 3, Module 1-3
3. Textbook pages
These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Recall the different topics discussed in the 3rd Grading Recall the different topics discussed in the 3rd Grading Recall the rules to observe in taking the examination. Recall the rules to observe in taking the examination.
presenting the new lesson Period Period
B. Establishing a purpose for the lesson Divide the class by 5 groups , The teacher will ask Explain the "fish bowl technique" Ask the students to expound the operative meaning of Ask the students to expound the operative meaning of
questions about previous topics and the students will "Honesty is the best policy." "Honesty is the best policy."
write their answer on the illustration board . The first
group with the highest number or correct items will win
the game.Let's play it.
C. Presenting examples/ instances of The teacher facilitate the game by asking different Read the mechanics of the graded recitation. Ask the students to read the 2nd Quarterly Ask the students to read the 2nd Quarterly
the new lesson questions regarding the topics discussed in the 3rd Examination direction and give leading questions to Examination direction and give leading questions to
Grading Period. test the clarity of the direction. test the clarity of the direction.
D. Discussing new concepts and pr Give different questions based on the topic discussed Call a student that will pick a prepared question inside Ask the students to start answering the 3rd Quarter Ask the students to start answering the 3rd Quarter
acticing new skills #1 and with category : Easy, Average and Difficult. the bowl and she/he will answer that in 5 seconds. Examination Examination
E. Discussing new concepts and Record the scores of the group and explain the Continue the recitation until all students participated. Roam around while administering the examination and Roam around while administering the examination and
practicing new skills #2 questions that the students find difficulty in answering. give prompting to students if necessary. give prompting to students if necessary.

G. Finding practical applications of Reiterate to the students that cooperation and Discuss the answer to the questions that students find See that honesty and discipline is being observed See that honesty and discipline is being observed
concepts and skills in daily living teamwork is important in the group activity. ifficult. during examination. during examination.
H. Making generalizations and Give the final scores of the 5 groups and announce the Clarrify questions in the recitation. Ask the students to finish and review the answer, when Ask the students to finish and review the answer, when
abstractions about the lesson winner of the game. there are still time to do it. there are still time to do it.
I. Evaluating learning Ask the students enumerate the topics that they want Evaluate the students' grade in the reciattion. Check and evaluate the students answer, if time allows Check and evaluate the students answer, if time allows
to clarify for deeper understanding in preparation for it. it.
the 3rd Quarter Examination
J. Additional activities for application or Review for the graded recitation tomorrow. Review for the 3rd Quarter Examination Review for the next day's examinations. Prepare for the checking of test papers.
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
A. No. of learners who earned 80% in supervisors can provide for you so when you meet them, you can ask them relevant questions.
the evaluation

with the lesson

require remediation
can help me solve?

Submitted by :______________________________________________ Submitted to :___________________________________________________ Noted by : ________________________________________________

Anacel P. Figuracion Flordeliza R. Hilario Rosauro A. Villanueva, Ph. D
School
Teacher
DAILY LESSON LOG Teaching Dates and Time
Day 1
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures m
I. OBJECTIVES learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall b
A. Content Standards Demonstrates understanding of the factors that affect

climate, the effects of changing climate, and how to adapt to
them
B. Performance Standards Participates in activities that reduce risks and lessen effects
of climate change
C. Learning Competencies/ Objectives 1. Check and identify the most and least learned from Third
(Write the LC code for each) Periodic Exam.
2. Discuss the least mastered skills
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be ta
II. CONTENT Volcanoes and interior of the Earth, Climate and

Constellations
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ens
A. References
3. Textbook pages
B. Other Learning Resources Test paper

These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided
IV. PROCEDURES processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the tim

C. Presenting examples/ instances of Test papers are randomly distributed to the students and
the new lesson check it. The teacher will explain the process on how to do
item analysis.
D. Discussing new concepts and pr Raising their hand for every correct answer.
acticing new skills #1

F. Developing mastery (Leads to Clarify the questions that students find it difficult.
G. Finding practical applications of Cite the importance of perseverance and self- discipline.
H. Making generalizations and Students are made to understandand that the purpose of
abstractions about the lesson assessment is to check on learning.
I. Evaluating learning Evaluate student's mastery of the topic to determine where

your students are in relation to the topic.
J. Additional activities for application or Prepare and review for the Pretest tomorrow and review
remediation Modules 1-3 Unit 3 (Volcanoes and interior of the Earth,
Climate and Constellations)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else ne
VI. REFLECTION
the evaluation


with the lesson

require remediation
can help me solve?

