GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON LOG Date Learning Area Science
Day Quarter
LP
No.
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

School rules , policies and curriculum

B. Performance The learners shall be able to:

Standards 1. give the different rules and regulations of the school.
2. Identify the different duties and responsibilities of a student.
C. Learning
Competencies/ First day of class/ class orientation
Objectives. Write
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages
2. Learner’s Material
page10s School form “ Kasunduan “
3. Textbook pages
4. Additional
Materials from Books about right conduct of a student
Learning Resource
(LR) portal
B. Other
Learning Guidance and counseling
Resources
III. PROCEDURES MATERIALS
A. ELICIT (5 mins)
Recall : students duties and responsibilities Manila paper

Motivation : Loop a word

B. ENGAGE (5 mins) B.
1. Be familiar on the classroom, teachers, classmates and Manila paper
school facilities.
2. Be oriented on the classroom and school rules ,
Policies and curriculum.

C. EXPLORE (15 mins) Pre-Activity Discussion

1. Words for study:
2. Reading and clarifying of the activity procedure
3. Precautionary measures
 Presents different situations in the school actual scenario.

D. Explain (5 mins)
Grouping of students for the activities

E. Elaborate (10 mins)

A student's duty includes:

1. Participate in learning opportunities.
2. Accept increasing responsibility for his or her learning.
3. Complete homework.
4. Attend school regularly and on-time.
5. Be part of a safe and positive learning environment.
6. Be responsible for his or her conduct at school and on the
way to and from school.

School responsibilities
Principals have the overall responsibility for making
sure that a student's health care needs are planned for
and supported by all school staff. They have the
following responsibilities. ... casual relief teachers
about students with health care needs. relevant staff
about health care services which visit the school.

F. EVALUATE (5 mins)
optional

G. EXTEND (5 minutes)
Assignment : Bring the following
1. One white cartolina
2. One pentel pen
3. One big plastic envelop

REFLECTION
Students enjoyed the day activities !
GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON LOG Date Learning Area Science
Day Quarter
LP
No.
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

Students grouping , group work or team work during class activities

B. Performance The learners shall be able to:

Standards 1. identify the different ways on how to work as a team ;
2. explain the importance of cooperation during group activities ;
3. give the do’s and don’t during classroom activities
C. Learning
Competencies/ Second day of class/ Mechanics during group activities .
Objectives. Write
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages
2. Learner’s Material
page10s School form “ Kasunduan “
3. Textbook pages
4. Additional Materials
from Learning Books about right conduct of a student
Resource (LR) portal
B. Other
Learning Guidance and counseling
Resources
III. PROCEDUR MATERIALS
ES
A. ELICIT (5 mins)
Recall : students duties and responsibilities Manila paper

Motivation : Jumbled letters

B. ENGAGE (5 B.
mins) 1. Establishing moral values in the students specially during Manila paper
group works.
2.Implementing classroom discipline and order among the
students by solving puzzle game
 C. EXPLORE (15 Pre-Activity Discussion
mins) 1. Words for study:
2. Reading and clarifying of the activity procedure
3. Precautionary measures

Students solve a puzzle game by group

D. Explain (5 mins)
Students explained their personal experience as a group on
how do they able solved the puzzle and what are the moral
lessons do they learned from the game

E. Elaborate (10 mins)

Moral Values
1. Kindheartedness
2. Self-reliance
3. Humility
4. Mutual Respect
5. Love
6. Justice
7. Freedom
8. Courage
9. Cleanliness of Body and Mind
10. Honesty/Integrity
11. Diligence
12. Cooperation
13. Moderation
14. Gratitude
15. Rationality
16. Public Spiritedness
F. EVALUATE (5 mins)
optional

G. EXTEND (5 minutes)
Assignment :
1. Be ready for a class officer election.

REFLECTION
Students enjoyed the day activities !
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

Standards 1. class officers election;
2. duties and responsibilities of class officers;
3. importance of class officers.

B. Performance The learners shall be able to:

Standards 1. elect classroom officers;
2. explain the duties and responsibilities of class officers ;
3. give the importance of class officers.
C. Learning
Competencies/ 3rd Day of the class / Setting the mood for effective learning environment of the
Class.
Objectives. Write
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages
2. Learner’s Material
page10s
3. Textbook pages
4. Additional
Materials from Books about right conduct of a student
Learning Resource
(LR) portal
B. Other
Learning Guidance and counseling
Resources
 III. MATERIAL
PROCEDURES S
A. ELICIT (5 mins)
Recall :What are the different Do’s and Don’t Manila
for students ! paper
Motivation : Identify the situations in all the
presented pictures
B. ENGAGE (5 mins) B.
1. Use of visual aids showing the grade 8 and 9 K to 12 Manila
curriculum paper
2 Show the school Rules ,policies and curriculum

C. EXPLORE (15 Pre-Activity Discussion

mins) 1. Words for study:
2. Reading and clarifying of the activity procedure
3. Precautionary measures

1. Presents the actual situations in the school

program.

1. Grouping of students for the activities

D. Explain (5 mins)

Students actively participate in the group activity.

E. Elaborate (10 mins)

Students presents their output for the day activity. The ff. are the
duties and responsibilities of class officers

President -The class President is responsible for providing

leadership, initiating class activities and programs, oversees the
other class officers, and develops strategies for strengthening the
class.

Vice President-The primary responsibility of the Vice President is to

assist the President in planning and implementing class Fundraisers
and activities.

Secretary-The secretary plays an important role in facilitating

communication among class officers and maintaining a formal
structure for class fundraisers.

Treasurer-The treasurer is most often called upon for strategic

planning and finances for every program the class undertakes.
 F. EVALUATE (5 mins)
optional

G. EXTEND (5 minutes)
Assignment :
1. Be ready for a Pre-Test.
2. Bring big notebook , paper and ballpen.

REFLECTION
Students enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

Standards 1. Pre-Test/Diagnostic Test;
2. strong and weak points of the lessons ;
3. The background of the lessons.

B. Performance The learners shall be able to:

Standards 1. Answer the 60 item diagnostic test.
2. Manifest discipline and honesty throughout the period.
C. Learning
Competencies/
Objectives. Write Pre- Test / Diagnostic test
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9
2. Learner’s Material
page10s K to 12 module in Science Grade 9
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science
 Learning Resource
(LR) portal
B. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
A. ELICIT (5
mins) Recall : Students identify the different rules during exam.
Motivation : physical fitness exercise for the mind and body

B. ENGAGE (5 B.
mins) 1. Background check of students stock knowledge.

C. EXPLORE (15 Pre-Activity Discussion

mins) 1. Reading and clarifying the directions of the test
2. explaining rules and regulations of the test

1. Test Proper

2. Students answer the given test

D. Explain (5
mins)

Students observed classroom discipline during the test

E. Elaborate (10
mins) Rules and Regulations during the examination
COMMON TEST RULES & INSTRUCTIONS
 
1.  All school rules must be observed throughout the entire test.
2.  Normal lessons will resume after the Common Test.
3.  Students are required to bring their own writing and mathematical instruments. 
No borrowing, lending or exchange of any materials is allowed during the
Common Test.
4.  Absentees must produce excuse letter coming from parents or medical
certificates from approved clinics or hospitals. Students who are absent without
valid reasons will be given a “0” for the paper.
 F. EVALUATE (5
mins) optional

G. EXTEND (5
Assignment :
minutes)
1. Give and explain the three layers of the earth.
2. Draw the three layers of the earth.
.

REFLECTION
Students finished and enjoyed the test .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

Standards 1. Item Analysis of the test;
2. strong and weak points of the lessons ;
3. remedial lessons for the least master items.

B. Performance The learners shall be able to:

Standards 1. Manifest active participation while checking the
diagnostic test.
2. Manifest discipline and honesty throughout the period.
C. Learning
Competencies/
Objectives. Write Item Analysis
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
K to 12 module grade 9
 pages
2. Learner’s Material
page10s K to 12 module in Science Grade 9
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science
Learning Resource
(LR) portal
B. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : Students identify the rules for checking the test
Motivation : community singing “Leron-leron Sinta”

B. ENGAGE (5 B.
mins) 1. Background check of students stock knowledge.

C. EXPLORE (15 Pre-Activity Discussion

mins) 1. Reading and clarifying the instructions for item analysis
2. explaining rules and regulations for checking the test

1. Checking and Item Analysis

2. Students answer the given test orally and explain the

correct response
D. Explain (5
mins)

Students observed classroom discipline during checking of test and

item analysis

E. Elaborate (10
mins) Item Analysis
Item Analysis is an important (probably the most important) tool
to increase test effectiveness. Each items contribution is
analyzed and assessed.
An item analysis provides three kinds of important information about
the quality of test items.
1.Item difficulty: A measure of whether an item was too easy or too
hard.
 2.Item discrimination: A measure of whether an item discriminated
between students who knew the material well and students who
did not.
3.Effectiveness of alternatives: Determination of whether distractors
(incorrect but plausible answers) tend to be marked by the less able
students and not by the more able students).
 

F. EVALUATE (5
mins) optional

G. EXTEND (5
Assignment :
minutes)
1. Be ready for the first lesson about “Respiratory System”.
2. Give the parts and functions of “Respiratory System”.

REFLECTION
Students finished and enjoyed the item analysis .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

1. how the different structures of the circulatory and respiratory systems work together to
Standards
transport oxygen-rich blood and nutrients to the different parts of the body

B. Performance The learners shall be able to:

Standards 1. conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from
the school or local health workers

C. Learning
Competencies/ explain how the respiratory and circulatory systems work together to transport
nutrients, gases, and other molecules to and from the different parts of the body;
Objectives. Write
the LC code for
each.
 II. CONTENT

C. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 5-7
2. Learner’s Material
page10s K to 12 module grade 9 page 3-8
3. Textbook pages Science work text page 1-3
4. Additional
Materials from Project ease , Any books in grade 9 science
Learning Resource
(LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III.
PROCEDURES
D. ELICIT (5 mins)
Recall : : Digestive System lesson from grade 8 and presenting
the respiratory system as the new lesson Visual Aid
Motivation : Video , visual , manila paper

E. ENGAGE (5 B.
mins) 1. Identify features of the respiratory system and its key parts ; Visual Aid
2. Describe the function of each part of the breathing system ;

F. EXPLORE (15 Pre-Activity Discussion

mins) 1. Words for study:
a. infection b. inhale or exhale c. exhale
2. Reading and clarifying of the activity procedure
3. Precautionary measures

1. Short video about respiratory system

2. Perform the ff. activities (refer to the given
module pp 3-6 )
a)What a Bunch of Grapes ! – model of
breathing system
b)Human Respiratory System- name and
describe each part ; identify their functions
 DVD/TV
G. Explain (5
Q1. What does each part of the Bunch of grapes
mins)
model represent in relation to the breathing
system? Visual Aid
Q2. How will you describe the pathway of oxygen
in the breathing system?
Q3. What will happen if one part of the system
failsH.
to carry out its(function
Elaborate 10 properly?
mins) *Cite instances where you feel difficulty in breathing? What
preventions can we give to avoid experiencing such difficulties?