Submitted by :
SHERYL C. LOPEZ
Science Teacher, Grade 10
AFGBMTS Grade Level
Anacel P. Figuracion Learning Area
January 23-27, 2016 Quarter
Day 2 Day 3
andards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed using Form
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Demonstrates understanding of projectile motion, impulse Demonstrates understanding of projectile motion, impulse
and momentum, conservation of momentum. and momentum, conservation of momentum.
advocates road safety advocates road safety
1. Answer the fourth quarter pretest in Science 9. 1. Check and identify the most and least learned from
2. Observe honesty and discipline during examination. Pretest. 2.
Discuss the least mastered skills
the teacher aims to teach in the CG, the content can be tackled in a week or two.
Force, Motion, and Energy Force, Motion, and Energy
ustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Physics Books
Test paper Test paper

opriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn
r life experiences and previous knowledge. Indicate the time allotment for each step.
"What you sow is what you reap."
1. Explain the procedureof the exam. Test papers are randomly distributed to the students and
2.Distribute the test paper to the students. check it. The teacher will explain the process on how to do
3. Apply the one question per minute. item analysis.
Student's answering the test questions. Student's answering the test questions.
Exchange test papers to be checked by their seatmate. Clarify the questions that students find it difficult.
Cite the importance of being systematized and organized. Cite the importance of perseverance and self- discipline.
Students are made to understandand that the purpose of Students are made to understandand that the purpose of
assessment is to check on learning. assessment is to check on learning.
Pretest - Multiple Choice (50 items) Evaluate student's mastery of the topic to determine where
Bring red ballpen List the derived equations for the conservation of
momentum
ur students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Submitted to : Noted by :
EMMA A. DE JESUS MA. LOURDES C. VALONDO

Head Teacher III, Science Dept. Principal III
9
SCIENCE
3 rd
Day 4
and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
Demonstrates understanding of projectile motion, impulse

and momentum, conservation of momentum.
advocates road safety
analyzes one-dimensional elastic and inelastic collision and

recoil situations.
Force, Motion, and Energy
development.
Physics Books
y by providing students with multiple ways to learn new things, practice their learning, question their learning
Show picture of two children on skateboards which are

initially at rest.Ask students where will be the direction of the
two children after pushing each other.
Using the concept of Newton's 3rd law which is illustrated

also in the picture discuss the conservation of momentum.
The boy and the girl make up a system – a collection of

objects that affect one another. No net/unbalanced external
force acts on the boy-girl system, thus, the total momentum
of the system does not change.
The momentum gained by the girl is of equal magnitude but
opposite direction to the momentum gained by the boy. In
this system, no momentum is gained or lost. We say that
momentum is conserved.
playing bowling
Conservation of momentum is a fundamental law of physics

which states that themomentum of a system is constant if
there are no external forces acting on the system. It is
embodied in Newton's first law (the law of inertia).
Suppose the entire world population gathers in one spot and

at the sounding of a prearranged signal, everyone jumps up.
While all the people are in the air, does Earth gain
momentum in the opposite direction?
what are the different types of collision?
m, you can ask them relevant questions.

A. LOURDES C. VALONDO
Principal III
Teacher
Teaching Dates and Time
Day 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures m
learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall b
A. Content Standards The Learners demonstrate an understanding

of: projectile motion, impulse and momentum,
and conservation of linear momentum.
B. Performance Standards The Learners shall be able to:

propose ways to enhance sports
related to projectile motion.
C. Learning Competencies/ Objectives The learners should be able to:
(Write the LC code for each) 1. describe the horizontal and vertical motion
of a projectile ( S9FE-Iva- 34 )
II. CONTENT 2. compute
Content is what the lesson is all about. Itproblems
pertains to therelated to that the teacher aims to teach in
subject matter
projectile
Force, Motion,motion. and Energy
A. References
1. Teacher's Guide Pages pp. 233-255
3. Textbook pages Physics Modular Approach, pp.58-62
IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the tim
A. Reviewing previous lesson or Recall of the past topics in third quarter;

presenting the new lesson Constellations
B. Establishing a purpose for the lesson Do you think you can shoot a ball to the ring
without making any angle?
C. Presenting examples/ instances of Place a ruler on the table, then put one coin on
the new lesson the protruding end of the ruler and another coin
on the opposite end. Push the ruler to allow
D. Discussing new concepts and pr The teacher will discuss the topic from the
both coins to fall. Then ask the students what
acticing new skills #1 answers of the students in the simple
they have observed.
demonstration done by the teacher.