Key Ideas:
1. The air we breathe through the nose , nasal
passages and then the trachea or windpipe
which separates into two branches , called
bronchial tubes , one entering each lung . Visual Aid
2. The bronchi subdivide many times inside the
lungs , analogous to the branching pattern of
grapes which finally becoming hair like tubes
called bronchioles .
3. In the last part of the terminal bronchioles are
tiny bubble-like bunch of structures called
alveoli or airsacs .

I. EVALUATE (5
mins) Students answer the given quiz (refer to quiz pad)
J. EXTEND (5
Assignment :
minutes)
3. Answer activity 2 in module grade 9 page 7-8
4. Describe how the movement of the diaphragm helps the air
go in and out of the lungs.

Reflection
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The Learners demonstrate an understanding of:

Standards how the different structures of the respiratory
system work to transport oxygen coming from the air
in exchange of carbon dioxide that is remove from
the body .

B. Performance The learners shall be able to:

Standards conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from
 the school or local health workers
C. Learning
Competencies/ explain how the respiratory and circulatory systems work together to transport
nutrients, gases, and other molecules to and from the different parts of the body;
Objectives. Write
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 7-8
2. Learner’s Material
page10s K to 12 module grade 9 page 7-8
3. Textbook pages Science work text page 4-5
4. Additional
Materials from Project ease , Any books in grade 9 science
Learning Resource
(LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : The parts and functions of respiratory System .
Motivation : short video , manila paper

B. ENGAGE (5
mins) 1. Construct an improvise respiratory system
2. explain the two process of respiration. Visual Aid

C. EXPLORE (15 Pre-Activity Discussion

mins) 1. Words for study:
a. contract b. relax
2. Reading and clarifying of the activity procedure
3. Precautionary measures

Hands on activity ( constructing the lung model)

Lung Model
 D. Explain (5
mins) Visual Aid
* What does each part of the constructed
lung model represent?
* What happens as you pull down the
balloon at the bottom of the model?
* What happens as you push up the
balloon?
* How does the movement of the
diaphragm cause the air to go in and out
of the lungs?
* What might happen if you prick the
balloon?
E. Elaborate (10
mins)
 Explain why doing body exercise is good to the lungs ?

KEY CONCEPTS
When you breathe in, or inhale, the diaphragm muscle contracts.
Inhaling moves the diaphragm down and expands the chest cavity.
Simultaneously, the ribs move up and increase the size of the chest
cavity. There is now more space and less air pressure inside the Visual Aid
lungs. Air pushes in from the outside where there is a higher air
pressure. It pushes into the lungs where there is a lower air
pressure. When you breathe out, or exhale, the diaphragm
muscle relaxes. The diaphragm and ribs return to their original
place. The chest cavity returns to its original size. There is now
less space and greater air pressure inside the lungs. It pushes
the air outside where there is lower air pressure.

F. EVALUATE (5
mins) Students answer the given quiz (refer to quiz pad)
G. EXTEND (5
Assignment :
minutes)
1. Answer activity 3 in module grade 9 page 9-10
2. Describe blood flow and gas exchange within the heart ,
circulatory system and lungs.

REFLECTION

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
 A. Content The Learners demonstrate an understanding of:
Standards how the different structures of the respiratory
system work to transport oxygen coming from the air
in exchange of carbon dioxide that is remove from
the body .

B. Performance The learners shall be able to:

Standards conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from
the school or local health workers
C. Learning
Competencies/ explain how the respiratory and circulatory systems work together to
Objectives. Write transport nutrients, gases, and other molecules to and from the different
the LC code for parts of the body;
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 8-9
2. Learner’s Material
page10s K to 12 module grade 9 page 9-11
3. Textbook pages Science work text page 5-6
4. Additional
Materials from Project ease , Any books in grade 9 science
Learning Resource
(LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : The breathing process in the lungs. Visual Aid
Motivation :” The fast and the wisest”game

B. ENGAGE (5
mins) 1.Describe blood flow and gas exchange within the
heart, circulatory system and the lungs;
2.Illustrate the gas exchange activity;
3.Explain the mechanism of how respiratory and
circulatory system work together.
C. EXPLORE (15 Pre-Activity Discussion
mins) 1. Words for study: a. transport b. nutrients
2. Reading and clarifying of the activity procedure
3. Precautionary measures

Perform the activity “ Just Go With the Flow” to discuss more about
gas exchange that take place in the respiratory and circulatory
 system( refer to page 9-11 of the given module).

D. Explain (5
mins)

1. How do the heart and the lungs work

together?
2. What takes place when you inhale and
exhale?
3. What does blood deliver to every part of
the body?
4.Why is oxygen important to your body?
5. How will you describe the sequence of
oxygen, carbon dioxide, and blood flow
in your own words?
E. Elaborate (10 Illustrate the blood flow and gas exchange in the heart and lungs
mins) using diagram and arrows. Color your work to show the distinction
of oxygen and carbon dioxide carried in the blood.
Key Ideas :

Air first enters your lungs and then into the left part of your heart. Visual Aid
It is then driven by your heart into the bloodstream, all the way
through your body. The heart pumps blood, which transports
essential nutrients, oxygen, and other chemicals to every cell in
your body. Once it reaches the cells, oxygen processes the nutrients
to release energy. Carbon dioxide is given off during this process.
The blood delivers carbon dioxide into the right portion of your
heart, from which it is pumped to the lungs. Carbon dioxide leaves
your body through the lungs when you exhale.

F. EVALUATE (5
mins) Students answer the given quiz (refer to quiz pad)
G. EXTEND (5
Assignment :
minutes)
1.Answer activity 4 in module grade 9 page 9-10
2.Describe blood flow and gas exchange within the heart ,
circulatory system and lungs.

REFLECTION

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
ol High School
 DAILY Date Learning Area Science
LESSON
LOG Day Quarter
LP
No.
I. OBJECTIVES

A. Content The Learners demonstrate an understanding of:

Standards how the different structures of the respiratory
system work to transport oxygen coming from the air
in exchange of carbon dioxide that is remove from
the body .

B. Performance The learners shall be able to:

Standards conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from
the school or local health workers
C. Learning
Competencies/ explain how the respiratory and circulatory systems work together to
Objectives. Write transport nutrients, gases, and other molecules to and from the different
the LC code for parts of the body;
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 9-10
2. Learner’s Material
page10s K to 12 module grade 9 page 11-12
3. Textbook pages Science work text page 6-7
4. Additional
Materials from Project ease , Any books in grade 9 science
Learning Resource
(LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : Watch the video about the clear process that occurs
in the circulatory system. Visual Aid
Motivation :Loop the Word game

B. ENGAGE (5
mins) 1. Identify the components of the circulatory
System ;
2. Explain the different types of circulation ;
3. Give the importance of circulation

C. EXPLORE (15 Pre-Activity Discussion

 mins) 1. Words for study: a. chambers b. valve
2. Reading and clarifying of the activity procedure
3. Precautionary measures

Continue the discussion about circulatory system, let the students

identify the parts and types of circulation with the use of visual aid.

D. Explain (5
mins)

1. What are the three indispensable

elements in the circulatory system ?
2. What are their function ?
3. What are the three types of blood
vessels ?
4. Differentiate the types of circulation?
E. Elaborate (10 Illustrate the blood flow and gas exchange in the heart and lungs
mins) using diagram and arrows. Color your work to show the distinction
of oxygen and carbon dioxide carried in the blood.
KEY CONCEPTS

The following are the three major parts of the circulatory

system, with their roles:
1. Heart – pumps the blood throughout the body Visual Aid
2. Blood vessel – carries the blood throughout the body 
Arteries - carry oxygenated blood away from the heart to the
cells, tissues and organs of the body  Veins - carry
deoxygenated blood to the heart  Capillaries - the smallest
blood vessels in the body, connecting the smallest arteries
to the smallest veins - the actual site where gases and
nutrients are exchanged
3. Blood – carries the materials throughout the body
F. EVALUATE (5
mins) Students answer the given quiz (refer to quiz pad)
G. EXTEND (5
Assignment :
minutes)
1. Answer activity 5 in module grade 9 page 16-17.
2. How does the heart function as a pump ?

REFLECTION
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

D. Content The Learners demonstrate an understanding of:

Standards how the different structures of the respiratory
system work to transport oxygen coming from the air
in exchange of carbon dioxide that is remove from
the body .

E. Performance The learners shall be able to:

Standards conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from
the school or local health workers
F. Learning
Competencies/ explain how the respiratory and circulatory systems work together to
Objectives. Write transport nutrients, gases, and other molecules to and from the different
the LC code for parts of the body;
each.
II. CONTENT

B. Reference
s
5. Teacher’s Guide
pages K to 12 module grade 9 page 13-14
6. Learner’s Material
page10s K to 12 module grade 9 page 16-17
7. Textbook pages Science work text page 6-7
8. Additional
Materials from Project ease , Any books in grade 9 science
Learning Resource
(LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III.
PROCEDURES
H. ELICIT (5 mins)
Recall : Review lesson about circulatory system
Motivation : Label the parts of circulatory system
 I. ENGAGE (5
mins) 1. Describe how the heart function
2. Explain how blood is pump by the heart

J. EXPLORE (15 Pre-Activity Discussion

mins) 1. Words for study: a. hollow b. fist
2. Reading and clarifying of the activity procedure
3. Precautionary measures

Study the human heart , identify its parts and functions. Explain how the blood is
pump by the heart.

K. Explain (5
mins)

1. What does the water inside the jar represent?

2. How will you compare the heart pump model and the human
heart?
3. How does the heart function as a pump?
4. Will the heart model be able to function properly if the straw is
blocked? Explain your answer.
L. Elaborate (10 Illustrate how the blood flow in the human heart .
mins)
KEY CONCEPTS

The heart is a hollow muscular organ, about the size of your fist, which
is located in the center of your chest between the lungs. It is a double
pump that pumps on the left and right sides. Every side is divided into
two chambers, the atrium and the ventricle, each of which has left and
right portion, totaling to four chambers altogether. The top chamber is
the atrium (plural: atria). The bottom chamber is called the ventricle.
The valve acts as a oneway door, allowing blood to flow either forward
into the next chamber, or out of the heart.

M. EVALUATE (5
mins) Students answer the given quiz (refer to quiz pad)
N. EXTEND (5
Assignment :
minutes)
1. Answer activity 6 in module grade 9 page 16-17.
2. Measure and describe your pulse rate after doing several activities.

REFLECTION
Students enjoyed the given activity .
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The Learners demonstrate an understanding of:

Standards how the different structures of the respiratory
system work to transport oxygen coming from the air
in exchange of carbon dioxide that is remove from
the body .

B. Performance The learners shall be able to:

Standards conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from
the school or local health workers
C. Learning
Competencies/ explain how the respiratory and circulatory systems work together to
Objectives. Write transport nutrients, gases, and other molecules to and from the different
the LC code for parts of the body;
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 14-15
2. Learner’s Material
page10s K to 12 module grade 9 page 17-19
3. Textbook pages Science work text page 7-8
4. Additional
Materials from Project ease , Any books in grade 9 science
Learning Resource
(LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : Give the different parts of the heart. How can we count
the BPM of our heart ?
Motivation : Identify the parts of the human heart Visual
Aid
B. ENGAGE (5
mins) 1. Measure and describe your pulse (heart rate) ;
2.Explain how to use different time intervals to
measure heart rate.
3. enumerate the importance of timing to find
pulse rate especially after strenuous activities.
C. EXPLORE (15 Pre-Activity Discussion
mins) 1. Words for study: a. systolic b. diastolic
2. Reading and clarifying of the activity procedure
3. Precautionary measures

Perform the activity “ The Rhythm of My Heart”

( refer to the given module page 17-19)

Module
grade 9
D. Explain (5 Visual Aid
mins)

Students presents the output of the activity

“Group Presentation”

E. Elaborate (10 1. What was your calculated resting pulse?

mins) 2. What was your pulse after exercising? Visual Aid
3. How would you differentiate your heart
rates before and after exercising?
4. What is the advantage of timing for a full
minute to find your pulse?

Application: Give safety measure to avoid

cardio-respiratory diseases.
Key Concept :

Each time your heart beats, it delivers oxygen-

rich blood to your body, which allows it to function properly.
Your heart rate or pulse is the number of times your heart beats
in a minute (BPM or beats per minute). Shorter time intervals
may be used in taking the pulse as long as it comes to 60 seconds
upon multiplying with a factor. When you are resting, your heart
rate slows down, as your body does not need as much blood as it
does when you exercise.
F. EVALUATE (5 1-5.Give different ways to avoid cardio-respiratory diseases
mins)
G. EXTEND (5
Assignment :
 minutes) 1. Answer activity 7 in module grade 9 page 19-21.
2. Explain why cigarette smoking is dangerous to
our heart .

REFLECTION
Students enjoyed the given activity .

GRADE 1 Schoo Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY l High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The Learners demonstrate an understanding of:

Standards * the prevention, detection, and treatment of diseases affecting the circulatory and
respiratory systems

B. Performance The learners should be able to:

Standards conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from
the school or local health workers
C. Learning
Competencies/ The learners should be able to:
Objectives. Write infer how one’s lifestyle can affect the functioning of respiratory and
the LC code for circulatory systems;
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 16
2. Learner’s Material
page10s K to 12 module grade 9 page 19-21
3. Textbook pages Science work text page 9-10
4. Additional
Materials from Project ease , Any books in grade 9 science
Learning Resource
(LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
 Resources
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : Identify some common community diseases . Visual Aid
Motivation : Do you smoke ? Why ?

B. ENGAGE (5 1. Be aware on the impacts of cigarette smoking in

mins) one’s health.
2. Describe the negative effects of cigarette
smoking in the respiratory and circulatory
system.
3.Construct a chart which sums up all the given
responses from the activity.
4. Develop self confidence in presenting the works
of the group.

C. EXPLORE (15
mins)
Pre-Activity Discussion
1. Words for study: a. illness b. chronic c. health Visual Aid
2. Reading and clarifying of the activity procedure
3. Precautionary measures

Perform the activity 8“ Cigarette smoking is dangerous

to your health”
( refer to the given module page 19-20 )

D. Explain (5
mins) Visual Aid
Group Presentation of output

E. Elaborate (10
mins) 1. How do cigarette smoking affects one’s Visual Aid
health ?
2. Enumerate the different diseases caused by
cigarette smoking ?

Application: Gather and write down information about the

different diseases affecting the respiratory and circulatory
system and their causes .

KEY CONCEPTS
Cigarette smoking harms nearly every organ in the body,
causing many illnesses and affecting health in general. The
negative effects of smoking on circulatory system include
increased heart rate and blood pressure, coronary heart
disease, arteriosclerosis, and vascular diseases. The respiratory
diseases caused by smoking are chronic bronchitis,
 emphysema, asthma , cough , colds ,tuberculosis ,lung cancer
and other respiratory diseases.
F. EVALUATE (5 1-5 . Enumerate the different diseases caused by
Cigarette smoking
mins)
G. EXTEND (5
Assignment :
minutes)
1. Answer activity 8 in module grade 9 page 22. Pen and
2. Explain the different ways of detecting and preventing Paper
heart diseases through story making and role playing.

REFLECTION

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The Learners demonstrate an understanding of:

Standards * the prevention, detection, and treatment of diseases affecting the circulatory and
respiratory systems

B. Performance The learners should be able to:

Standards conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from
the school or local health workers
C. Learning
Competencies/ The learners should be able to:
Objectives. Write infer how one’s lifestyle can affect the functioning of respiratory and
the LC code for circulatory systems; S9LT-lc-27
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 16
2. Learner’s Material
page10s K to 12 module grade 9 page 19-21
3. Textbook pages Science work text page 9-10
4. Additional
Materials from Project ease , Any books in grade 9 science
APEXBiology Unit IV The Organ Systems Lessons 11 & 12
Learning Resource 2
 (LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : Review the common community diseases .
Motivation : Watch videos about the prevention and cure for Visual Aid
respiratory and circulatory diseases.

B. ENGAGE (5 1. identify ways of detecting and preventing

mins) diseases in the respiratory and circulatory
diseases;
2. Appreciate the importance of healthy lifestyle in
avoiding such diseases;
3. Infer how one’s lifestyle can affect the
functioning of the respiratory and circulatory system.
C. EXPLORE (15 Pre-Activity Discussion
mins) 1. Words for study: a. lifestyle b. hygiene c. vices
2. Reading and clarifying of the activity procedure
3. Precautionary measures

Perform the activity “ Prevention is better than Cure”

( refer to the given module page 22-26 ) Module
D. Explain
Group presentation (5
of short drama skit showing the
mins) Visual aid
different ways how to prevent and cure respiratory
and circulatory diseases

E. Elaborate (10 1. How can lifestyle affect the functioning of

mins) the respiratory and circulatory systems?
2. How can these negative lifestyles be
changed?
3. What might happen if a person goes on with
a negative lifestyle such as what was Visual Aid
seen in the activity?

Application: How can we prevent respiratory and

Circulatory diseases?

KEY CONCEPTS
The best way to prevent diseases in the respiratory and
circulatory systems is to have a healthy lifestyle, which
includes balanced diet, regular exercise, adequate rest,proper
hygiene, and avoiding vices such as cigarette smoking and alcohol
 drinking.Circulatory and respiratory disease can easily be detected
with regular health check-up and physical screening.
F. EVALUATE (5 1-5 . Enumerate the different ways to prevent diseases
Pen & paper
mins)
In respiratory and circulatory system
G. EXTEND (5
Assignment :
minutes)
1. Compose a short poem/rap/song about how one’s
lifestyle can affect the function of the respiratory
system and recite it to the class.

REFLECTION
.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

Standards 1. Long Test;
2. strong and weak points of the lessons ;
3. The background of the lessons.

B. Performance The learners shall be able to:

Standards 1. Answer the 60 item diagnostic test.
2. Manifest discipline and honesty throughout the period.
C. Learning
Competencies/
Objectives. Write Unit test
the LC code for
each.
II. CONTENT

C. Reference
s
1. Teacher’s Guide
K to 12 module grade 9
 pages
2. Learner’s Material
page10s K to 12 module in Science Grade 9
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science
Learning Resource
(LR) portal
B. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
A. ELICIT (5
mins) Recall : Students identify the different rules during exam.
Motivation : physical fitness exercise for the mind Visual
Aid
and body
B. ENGAGE (5 B.
mins) 1. Background check of students stock knowledge.

C. EXPLORE (15 Pre-Activity Discussion

mins) 1. Reading and clarifying the directions of the test
2. explaining rules and regulations of the test

1. Test Proper
2. Students answer the given test

Test

Questions
D. Explain (5
mins)

Students observed classroom discipline during the test

E. Elaborate (10
mins) Rules and Regulations during the examination
COMMON TEST RULES & INSTRUCTIONS
 
1.  All school rules must be observed throughout the entire test.
2.  Normal lessons will resume after the Common Test.
3.  Students are required to bring their own writing and mathematical
instruments.No borrowing, lending or exchange of any materials
 is allowed during the Common Test.
4.Absentees must produce excuse letter coming from parents or
medical certificates from approved clinics or hospitals. Students
who are absent without valid reasons will be given a “0” for the
paper.

F. EVALUATE (5
mins) optional

G. EXTEND (5
Assignment :
minutes)
1. Be ready for the next lesson about Genetics..

REFLECTION

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

D. Content The learners demonstrate an understanding of:

Standards 1. Item Analysis of the test;
2. strong and weak points of the lessons ;
3. remedial lessons for the least master items.

E. Performance The learners shall be able to:

Standards 1. Manifest active participation while checking the
test.
2. Manifest discipline and honesty throughout the period.
F. Learning
Competencies/
Objectives. Write Item Analysis
 the LC code for
each.
II. CONTENT

D.Reference
s
5. Teacher’s Guide
pages K to 12 module grade 9
6. Learner’s Material
page10s K to 12 module in Science Grade 9
7. Textbook pages
8. Additional
Materials from Any books in grade 9 science
Learning Resource
(LR) portal
E. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : Students identify the rules for checking the test Visual Aid
Motivation : community singing “Leron-leron Sinta”

B. ENGAGE (5 1. Background check of students stock knowledge.

mins)

C. EXPLORE (15 Pre-Activity Discussion

mins) 1. Reading and clarifying the instructions for item analysis
2. explaining rules and regulations for checking the test

1. Checking and Item Analysis

2. Students answer the given test orally and explain the Visual Aid
D. Explain (5 correct response
mins)

Students observed classroom discipline during

checking of test and item analysis
 E. Elaborate (10
mins) Item Analysis
Item Analysis is an important (probably the most important) tool
Visual Aid
to increase test effectiveness. Each items contribution is
analyzed and assessed.
An item analysis provides three kinds of important information a
bout the quality of test items.
 Item difficulty: A measure of whether an item was too easy
or too hard.
 Item discrimination: A measure of whether an item
discriminated between students who knew the material
well and students who did not.
 Effectiveness of alternatives: Determination of whether
distractors (incorrect but plausible answers) tend to be
marked by the less able students and not by the more able
students.
F. EVALUATE (5
mins) optional

G. EXTEND (5
Assignment :
minutes)
1. Explain “Heredity”.
2. Review lesson about Mendel law of Heredity.

REFLECTION

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of ;

1. how genetic information is organized in genes
Standards
on chromosomes
2. the different patterns of inheritance
 B. Performance
Standards

C. Learning
Competencies/ The learners should be able to :
1. describe the location of genes in chromosomes;
Objectives. Write
2.explain the different patterns of non – Mendelian inheritance;
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 27-28
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 32-33
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science S9LT-Id-28
Learning Resource
(LR) portal
B. Other
Learning 1. BEAM: Second Year – Your Genetic Book of Life  APEXUnit 6 Genetics
Lesson 3 The Structure of DNA
Resources 2. explain the different patterns of non-Mendelian inheritance ; S9LT-Id-29
EASE Biology Module14
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : Review of Mendelian Law of Heredity.
Motivation : Jumbled letters Visual
Aid

B. ENGAGE (5
mins) 1. Explain Mendel law of heredity;
2. Give the different terms used in genetics;
3. Solve problems about genetics using a Punnett square.