F. Developing mastery (Leads to The flight of a projectile can be described in
Formative Assessment 3) terms of its horizontal and vertical components.
So when solving projectile motion problems,
the first task is to resolve the velocity of the
projectile into its horizontal and vertical
G. Finding practical applications of Projectiles
components. include objects that are thrown
concepts and skills in daily living horizontally as well as objects that are
projected at an angle such as: making a free
H. Making generalizations and throw in basketball
Projectile andordropping
is an object a package
body thrown of
with initial
abstractions about the lesson relief goods
velocity and from
whosea helicopter.
motion is influenced by the
pull of gravity.
I. Evaluating learning A ball thrown vertically upward returns to the

starting point in 4 seconds. Find its initial
velocity.
J. Additional activities for application or Bring the ff. tomorrow: marble or jackstone,
remediation plastic battle cap, powder, sticky tape, pair of
scissors, 2 popsicle sticks, 1/8 illustration
V. REMARKS
board, protractor, pencil, tissue paper, ruler
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works

the evaluation

with the lesson

require remediation

can help me solve?

Submitted by :
Science Teacher
Grade Level
Learning Area
January 9-13, 2016 / 7:30-3:30 Quarter
Day 2 Day 3
The Learners demonstrate an understanding The Learners demonstrate an understanding

of: projectile motion, impulse and momentum, of: projectile motion, impulse and momentum,
and conservation of linear momentum. and conservation of linear momentum.
The Learners shall be able to: The Learners shall be able to:
propose ways to enhance sports advocates road safety.
related to projectile motion.
The learners should be able to: The learners should be able to:
1. investigate the relationship 1. relate impulse and momentum to
between the angle of release and the height collision of objects. (S9FE- Ivb- 36 )
ubject matter thatand range
the teacher aimsofto the
teachprojectile
in the CG, the content(can S9FE- Iva-
be tackled in a 35
week or two. 2. compute for the
)Force, Motion, and Energy impulse
Force, Motion, and momentum
and Energy of an object.
2. compute problems related to projectile
motion.
pp. 233-255 pp. 247-248
Physics Modular Approach, pp.76-78
How will you describe projectile? How will you differentiate the velocity of a
projectile with regards to its horizontal and
vertical components?
In sports, do you know how much angle of In a basketball game, you say a player has
projections do you need to attain the maximum momentum when he is doing very well in the
range? game. How do you know that a player has
Distribution of activity sheets and explaining Present a picture of a truck and a car hitting a
momentum?
the procedures to the students. wall and travelling at the same velocity. Ask the
students which do they think would have a
Please refer to the attach activity sheet or LM Teacher will post situations and students are
greater damage.
pages 242 - 245, "Curve me on an Incline" going to describe the given situations that
show momentum. A) ball rolling down an
inclined plane (gaining momentum) B) a stone
thrown vertically upward (losing momentum) C)
a car accelerating on the road (building up
momentum)
Representative from each group will present Sometimes heavy or massive object have
their work/ answers in front of the class. greater momentum even if they are moving
slowly.
In sports such as: serving a volleyball and Sports like billiards

batting a baseball
To get the maximum range, a projectile should Momentum is the product of the mass of an
be projected at an angle of 45 degrees. object and its velocity.
However, in the presence of air resistance, the
angle of projection for the maximum range is
less than 45 degrees.
A ball is dropped from rest from the window of A 2500 kg bus moves at 25 m/s to Makati.
a three-storey apartment by a little boy. How What is the momentum of the bus?
far has it fallen after 1 sec.? What is the ball's
What is impulse and momentum? Bring the ff. tomorrow: raw eggs (1 for each
velocity after 1 sec of fall?
pair of students) , clear plastic bag and large
handkerchief
about your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can as

9
SCIENCE
3rd
Day 4
The Learners demonstrate an understanding

of: projectile motion, impulse and momentum,
and conservation of linear momentum.
The Learners shall be able to:

advocates road safety.
The learners should be able to:

1. relate impulse and
momentum to collision of objects. (S9FE- Ivb-
36 )
2. compute
Force, Motion, for the impulse and
and Energy
development.
momentum of an object.
pp. 249-250
● How will you describe momentum?