Pre-Activity Discussion
1. Words for study:
a. pure breed b. cross breed c. characteristics Visual Aid
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures
mins)

Students answer the given pre-test and explain the correct Questioner
response
 Students analyzed and solve problems about genetics.

D. Explain (5 1. Who is the father of genetics ?

mins) 2. Why siblings of one family have common characteristics ? Visual Aid
3. Explain how can we show the genotype and phenotype of
offspring of a given parents ?

E. Elaborate (10
mins)
Applications:
Show the genotype and phenotype of two cross between pure
breed red flower and pure breed white flower.

Key Concepts:
Gregor Mendel is the father of geneticts. He studied the
inheritance of traits in pea plants and developed the law of
inheritance. He found that the plants offspring retained traits
of parents. Punnett square is used to help solve genetics
problems.

F. EVALUATE (5 Explain the following

1.Law of Dominance
mins)
2. Law of segregation
I.Evaluating learning 3. Law of independent assortment

G. EXTEND (5
Assignment :
minutes)
1.Explain “incomplete dominance”
2.Solve problems showing incomplete dominance..

REFLECTION

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
 A. Content The learners demonstrate an understanding of ;
1. how genetic information is organized in genes
Standards
on chromosomes
2. the different patterns of inheritance

B. Performance
Standards

C. Learning
Competencies/ The learners should be able to :
1. describe the location of genes in chromosomes;
Objectives. Write
2.explain the different patterns of non – Mendelian inheritance;
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 27-28
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 32-33
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science S9LT-Id-28
Learning Resource
(LR) portal
B. Other
Learning 3. BEAM: Second Year – Your Genetic Book of Life  APEXUnit 6 Genetics
Lesson 3 The Structure of DNA
Resources 4. explain the different patterns of non-Mendelian inheritance ; S9LT-Id-29
EASE Biology Module14
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : Review of Mendelian Law of Heredity.
Motivation : show samples of genetics problems Visual
Aid

B. ENGAGE (5
mins) 1. Explain incomplete dominance pattern of
inheritance .
2. Illustrate by means of punnet square across
involving incomplete dominance pattern of
inheritance .
 Pre-Activity Discussion
1. Words for study:
a. offspring b. genotype c. phenotype
C. and
2. Reading EXPLORE (15
clarifying of the activity procedure
mins)
3. Precautionary measures Perform the activity “ Phenotypes and Genotypes in
incomplete dominance” ( refer to the given module
page 34-36

Visual Aid

Students analyzed and solve problems about genetics.

Visual
Aid
D. Explain (5 1. How many types of gametes will each parent
mins) produce in problem # 1 ?
2. What is phenotype of a heterozygous four o’clock Visual Aid
flower?
3. What are the possible genotype & phenotype of
E. Elaborate (10 the offspring from the cross of the parent plants
mins) in problem # 1 & 2 ?

Application : A red carnation is crossed w/ a white carnation & the

resulting offspring are all pink. What would be the result of a cross
between a pink and a white carnation?

Key Ideas:
1. Incomplete dominance is a form of intermediate
inheritance in which one allele for a specific trait
is not completely dominant over the other allele.
This results in a third phenotype in which
expressed physical trait is a combination of the
dominant and recessive phenotypes.
F. EVALUATE (5 Direction : Solve the given genetic problem using a
mins) punnette square
I.Evaluating learning 1.Pink four o’clock flower was crossed with white four o’clock flower plant , Pen and paper
using a punnette square give the genotypic ratio and phenotypic ratio of
the possible offspring.

G. EXTEND (5
Assignment :
minutes)
1. Explain “codominace”
2. Solve problems showing law of codominance.

REFLECTION

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
ol High School
DAILY Date Learning Area Science
LESSON
LOG Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of ;

1. how genetic information is organized in genes
Standards
on chromosomes
2. the different patterns of inheritance

B. Performance
Standards

C. Learning
Competencies/ The learners should be able to :
1. describe the location of genes in chromosomes;
Objectives. Write
2.explain the different patterns of non – Mendelian inheritance;
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 28-29
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 35-36
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science S9LT-Id-29
Learning Resource
(LR) portal
B. Other
Learning 5. BEAM: Second Year – Your Genetic Book of Life  APEXUnit 6 Genetics
Lesson 3 The Structure of DNA
Resources 6. explain the different patterns of non-Mendelian inheritance ; S9LT-Id-29
EASE Biology Module14
III. Materials
PROCEDURES
A. ELICIT (5 mins)
Review : Incomplete Dominance Visual Aid
Motivation : Jumbled lett

B. ENGAGE (5 1. Explain codominance pattern of inheritance .

mins) 2. Illustrate by means of punnet square across
involving codominance pattern of inheritance .

Pre-Activity Discussion
1. Words for study:
 a. allele b. homozygous c. heterozygous
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures
mins)

Perform the activity “ Mystery Bull”

( refer to the given module page 36-39) Activity sheet

Solve problems about codominance law of

heredity

D. Explain (5 1. What are the possible phenotypes of the

mins) calves for each cow? Pen and Paper
2. Do you think you will make Mang Marcelino
happy about the result of your investigation?
3. How would you apply what you have learned
E. Elaborate (10 to improve the breeds of livestock in your
mins) area?

Application : possible suggestions can you give to

animal breeders in your area?

Key Ideas

In codominance, both alleles are expressed equally in

the phenotype of the heterozygote. For example, red
cows crossed with white cows will have offspring that
are roan cows. Roan refers to cows with red hair and
white blotches.
F. EVALUATE (5 Give the possible genotype and phenotype of the offspring
mins) between two Roan cows , use a punnette square to show
your answer.
I.Evaluating learning
G. EXTEND (5
Assignment: Pen and paper
minutes)
1. Explain multiple alleles and give examples.

REFLECTION
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

D. Content The learners demonstrate an understanding of ;

1. how genetic information is organized in genes
Standards
on chromosomes
2. the different patterns of inheritance

E. Performance
Standards

F. Learning
Competencies/ The learners should be able to :
1. describe the location of genes in chromosomes;
Objectives. Write
2.explain the different patterns of non – Mendelian inheritance;
the LC code for
each.
II. CONTENT

C. Reference
s
5. Teacher’s Guide
pages K to 12 module grade 9 page 29-31
6. Learner’s Material
page10s K to 12 module in Science Grade 9 page 36-38
7. Textbook pages
8. Additional
Materials from Any books in grade 9 science S9LT-Id-29
Learning Resource
(LR) portal
D. Other
Learning 7. BEAM: Second Year – Your Genetic Book of Life  APEXUnit 6 Genetics
Lesson 3 The Structure of DNA
Resources 8. explain the different patterns of non-Mendelian inheritance ; S9LT-Id-29
EASE Biology Module14
III. Materials
PROCEDURES
H. ELICIT (5 mins)
Review : Law of Codominance Visual Aid
Motivation : Jumbled letter
I. ENGAGE (5 1. Explain the multiple alleles in human blood types.
mins) 2. Illustrate by means of punnet square across
involving the genotypes and phenotypes of
human blood types of off springs.
Pre-Activity Discussion
1. Words for study:
a. antigen b. anti-bodies c. hormones
 2. Reading and clarifying of the activity procedure
3. Precautionary measures
J. EXPLORE (15
mins)

Perform the activity “ What’s your blood types”

(refer to the given module page 39-41) Activity sheet

Solve problems about multiple alleles

(Identify the blood types of offspring given the
Blood types of both parents)

K. Explain (5 1. What blood type (or types) can be found in an

mins) offspring if a mother has type A blood and the
father has type B blood?
2. What blood type (or types) can be found in
an offspring if a mother has type AB blood visual aid
L. Elaborate (10 and the father has type B blood?
mins) 3. What blood type (or types) can be found in an
offspring if a mother has type O blood and
the father has type B blood?

Key Ideas

In humans, there are four blood types

(phenotypes): A, B, AB, O.
Blood type is controlled by three alleles: A, B,
O.
O is recessive, two O alleles must be present
for a person to have type O blood.
A and B are codominant. If a person receives
an A allele and a B allele, their blood type is
type AB.

M. EVALUATE (5 Give the possible blood type of the offspring whose mother
mins) Blood type is O and father AB. Make a punnette to show
your solution
I.Evaluating learning
N. EXTEND (5
Assignment: Pen and paper
minutes)
2. Explain sex link and sex limited. Give examples
At least five examles.

REFLECTION
GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of ;

1. how genetic information is organized in genes
Standards
on chromosomes
2. the different patterns of inheritance

B. Performance
Standards

C. Learning
Competencies/ The learners should be able to :
1. describe the location of genes in chromosomes;
Objectives. Write
2.explain the different patterns of non – Mendelian inheritance;
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 31-33
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 38-39
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science S9LT-Id-29
Learning Resource
(LR) portal
B. Other
Learning 9. BEAM: Second Year – Your Genetic Book of Life  APEXUnit 6 Genetics
Lesson 3 The Structure of DNA
Resources 10. explain the different patterns of non-Mendelian inheritance ; S9LT-Id-29
EASE Biology Module14
III. Materials
PROCEDURES
A. ELICIT (5 mins)
Review : Review of non-mendelian Law of Heredity. Visual Aid
Motivation : looped a word
B. ENGAGE (5 Described sex-influenced and sex-limited
mins) traits
2. Solve problems involving sex-influenced and
sex-limited traits
3. Give examples of sex link traits.
Pre-Activity Discussion
 1. Words for study:
a. dominant b. recessive c. testesterone
2. Reading and clarifying of the activity procedure
3. Precautionary measures
Perform the activity “ when gender Matters”
C. EXPLORE (15 ( refer to the given module)
mins)

Activity sheet

Solve problems about sex limited and sex

Influenced traits

D. Explain (5 Q1. Can you give other examples of sex-limited

mins) traits ?
Q2. Predict the genotypic and phenotypic ratios
in the offspring if the mother is bald and the
Father is not bald . Perform a cross using
E. Elaborate (10 the punnet square .
mins) Q3. In what way are sex-limited and sex
influenced traits similar ?

Application : What is the main difference between Paper and pen

sex-limited and sex-influenced traits

Key Ideas
1.Sex – limited traits are those that are
expressed exclusively in one sex .
2. Sex-influenced traits are expressed in both
sexes but more frequently in one than
in the other sex.
F. EVALUATE (5 Give the possible characteristics of the offspring of a carrier Paper and pen
mins) woman of color blindness and a color blind man. Show your
answer using a punnette square.
I.Evaluating learning
G. EXTEND (5
Assignment: Notebook
minutes)
1. Explain how can we determine the gender of the
Offspring.
2. Give the ratio between boy and girl
in a given problem .

REFLECTION
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of ;

1. how genetic information is organized in genes
Standards
on chromosomes
2. the different patterns of inheritance

B. Performance
Standards

C. Learning
Competencies/ The learners should be able to :
1. describe the location of genes in chromosomes;
Objectives. Write
2.explain the different patterns of non – Mendelian inheritance;
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 33-34
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 39-40
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science S9LT-Id-29
Learning Resource
(LR) portal
B. Other
Learning 11. BEAM: Second Year – Your Genetic Book of Life  APEXUnit 6 Genetics
Lesson 3 The Structure of DNA
Resources 12. explain the different patterns of non-Mendelian inheritance ; S9LT-Id-29
EASE Biology Module14
III. Materials
PROCEDURES
A. ELICIT (5 mins)
Review : Review of non-mendelian Law of Heredity. Visual Aid
Motivation : Jumbled letters
B. ENGAGE (5 1.Discuss how sex in humans is determined ;
mins)
 2. Identify the sex chromosomes that determine the
gender of the offspring ;
3.Make a punnete square to show the ratio between
boy and girl offspring.
Pre-Activity Discussion
1. Words for study:
a. chromosomes b. punnette c. gene
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15
mins)
Pen and paper
Perform the activity “ Boy or Girl”
( refer to the given module)

Solve problems about sex determination

D. Explain (5 1. What will be the sex of a child produced when

mins) an egg is fertilized by a sperm that has a
Y chromosome?
2. What type of sperm must fertilize an egg to
result in a female child?
E. Elaborate (10 3. Based on this Punnett Square, what percent of
mins) children would you expect to be male?
4. Which sex chromosome is present in both male
and female?

Application : Determine the gender of the child show

the genotype and phenotype by using a
punnette square.

Key Concepts
 Males have 44 body chromosomes and two sex
chromosomes X and Y. The males determine the
sex of their children. Females have 44 body
chromosomes and two sex chromosomes, both X.
The total number in each cell of an individual is 46.
These chromosomes contain the genes, which are
the factors of heredity
F. EVALUATE (5 Give the possible gender of the offspring using a punnette
mins) square
I.Evaluating learning
G. EXTEND (5
Assignment: Notebook
minutes)
1. Define DNA
2. Give the different parts of DNA
3. Make a DNA origami.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of ;

1. how genetic information is organized in genes
Standards
on chromosomes
2. the different patterns of inheritance

B. Performance
Standards

C. Learning
Competencies/ The learners should be able to :
1. describe the location of genes in chromosomes;
Objectives. Write
2.explain the different patterns of non – Mendelian inheritance;
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 34-35
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 40-41
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science S9LT-Id-29
Learning Resource
(LR) portal
B. Other
Learning 13. BEAM: Second Year – Your Genetic Book of Life  APEXUnit 6 Genetics
Lesson 3 The Structure of DNA
Resources 14. explain the different patterns of non-Mendelian inheritance ; S9LT-Id-29
EASE Biology Module14
III. Materials
PROCEDURES
 A. ELICIT (5 mins)
Review : Review of non-mendelian Law of Heredity. Visual Aid
Motivation : Jumbled letters
B. ENGAGE (5  define DNA
mins)  Identify the components of a DNA molecule
 Construct a model of a DNA molecule

Pre-Activity Discussion
1. Words for study:
a. nucleotides b. double stranded-helix
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15
mins)
Pen and paper
Perform the activity “ DNA modeling”
( refer to the given module page 51)

Draw the structure of the DNA and label the parts.

D. Explain (5 Q1. What are the common parts of a

mins) nucleotide?
Q2. What is the one part the nucleotide that
differs among other different nucleotides ?
Q3. List the different kinds of nitrogen bases ?
E. Elaborate (10
mins) Application : Give different application of DNA
engineering .

Key Ideas:
1. DNA is composed of chains of nucleotides built
on a sugar and phosphate backbone and wrapped
around each other in the form of a double helix.
2. The backbone supports four bases : guanine ,
cytosine , adenine and thymine.
3. Guanine and cytosine are complementary , always
appearing opposite to each other on the helix , as
adenine and thymine. This is critical in the
reproduction of the genetic material , as it allows
a strand to divide and copy itself , since it only
needs half of the material in the helix to duplicate
successfully.

F. EVALUATE (5
mins) Label the parts pf the given DNA model
I.Evaluating learning
 G. EXTEND (5
Assignment: Notebook
minutes)
1. Be ready for a unit test , review lessons about
Law of heredity and DNA

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of ;

1. how genetic information is organized in genes
Standards
on chromosomes
2. the different patterns of inheritance

B. Performance
Standards

C. Learning
Competencies/ The learners should be able to :
1. describe the location of genes in chromosomes;
Objectives. Write
2.explain the different patterns of non – Mendelian inheritance;
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 36-37
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 41-42
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science S9LT-Id-29
Learning Resource
(LR) portal
B. Other
Learning 15. BEAM: Second Year – Your Genetic Book of Life  APEXUnit 6 Genetics
Lesson 3 The Structure of DNA
Resources 16. explain the different patterns of non-Mendelian inheritance ; S9LT-Id-29
 EASE Biology Module14
III. Materials
PROCEDURES
A. ELICIT (5 mins)
Review : Review of mendelian & non-mendelian
Law of Heredity. Visual Aid
Motivation : Jumbled letters
B. ENGAGE (5  define sex linked traits
mins)  Give other examples of sex linked traits
 Solve problems about sex linked traits.

Pre-Activity Discussion
1. Words for study:
a. limited b. influenced c. linked
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15
mins)
Perform the given activity in table 3 & 4

Pen and paper

( refer to the given module page 5)

Analyzed the data in table 5

D. Explain (5 1. What is the genotype of the male?

mins) 2. What is the genotype of the female?
3. What is the chance that the child will be color-
blind?
4. What is the chance that a daughter will be
E. Elaborate (10 color-blind?
5. What is the chance that a son will be
mins)
color-blind?
Application: Solve problems about sex
Key Ideas:
A sex-linked trait is on the X chromosome. Females
have two X chromosomes; they can inherit or carry
the trait without being affected if it acts in a
recessive manner.

F. EVALUATE (5 Hemophilia is a disease caused by a gene found on the X

mins) chromosome. Therefore, it is referred to as a sex-linked disease.
The recessive allele causes the disease. A man with hemophilia
I.Evaluating learning
marries a woman that is homozygous dominant for the trait.
Make a key for the trait.
XH=____________Xh = _____________
 Illustrate using a Punnett square the probability that their
children will have the disease.

G. EXTEND (5
Assignment: Notebook
minutes)
1. Make a model of DNA and label its parts.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A.Content Standards The learners demonstrate an understanding of ;

how changes in the environment may affect species extinction

B.Performance make a multimedia presentation of a timeline of extinction of representative

Standards microorganisms, plants, and animals

A. Learning
Competencies/ relate species extinction to the failure of populations of organisms to adapt to abrupt
changes in the environment.
Objectives. Write
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 40-41
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 43-44
3. Textbook pages
4. Additional
Materials from S9LT-Ie-f-30
Learning Resource
(LR) portal
B. Other
BEAMLearning Guide Biology Food for Life  BEAMLearning Guide Biology Creating
Learning Energy for Life  EASEBiology Module 4 Photosynthesis  EASE Biology Module 5
Resources Cellular Respiration  APEXBiology Unit 3 Life Energy
 III.
PROCEDURES
A. ELICIT (5 mins)
Review : Review lessons about ecosystem
Visual Aid
Motivation : looped the word
B. ENGAGE (5 Define population , biodiversity and community
mins) Calculate the Index of Diversity using the formula :
Index of Diversity=# of species x # of runs
# of trees
Explain the importance of biological diversity.

Pre-Activity Discussion
1. Words for study:
a. species b. diversity c. variety
2. Reading and clarifying of the activity procedure Visual Aid
3. Precautionary measures

C. EXPLORE (15
mins)
Perform the activity “ Index of Diversity”
( refer to the given module page 64)

Present data and tables about activity 1

“Index of Diversity”
D. Explain (5 Q 1. Compare how your tree I.D. would be
mins) different in a vacant lot than that in
a grass lawn. Explain your answer.
Q 2. If humans were concerned about
biological diversity, would it be best to
E. Elaborate (10 have a low or high ID for a particular
mins) environment? Explain your answer.

Application : Explain the importance of biological

diversity .
Key Ideas:
1. Population pertains to the number of
organisms of the same speciesliving in a
certain place.
Biodiversity refers to the variety of life in
an area.
Communities with many different species
(a high index of diversity) will be able to
withstand environmental changes better
than communities with only a few species
(a low index of diversity).
 F. EVALUATE (5 Fill in the Blank
mins) 1.___________ the total number of organisms of the same
species inhabiting a place at the same time.
I.Evaluating learning
2.___________ refers to the variety of life in an area.
3.___________ a species in which the number of individuals
falls so low that extinction is possible.
4.___________ the number of individuals in an area.
5.___________ removing or clearing of a forest to include the
cutting of all trees, mostly for agricultural or urban use
G. EXTEND (5
Assignment: Notebook
minutes)
1. Explain the following :
a. Population density
b. Limiting factors
c. Carrying capacity
REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The Learners demonstrate an understanding of:

Standards how the different structures of the respiratory
system work to transport oxygen coming from the air
in exchange of carbon dioxide that is remove from
the body .

B. Performance The learners shall be able to:

Standards conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from
the school or local health workers
C. Learning
Competencies/ explain how the respiratory and circulatory systems work together to
Objectives. Write transport nutrients, gases, and other molecules to and from the different
the LC code for parts of the body;
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 13-14
2. Learner’s Material
page10s K to 12 module grade 9 page 16-17
3. Textbook pages Science work text page 6-7
4. Additional
Materials from Project ease , Any books in grade 9 science , Grade 9 Laboratory Manual
Learning Resource
 (LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)
Recall : Review lesson about circulatory system
Motivation : Label the parts of circulatory system Visual Aid

B. ENGAGE (5
mins) 1. Dissect a pig’s heart/chicken’s heart. Dissecting sets,
2. Identify the parts and their functions. Pig’s heart/chicken’s
heart
Pre-Activity Discussion
1. Words for study: a. chambers b. thin flaps
2. Reading and clarifying of the laboratory procedure
3. Precautionary measures

C. EXPLORE (15
mins) Answer Laboratory Manual Experiment 1.
“ Structure of the Heart”

Laboratory Manual

What are the parts and functions of the heart ?