● Which has a greater momentum, an
airplane parked in a hanger or a car going
Why is it that you cannot throw a raw egg
down the hill?
against a wall without breaking it, but you can
throw it with the same speed on a sagging
Distribution of activity sheets and explaining
sheet without breaking it?
the procedures to the students.
Please refer to the attach activity sheet or LM
pages 261 - 262, "Playing Egg Volleyball"
Representative from each group will present
their work/ answers in front of the class.
Automobile companies in testing the safety of

their car products.
Impulse is the product of the force acting on an

object and the time interval in which the force
is acting.
Fernando Jose hits a 0.05 kg golf ball giving it

a speed of 65 m/s. what impulse does he
impart to the ball?
e for you so when you meet them, you can ask them relevant questions.
Principal III
School
Teacher
DAILY LESSON LOG Teaching Dates and Time
Day 1
Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary procedures m
I. OBJECTIVES learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall b
A. Content Standards Demonstrates understanding of the factors that affect

climate, the effects of changing climate, and how to adapt to
them
B. Performance Standards Participates in activities that reduce risks and lessen effects
of climate change
C. Learning Competencies/ Objectives 1. Check and identify the most and least learned from Third
(Write the LC code for each) Periodic Exam.
2. Discuss the least mastered skills
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be ta
II. CONTENT Volcanoes and interior of the Earth, Climate and

Constellations
A. References
3. Textbook pages
B. Other Learning Resources Test paper

These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always be guided
IV. PROCEDURES processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the tim

C. Presenting examples/ instances of Test papers are randomly distributed to the students and
the new lesson check it. The teacher will explain the process on how to do
item analysis.
D. Discussing new concepts and pr Raising their hand for every correct answer.
acticing new skills #1

F. Developing mastery (Leads to Clarify the questions that students find it difficult.
G. Finding practical applications of Cite the importance of perseverance and self- discipline.
H. Making generalizations and Students are made to understandand that the purpose of
abstractions about the lesson assessment is to check on learning.
I. Evaluating learning Evaluate student's mastery of the topic to determine where

J. Additional activities for application or Prepare and review for the Pretest tomorrow and review
remediation Modules 1-3 Unit 3 (Volcanoes and interior of the Earth,
Climate and Constellations)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else ne
VI. REFLECTION
the evaluation


with the lesson

require remediation
can help me solve?

Submitted by :
Teacher
Grade Level
Learning Area
January 23-27, 2016 Quarter
Day 2 Day 3
Demonstrates understanding of projectile motion, impulse Demonstrates understanding of projectile motion, impulse
and momentum, conservation of momentum. and momentum, conservation of momentum.
advocates road safety advocates road safety
1. Answer the fourth quarter pretest in Science 9. 1. Check and identify the most and least learned from
2. Observe honesty and discipline during examination. Pretest. 2.
Discuss the least mastered skills
the teacher aims to teach in the CG, the content can be tackled in a week or two.
Force, Motion, and Energy Force, Motion, and Energy
Physics Books
Test paper Test paper

"What you sow is what you reap."
1. Explain the procedureof the exam. Test papers are randomly distributed to the students and
2.Distribute the test paper to the students. check it. The teacher will explain the process on how to do
3. Apply the one question per minute. item analysis.
Student's answering the test questions. Student's answering the test questions.
Exchange test papers to be checked by their seatmate. Clarify the questions that students find it difficult.
Cite the importance of being systematized and organized. Cite the importance of perseverance and self- discipline.
Students are made to understandand that the purpose of Students are made to understandand that the purpose of
assessment is to check on learning. assessment is to check on learning.
Pretest - Multiple Choice (50 items) Evaluate student's mastery of the topic to determine where
Bring red ballpen List the derived equations for the conservation of
momentum
ur students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