D. Explain (5
mins) 1. How many chambers are there ?
2. What do you call the upper chambers? Pig’s heart/chicken’s
3. What a)receives blood from the veins and heart
pumps it to the right ventricle?
b)receives oxygenated blood from the
lungs and pumps to the left
ventricle?
E. Elaborate (10
mins) Application : How can lifestyle influence affects the
functioning of the heart ?
KEY CONCEPTS
The heart is a hollow muscular organ, about the
size of your fist, which is located in the center of
your chest between the lungs. It is a double pump
that pumps on the left and right sides. Every side is
divided into two chambers, the atrium and the ventricle,
 each of which has left and right portion, totaling to four
chambers altogether. The top chamber is the atrium
(plural: atria). The bottom chamber is called the ventricle.
The valve acts as a oneway door, allowing blood to flow
either forward into the next chamber, or out of the heart.
F. EVALUATE (5
mins) optional
G. EXTEND (5
Assignment :
minutes)
1. Bring pencil and calculator.
2. Be ready to answer Laboratory manual experiment
2 “ Inherited Human Traits

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of ;

1. how genetic information is organized in genes
Standards
on chromosomes
2. the different patterns of inheritance

B. Performance
Standards

C. Learning The learners should be able to :

Competencies/ 1. describe the location of genes in chromosomes;
Objectives. Write 2.explain the different patterns of non – Mendelian inheritance;
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 35-36
2. Learner’s Material
page10s K to 12 module grade 9 page 45-46
3. Textbook pages Science work text page 6-7
 4. Additional
Materials from Project ease , Any books in grade 9 science , Grade 9 Laboratory Manual
Learning Resource
(LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)
Recall : Review lesson about “Genetics”
Motivation : Massage the back of your
classmates Visual Aid

B. ENGAGE (5
mins) 1. Observe one’s physical traits pencil & calculator
2. Determine the dominant and recessive traits

Pre-Activity Discussion
1. Words for study: a. traits b. genes
2. Reading and clarifying of the laboratory procedure
3. Precautionary measures

C. EXPLORE (15
mins)
Answer Laboratory Manual Experiment 2.
“ Inherited Human Traits”

Laboratory Manual

Pencil and test

What traits are most common among the students
in your class.

1.List the dominant traits you inherited to your parents

D. Explain (5 2.Are dominant and recessive traits expressed/observed?
mins) 3.When are recessive traits expressed?
4.What traits are common in your group?

Application : What is the advantage of performing prenatal

Screening among mothers with high risk chromosomal
abnormality?

E. Elaborate (10 Key Concepts:

mins) Gregor Mendel is the father of geneticts. He studied the
 inheritance of traits in pea plants and developed the law
of inheritance. He found that the plants offspring
retained traits of parents. Punnett square is used to
help solve genetics problems.

F. EVALUATE (5
mins) optional
G. EXTEND (5
Assignment :
minutes)
3. Bring pictures of blood illustration
4. Be ready to answer Laboratory manual experiment
3 “ Blood Types”

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of ;

1. how genetic information is organized in genes
Standards
on chromosomes
2. the different patterns of inheritance

B. Performance
Standards

C. Learning The learners should be able to :

Competencies/ 1. describe the location of genes in chromosomes;
Objectives. Write 2.explain the different patterns of non – Mendelian inheritance;
the LC code for
each.
 II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 36-37
2. Learner’s Material
page10s K to 12 module grade 9 page 46-47
3. Textbook pages Science work text page 6-7
4. Additional
Materials from Project ease , Any books in grade 9 science , Grade 9 Laboratory Manual
Learning Resource
(LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)
Recall : Review lesson about “Genetics”
Motivation : Why is blood type O considered Visual Aid
As “universal donor” ?

B. ENGAGE (5
mins) 1. Describe the different types of blood Blood illustrations
2. Investigate which blood is the most useful in blood
transfusion

Pre-Activity Discussion
1. Words for study: a. antigen b. antibody
2. Reading and clarifying of the laboratory procedure
3. Precautionary measures
C. EXPLORE (15
mins)
Answer Laboratory Manual Experiment 3.
“ Blood Types”

Laboratory Manual

Pencil and test

Conclude the blood type matching on table 6 and
Answer the guide questions.

1.Which blood type can safely receive a transfusion of type

D. Explain (5 A blood? Type O ?
mins) 2.If some blood types are not available, how will type O be
 Useful?
3.Why should hospitals have an adequate supply of
different types of blood?

Application : Give the different alleles for each type of blood

E. Elaborate (10
Key Concepts:
mins)
In humans, there are four blood types
(phenotypes): A, B, AB, O.
Blood type is controlled by three alleles: A, B,
O.
O is recessive, two O alleles must be present
for a person to have type O blood.
A and B are codominant. If a person receives
an A allele and a B allele, their blood type is
type AB.

F. EVALUATE (5
mins) optional
G. EXTEND (5
Assignment :
minutes)
1. Answer exercise A Respiratory System in the
Laboratory manual experiment

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The Learners demonstrate an understanding of:

Standards how the different structures of the respiratory
system work to transport oxygen coming from the air
in exchange of carbon dioxide that is remove from
the body .
 B. Performance The learners shall be able to:
Standards conduct an information dissemination activity on effective ways of
taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers

C. Learning
Competencies/
Explain how the respiratory and circulatory systems work together to transport nutrients,
Objectives. Write
the LC code for gases, and other molecules to and from the different parts of the body;
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 37-38
2. Learner’s Material
page10s K to 12 module grade 9 page 47-48
3. Textbook pages Science work text page 6-7
4. Additional
Materials from Project ease , Any books in grade 9 science , Grade 9 Laboratory Manual
Learning Resource
(LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)
Recall : Review lesson about organ system
Motivation : present a picture of respiratory Visual Aid
system
B. ENGAGE (5
mins) 1. Identify the parts and function of each part of the Picture of
respiratory system . Respiratory System
2. Describe the process when one inhales and exhales
3. Determine how one must take care of his
Respiratory system.

Pre-Activity Discussion
1. Words for study: a. inhale b. exhale
2. Reading and clarifying of the laboratory procedure
3. Precautionary measures
EXPLORE (15 mins

Answer Laboratory Manual Exercise A..

Respiratory System
 Laboratory Manual

Pencil and test

Identify the respiratory organ that is being describe.

1.What is the organ that serves as the starting point of

C. Explain (5 The respiratory system?
mins) 2.What happens to the following when one inhales and
Exhale ?
3.What should one do to prevent lung diseases?
Application : Arrange the following steps on the proper
Pathway for breathing purposes.

Key Concepts:
D. Elaborate (10 Air first enters your lungs and then into the left part of your
mins) heart. It is then driven by your heart into the bloodstream,
all the way through your body. The heart pumps blood,
which transports essential nutrients, oxygen, and other
chemicals to every cell in your body. Once it reaches the
cells, oxygen processes the nutrients to release energy.
Carbon dioxide is given off during this process. The blood
delivers carbon dioxide into the right portion of your heart,
from which it is pumped to the lungs. Carbon dioxide
leaves your body through the lungs when you exhale.

E. EVALUATE (5
mins) optional
F. EXTEND (5
Assignment :
minutes)
2. Answer exercise B “Multiple Allele” in the
Laboratory manual experiment

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
 I. OBJECTIVES

A. Content The learners demonstrate an understanding of ;

1. how genetic information is organized in genes
Standards
on chromosomes
2. the different patterns of inheritance

B. Performance
Standards

C. Learning The learners should be able to :

Competencies/ 1. describe the location of genes in chromosomes;
Objectives. Write 2.explain the different patterns of non – Mendelian inheritance;
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 37-38
2. Learner’s Material
page10s K to 12 module grade 9 page 47-48
3. Textbook pages Science work text page 6-7
4. Additional
Materials from Project ease , Any books in grade 9 science , Grade 9 Laboratory Manual
Learning Resource
(LR) portal
B.Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)
Recall : Review lesson about “Blood Types” Visual Aid

Motivation : Give the genotypes of the given blood

B. ENGAGE (5
mins) 1. Solve genetics problems on multiple alleles Blood illustrations

Pre-Activity Discussion
1. Words for study: a. antigen b. antibody
2. Reading and clarifying of the laboratory procedure
3. Precautionary measures

H. EXPLORE (15
mins)
 Answer Laboratory Manual exercise B.
“ Multiple Alleles

Laboratory Manual

Pencil and test

Solve genetics problems

1.What are the blood types of the children?

I. Explain (5 2. Leila is the 5th daughter of the couple , laboratory test
mins) Reveal That she is type O. Give your opinion to this.

Application : More genetics problems

Key Concepts:
In humans, there are four blood types
J. Elaborate (10 (phenotypes): A, B, AB, O.
mins) Blood type is controlled by three alleles: A, B,
O.
O is recessive, two O alleles must be present
for a person to have type O blood.
A and B are codominant. If a person receives
an A allele and a B allele, their blood type is
type AB.

K. EVALUATE (5
mins) optional
L. EXTEND (5
Assignment :
minutes)
1. Explain the following
a. Population
b. Population density
c. Limiting Factor
REFLECTION
Students enjoyed the given activity .
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of ;

how changes in the environment may affect species extinction

B. Performance make a multimedia presentation of a timeline of extinction of representative

Standards microorganisms, plants, and animals

C. Learning
Competencies/ relate species extinction to the failure of populations of organisms to adapt to
abrupt changes in the environment.
Objectives. Write
the LC code for S9LT-le-f-30
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 41-42
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 68-69
3. Textbook pages
4. Additional Materials
from Learning Project Ease science Biology
Resource (LR) portal
B. Other
BEAMLearning Guide Biology Food for Life  BEAMLearning Guide Biology
Learning Creating Energy for Life  EASEBiology Module 4 Photosynthesis  EASE Biology
Resources Module 5 Cellular Respiration  APEXBiology Unit 3 Life Energy

III. PROCEDURES
A. ELICIT (5 mins)
Review : Review lesson about biodiversity
(Looped the words) Visual Aid

B. ENGAGE (5 mins) Motivation : Jumbled Letters

Objectives:
1. Define population
2. Calculate population density using the formula :
Population of Density= # of individuals
Size of area
3. Explain the different factors affecting
population size .
4. Explain the importance of family planning.
 Pre-Activity Discussion
1. Words for study:
a. density b. transfer c. limit d. birth d, death
2. Reading and clarifying of the activity procedure Visual Aid
3. Precautionary measures

C. EXPLORE (15
mins)
Perform the activity “ Population Density”
( refer to the given module page 68)

Present data and tables about activity 3

“Population Density”

D. Explain (5 mins) Q 1. Compare the distribution patterns of

the three populations.
Q 2. Which population has the greatest
density ?
E. Elaborate (10 mins) Q 3. Infer from recorded data from the
possible causes for the differences in
the population density.

Application : Describe how a population’s density can

be used to learn about the needs and characteristics of
that population.
Key Ideas:
1. Population sizes vary among organisms.
They change with the number of births and
when they move into an ecosystem. They also
change when members die or move out of an
ecosystem.
2. Limiting factors are environmental conditions
that keep a population from increasing in size
and help balance ecosystems.
3. The carrying capacity is affected by changes in
the environment
F. EVALUATE (5 mins) 1. Enumerate and explain the different factors why a certain
I.Evaluating learning Population may increase or decrease in size.
G. EXTEND (5 minutes)
Assignment: Notebook
1. Give examples of threatened and endangered
Species
REFLECTION Students finished and enjoyed the day activity.
GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of ;

how changes in the environment may affect species extinction

B.Performance make a multimedia presentation of a timeline of extinction of representative

Standards microorganisms, plants, and animals

C. Learning
Competencies/ relate species extinction to the failure of populations of organisms to adapt to
abrupt changes in the environment.
Objectives. Write
the LC code for S9LT-le-f-30
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 45-46
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 69-70
3. Textbook pages
4. Additional Materials
from Learning Project Ease science Biology
Resource (LR) portal
B. Other
BEAMLearning Guide Biology Food for Life  BEAMLearning Guide Biology
Learning Creating Energy for Life  EASEBiology Module 4 Photosynthesis  EASE Biology
Resources Module 5 Cellular Respiration  APEXBiology Unit 3 Life Energy

III. PROCEDURES
A. ELICIT (5 mins)
Review : Review lessons about Population Density
Visual Aid
Motivation : looped the word
B. ENGAGE (5 mins) 1. Demonstrate, using a simulation activity,
that habitat destruction can contribute to
species extinction.
2. Explain the different factors that causes
extinction.
3. Give different ways to stop extinction of living
 things.
Pre-Activity Discussion
1. Words for study:
a. extinct b. endangered c. threatened
2. Reading and clarifying of the activity procedure Visual Aid
3. Precautionary measures

C. EXPLORE (15
mins)
Perform the activity “Endangered but not Extinct”
( refer to the given module page 70)

Present data and tables about activity 3

“Endangered but not extinct”

D. Explain (5 mins) 1.What happened to the toothpick

grasshoppers over time?
2.What factors might account for
differences in the graphs and /or total
number of toothpick grasshoppers in
each group?
3. In nature, what environmental factors
might account for differences in the total
E. Elaborate (10 mins) number of grasshoppers?
4. What effects do you think will habitat
reduction have on the toothpick
grasshoppers’ population?
5. Suggest a method for testing your
hypothesis in question 4.

Application : As a student how can you help to stop

animal extinction

Key Ideas:

Extinction occurs when the last member of that

species dies.  When the population of a species
begins declining rapidly, the species is said to be a
threatened species.  A species is endangered when
its population has become so low that it is possible
of becoming extinct.  Human actions have resulted
in habitat loss and degradation that have accelerated
the rate of extinction.

F. EVALUATE (5 mins) 1. Enumerate and explain the different factors why a certain
I.Evaluating learning Population may increase or decrease in size.
 G. EXTEND (5 minutes)
Assignment: Notebook
1. Give examples of threatened and endangered
Species .

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of ;

how changes in the environment may affect species extinction

B.Performance make a multimedia presentation of a timeline of extinction of representative

Standards microorganisms, plants, and animals

C. Learning
Competencies/ relate species extinction to the failure of populations of organisms to adapt to
abrupt changes in the environment.
Objectives. Write
the LC code for S9LT-le-f-30
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 47-48
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 70-71
3. Textbook pages
4. Additional Materials
from Learning Project Ease science Biology
Resource (LR) portal
B. Other
BEAMLearning Guide Biology Food for Life  BEAMLearning Guide Biology
Learning Creating Energy for Life  EASEBiology Module 4 Photosynthesis  EASE Biology
Resources Module 5 Cellular Respiration  APEXBiology Unit 3 Life Energy

III. PROCEDURES
A. ELICIT (5 mins)
Review : Review lessons about Endangered Species Visual Aid
Motivation : Jumbled letters
B. ENGAGE (5 mins) 1. Define deforestation;
2. Explain the different causes of deforestation;
3. Explain the different effects of deforestation;
4. Give different ways to stop deforestation
 Pre-Activity Discussion
1. Words for study: a. coral reef b. logging c. depletion
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures Visual Aid
mins)
Perform the activity “Making Prediction”
( refer to the given module page 73)

Present data and tables about activity 5

“Making Prediction”
D. Explain (5 mins) 1. What did you predict you will see in each
island?
2. How would you explain the differences
that you will see in each island?
3. Explain and give its causes
and effects.

E. Elaborate (10 mins) Application : As a student how can you help to stop
Deforestation ?

Key Concepts :
The principal causes of deforestation are
illegal logging, kaingin farming, forest
fires, and conversion of agricultural lands
to housing projects and typhoons.
The effects of deforestation include soil
erosion, floods and depletion of wildlife
resources.
The major cause of wildlife extinction is the
loss of habitat.
Coral reef destruction is caused by
dynamite fishing and muro-ami, while
mangrove destruction is caused by
overharvesting and conversion of the
area into other uses.
In eutrophication, nutrients are washed
away from the land to enrich bodies of
water. It causes excessive growth of
aquatic plants and algae and results in
algal bloom, which eventually die and
decompose. The process depletes the
oxygen dissolved in water, causing fish
and other aquatic organisms to die.
Acid rain is a result of air pollution mostly
from factories and motor vehicles.
Sustainable development means that a
society should live under the carrying
capacity of the environment
F. EVALUATE (5 mins) 1. Enumerate the different causes of deforestation.
I.Evaluating learning 2. Enumerate an explain the different causes of ecosystem Pen and paper test
destruction .
G. EXTEND (5 minutes)
Assignment : Pen and paper test
1. Be ready for a unit test.
REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards 1. the structure and function of plant parts and organelles involved in
photosynthesis
2. the structure and function of mitochondrion as the main organelle involved
in respiration.

B.Performance design and conduct an investigation to provide evidence that plants can
Standards manufacture their own food

C. Learning
Competencies/ differentiate basic features and importance of photosynthesis and respiration.
Objectives. Write S9LT-lg-j-31
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 73-77
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 92-94
3. Textbook pages
4. Additional Materials
from Learning BEAMLearning Guide Biology Food for Life  BEAMLearning Guide Biology
Resource (LR) portal Creating Energy for Life  EASEBiology Module 4 Photosynthesis  EASE Biology
Module 5 Cellular Respiration  APEXBiology Unit 3 Life Energy

B. Other
Project Ease science Biology
Learning
Resources
III. PROCEDURES
A. ELICIT (5 mins)
Review : Review lessons about “ Biodiversity “ Visual Aid

B. ENGAGE (5 mins) Motivation : Watch short video about “ Photosynthesis”

Objectives :
1.describe and explain the process of “Photosynthesis”;
 2. identify and differentiate the two stages of
Photosynthesis;
3.name and give the function of the different internal
parts of a leaf;
4.explain the importance of trees in the ecosystem .

Pre-Activity Discussion
1. Words for study: Visual Aid
a. autotrophic organisms b. synthesis c. manufacture
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15 Perform the following activity

mins)
Activity 1. Context Reading about Leaf and Photosynthesis
Learning station 1. Label the parts of the internal
Structure of the leaf give each function
Learning Station 2. Label and explain the different parts
of the Chloroplast.
Learning Station 3. Write the chemical equation of
Photosynthesis and identify the raw
materials and the products.
Activity 2. Video Watching about Light and Dark Reaction
Learning Station 4. Light Reaction
Learning Station 5. Dark Reaction
Present data and tables about activity 1 and 2 Visual Aid
“Internal Structure of a Leaf and Understanding
The process of photosynthesis “
D. Explain (5 mins) a.Explain the different functions of the internal structure
of a leaf
b. What are needed in the light reaction and
dark reaction process ?
c.. What is the product in the light reaction
and dark reaction process ?
E. Elaborate (10 mins) Application : Make a concept map of light and dark reaction
Valuing :Video clips about illegal logging
Key Concepts :
1.Photosynthesis is the process of making food in plants.

2.There are two stages of photosynthesis:

(a) Light-dependent Reaction and
(b)Calvin Cycle (dark reaction). Light-dependent
reaction happens in the presence of light. It
occurs in the thylakoid membrane and converts
light energy to chemical energy. Water-one of
 the raw materials of photosynthesis-is utilized
during this stage and facilitates the formation of
free electrons and oxygen. The energy
harvested during this stage is stored in the form
of ATP (Adenosine Triphosphate) and NADPH
( Nicotinamide Adenine Dinucleotide Phosphate Hydrogen).

F. EVALUATE (5 mins)
Choose the best answer from the given choices , letters only
I. Evaluating learning
1. ________ is the process of making food in plants. Pen and paper
test

a. Respiration c.. Photosynthesis

b. Replication d. Light Reaction
2. Plants have green pigments called ________.
a. Stomata c. Chloroplast
b. Chlorophyll d. Xylem
3. The raw materials needed by plants during
Photosynthesis.
a. glucose c. oxygen
b. water d. ATP
4. __________ reaction happens in the presence of light.
a. Dark reaction c. Light reaction
b. Chemical reaction d. Spontaneous reaction
5. The energy harvested during the light reaction is
stored in the form of _________.
a. ATP c. ADP
b. NADP+ d. electrons

G. EXTEND (5 minutes)
Assignment
1. Make an improvised model of internal structure
leaf a leaf , use any recyclable materials.
2. Draw and explain the respiration process in human
Cell.
REFLECTION
 Scho Mariano Marcos Memorial Grade Level Grade ___
GRADE 1
TO 12 ol High School
DAILY Date Learning Area Science
LESSON
LOG Day Quarter
LP
No.

I. OBJECTIVES

A. .Content The learners demonstrate an understanding of:

Standards 1. Unit Test;
2. strong and weak points of the lessons ;
3. The background of the lessons.

B. .Performance The learners shall be able to:

Standards 1. Answer the 50 item unit test.
2. Manifest discipline and honesty throughout the period.
C. Learning
Competencies/
Objectives. Write Unit- Test
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9
2. Learner’s Material
page10s K to 12 module in Science Grade 9
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science
Learning Resource
(LR) portal
B. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
A. ELICIT (5
mins) Recall : Students identify the different rules during exam.
Motivation : physical fitness exercise for the mind and body
B. ENGAGE (5 B.
mins) 1. Background check of students stock knowledge.