9
SCIENCE
3 rd
Day 4
Demonstrates understanding of projectile motion, impulse

and momentum, conservation of momentum.
advocates road safety
analyzes one-dimensional elastic and inelastic collision and

recoil situations.
Force, Motion, and Energy
development.
Physics Books
Show picture of two children on skateboards which are

initially at rest.Ask students where will be the direction of the
two children after pushing each other.
Using the concept of Newton's 3rd law which is illustrated

also in the picture discuss the conservation of momentum.
The boy and the girl make up a system – a collection of

objects that affect one another. No net/unbalanced external
force acts on the boy-girl system, thus, the total momentum
of the system does not change.
The momentum gained by the girl is of equal magnitude but
opposite direction to the momentum gained by the boy. In
this system, no momentum is gained or lost. We say that
momentum is conserved.
playing bowling
Conservation of momentum is a fundamental law of physics

which states that themomentum of a system is constant if
there are no external forces acting on the system. It is
embodied in Newton's first law (the law of inertia).
Suppose the entire world population gathers in one spot and

at the sounding of a prearranged signal, everyone jumps up.
While all the people are in the air, does Earth gain
momentum in the opposite direction?
what are the different types of collision?
m, you can ask them relevant questions.

Principal III

I. Objectives: Day 1 Day 2

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School

C. Learning Competencies/ Objectives Describe the different types of volcanoes.

Checking of Second Quarterly Examination Start of Unit 2: Module 1: Definition and

A. Reviewing previous lesson or

C. Presenting examples/ instances of Describe the volcano, seen on the picture.

H. Making generalizations and

A. No. of learners who earned 80% in

Demonstrate the understanding of volcanoes Demonstrate the understanding of volcanoes

The Effect of High Temperature to the

pp. 175-176 pp. 177

Review the different characterisctics of a Using flashcards with names of volcanoes

Show video of boiling water, let the students

Perform Activity No. 2 LM 201-203 Perform Activity # 2 LM 203-204

Let the students answer the guide questions in

Volcanic Landform and Eruptive Style Types of volcanic eruption

E. Discussing new concepts and

A. No. of learners who earned 80% in

Submitted by: Submitted to:

The learners demonstrate an understanding of The learners demonstrate an understanding of

Geothermal Energy Signs of Impending Volcanic Eruption

A. No. of learners who earned 80% in

Submitted by: Submitted to:

pp. 148-149 pp. 149-150

How Ocean Currents Affect Climate Climate Change

A. No. of learners who earned 80% in

Submitted by: Submitted to:

Global climate phenomenon: Greenhouse Global climate phenomenon: Global Warming

pp. 152-153 pp. 153-154

Start of Module 3: Constellations: Different Star Pattern Throughout the Year

A. No. of learners who earned 80% in

Submitted by: Submitted to:

The learners demonstrate an understanding of The learners demonstrate an understanding of

pp. 161 pp. 224 - 225

Students will prepare short play that will show

How do the stars move?

True or False (1-5) Remind students about the guidelines and

Day 1 Day 2 Day 3 Day 4

C. Learning Competencies/ Objectives

START OF UNIT 4: Uniformly Accelerated START OF UNIT 4: Uniformly Accelerated

A. Reviewing previous lesson or

G. Finding practical applications of

H. Making generalizations and

G. What innovation or localized

Submitted by: Submitted to: Noted:

ANACEL P. FIGURACION FLORDELIZA R. HILARIO ROSAURO A. VILLANUEVA, Ph. D.

Activity on UAM: Horizontal Dimension Activity on UAM: Horizontal Dimension

A. Reviewing previous lesson or

E. Discussing new concepts and

J. Additional activities for application or

A. No. of learners who earned 80% in

Submitted by: Submitted to:

ANACEL P. FIGURACION FLORDELIZA R. HILARIO

The learners demonstrate an understanding of The learners demonstrate an understanding of

The learners should be able to describe the

Uniformly Accelerated Motion: Vertical Activity on UAM: Vertical Dimension

Recall the students on the concept of free

Introduce the lesson by asking the students, Is

Give example of problems involving Vertical