C. EXPLORE (15 Pre-Activity Discussion

mins) 1. Reading and clarifying the directions of the test
2. explaining rules and regulations of the test

1. Test Proper

2. Students answer the given test

D. Explain (5
mins)

Students observed classroom discipline during the test

E. Elaborate (10
mins) Rules and Regulations during the examination
COMMON TEST RULES & INSTRUCTIONS
 
1.  All school rules must be observed throughout the entire test.
2.  Normal lessons will resume after the Common Test.
3.  Students are required to bring their own writing and mathematical instruments. 
No borrowing, lending or exchange of any materials is allowed during the
Common Test.
4.  Absentees must produce excuse letter coming from parents or medical
certificates from approved clinics or hospitals. Students who are absent without
valid reasons will be given a “0” for the paper.

F. EVALUATE (5
mins) optional
I. Evaluating learning
 G. EXTEND (5
Assignment :
minutes)
1. Be ready for the lesson about “Photosynthesis”.
2. Draw the external structure of a leaf and label the parts.
.
.
REFLECTION
Students finished and enjoyed the test .
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON
LOG
Date Learning Area Science
Day Quarter
LP
No.
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

1. Item Analysis of the test;
2. strong and weak points of the lessons ;
3. remedial lessons for the least master items.

B. Performance The learners shall be able to:

Standards 1. Manifest active participation while checking the
test.
2. Manifest discipline and honesty throughout the period.
C. Learning
Competencies/
Objectives. Write Item Analysis
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9
2. Learner’s Material
page10s K to 12 module in Science Grade 9
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science
Learning Resource
 (LR) portal
B. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : Students identify the rules for checking the test
Motivation : community singing “Leron-leron Sinta”

B. ENGAGE (5 1. Background check of students stock knowledge.

mins)

C. EXPLORE (15 Pre-Activity Discussion

mins) 1. Reading and clarifying the instructions for item analysis
2. explaining rules and regulations for checking the test

1. Checking and Item Analysis

2. Students answer the given test orally and explain the

correct response
D. Explain (5
mins)

Students observed classroom discipline during checking of test and

item analysis

E. Elaborate (10
mins) Item Analysis
Item Analysis is an important (probably the most important) tool to
increase test effectiveness. Each items contribution is analyzed and
assessed.
An item analysis provides three kinds of important information about the quality of test
items.
 Item difficulty: A measure of whether an item was too easy or too hard.
 Item discrimination: A measure of whether an item discriminated between
students who knew the material well and students who did not.
 Effectiveness of alternatives: Determination of whether distractors (incorrect
but plausible answers) tend to be marked by the less able students and not by
the more able students.
 

F. EVALUATE (5
 mins) optional

G. EXTEND (5
Assignment :
minutes)
1. Draw the process of photosynthesis .
2. Explain the process of Photosynthesis

REFLECTION
Students finished and enjoyed the item analysis .

WORD BANK
sun light , water , carbon dioxide , glucose , oxygen gas

CONCEPT MAP
LIGTH AND DARK REACTION
1

PHOTOSYNTHESIS

LIGHT REACTION 3
2
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards 1. the structure and function of plant parts and organelles involved in
photosynthesis
2. the structure and function of mitochondrion as the main organelle involved
in respiration.

B.Performance design and conduct an investigation to provide evidence that plants can
Standards manufacture their own food

C. Learning
Competencies/ differentiate basic features and importance of photosynthesis and respiration.
Objectives. Write S9LT-lg-j-31
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 78-80
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 94-96
3. Textbook pages
4. Additional Materials
from Learning BEAMLearning Guide Biology Food for Life  BEAMLearning Guide Biology
Resource (LR) portal Creating Energy for Life  EASEBiology Module 4 Photosynthesis  EASE Biology
Module 5 Cellular Respiration  APEXBiology Unit 3 Life Energy
B. Other
Project Ease science Biology
Learning
Resources
III. PROCEDURES
A. ELICIT (5 mins)
Review : Review lessons about “ Photosynthesis “ Visual Aid
Motivation : Watch short video about
“ Cellular Respiration”
B. ENGAGE (5 mins) 1. define cellular respiration ;
2. explain the different process of cellular
respiration;
3. give the chemical equation of cellular
respiration;
4. explain the importance of cellular
respiration

Pre-Activity Discussion
1. Words for study: Visual Aid
a. Heterotrops organisms b. synthesis c.manufacture
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15 Perform the activity” The Power House.”

mins)
refer to the given module page 95

Present data and tables about the activity Visual Aid

and explain your answer

D. Explain (5 mins) Guide Questions :

Draw the different processes of Cellular

Respiration and explain each.

E. Elaborate (10 mins)

Application : Make a concept map of Cellular
Respiration

Key Ideas:

1. The food must be digested to simple forms such

as glucose, amino acids, and triglycerides. These
are then transported to the cells. The immediate
energy source of the cells is glucose. Glucose
inside the cell is broken down to release the
stored energy.This stored energy is harvested in
the form of adenosine triphosphate (ATP). ATP
is a high-energy molecule needed by working
 cells.
2. There are four processes in cellular respiration;
glycolysis, oxidation of pyruvate Kerb cycle and
electron transport chain.
F. EVALUATE (5 mins) 1. Fill up the given concept map by choosing the correct
I. Evaluating learning Answer from the given word bank
Pen and paper test

G. EXTEND (5 minutes)
Assignment : Pen and paper test
1. Bring the experiment manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A.Content Standards The learners demonstrate an understanding of ;

how changes in the environment may affect species extinction

B.Performance make a multimedia presentation of a timeline of extinction of representative

Standards microorganisms, plants, and animals

C. Learning
Competencies/ relate species extinction to the failure of populations of organisms to adapt to abrupt
changes in the environment.
Objectives. Write
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 40-41
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 43-44
3. Textbook pages
4. Additional
Materials from S9LT-Ie-f-30
Learning Resource
(LR) portal
B. Other
BEAMLearning Guide Biology Food for Life  BEAMLearning Guide Biology Creating
Learning
 Resources Energy for Life  EASEBiology Module 4 Photosynthesis  EASE Biology Module 5
Cellular Respiration  APEXBiology Unit 3 Life Energy

III.
PROCEDURES
A. ELICIT (5 mins)
Review : Review lessons about ecosystem Visual Aid
Motivation : (optional) watch video about
biodiversity
B. ENGAGE (5 *Define biodiversity
mins) *Differentiate species richness from species evenness
*calculate diversity index using sampling technique in
Measuring biodiversity
*answer experiment manual # 4 “Diversity Index”
Pre-Activity Discussion
1. Words for study:
a. species b. diversity c. variety
2. Reading and clarifying of the activity procedure Visual Aid
3. Precautionary measures

C. EXPLORE (15
mins)
Perform experiment 4
( refer to the given experiment manual)

Present data and tables /explain the guide

questions

D. Explain (5 Q1. Compare the diversity index values of your Bag A

mins) With that of Bag B.
Q2. Which habitat (Bag A or Bag B) is the healthiest?
Why?
Q3. Which habitat (Bag A or B) seems to be dominated
E. Elaborate (10 By one or two species of pebbles? Cite at least one
mins) Real habitat that resembles this value of diversity
Index.

Application : Suppose that two habitats have the same

Number of “species” , which do you think will have
The highest diversity index?

Key Ideas:
1. Population pertains to the number of
organisms of the same speciesliving in a
certain place.
Biodiversity refers to the variety of life in
an area.
 Communities with many different species
(a high index of diversity) will be able to
withstand environmental changes better
than communities with only a few species
(a low index of diversity).

F. EVALUATE (5 Fill in the Blank

mins) 1.___________ the total number of organisms of the same
species inhabiting a place at the same time.
I.Evaluating learning
2.___________ refers to the variety of life in an area.
3.___________ a species in which the number of individuals
falls so low that extinction is possible.
4.___________ the number of individuals in an area.
5.___________ removing or clearing of a forest to include the
cutting of all trees, mostly for agricultural or urban use
G. EXTEND (5 Assignment:
1.Bring the following
minutes)
2 small wide-mouthed bottles(transparent)
Hydrilla plant
water
2.Be ready to answer experiment manual 5
“Evidences of Photosynthesis “
REFLECTION Students finished and enjoyed the day activity.
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards 1. the structure and function of plant parts and organelles involved in
photosynthesis
2. the structure and function of mitochondrion as the main organelle involved
in respiration.

B.Performance design and conduct an investigation to provide evidence that plants can
Standards manufacture their own food

C. Learning
Competencies/ differentiate basic features and importance of photosynthesis and respiration.
Objectives. Write S9LT-lg-j-31
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 73-77
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 92-94
3. Textbook pages
4. Additional Materials
from Learning BEAMLearning Guide Biology Food for Life  BEAMLearning Guide Biology
 Resource (LR) portal Creating Energy for Life  EASEBiology Module 4 Photosynthesis  EASE Biology
Module 5 Cellular Respiration  APEXBiology Unit 3 Life Energy

B. Other
Project Ease science Biology
Learning
Resources
III. PROCEDURES
A. ELICIT (5 mins)
Review : Review lessons about “ Biodiversity “ Visual Aid
Motivation : Watch short video about “ Photosynthesis”
B. ENGAGE (5 mins)
1. Identify the factors affecting rate of photosynthesis.
2. Describe evidences of photosynthesis.

Pre-Activity Discussion
1. Words for study: Visual Aid
a. autotrophic organisms b. synthesis c. manufacture
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15 Perform experiment 5 “ Evidences of Photosynthesis”

mins)
( Refer in the experiment manual)

Present data and tables . Explain the answer to the

guide questions. Visual Aid

D. Explain (5 mins) 1.Where do you think the bubbles are coming from ?
2. What do these bubbles indicate?
3. What process do you think occurred in the set-ups?
4. Compare the number of bubbles produced in both
Set-ups. How do you account for the difference in the
Number of bubbles produced in each set-up?
E. Elaborate (10 mins)

Application : Make a concept map of light and

dark reaction process.:
Key Concepts :
There are two stages of photosynthesis:
(a) Light-dependent Reaction and
(b)Calvin Cycle (dark reaction). Light-dependent
reaction happens in the presence of light. It
occurs in the thylakoid membrane and converts
light energy to chemical energy. Water-one of
the raw materials of photosynthesis-is utilized
during this stage and facilitates the formation of
free electrons and oxygen. The energy
harvested during this stage is stored in the form
 of ATP (Adenosine Triphosphate) and NADPH
( Nicotinamide Adenine Dinucleotide Phosphate
Hydrogen).
H. EVALUATE (5 mins) 1. Fill up the given concept map by choosing the correct
I. Evaluating learning Answer from the given word bank
Pen and paper test

I. EXTEND (5 minutes)
Assignment : Pen and paper test
1. Bring the experiment manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of ;

how changes in the environment may affect species extinction

B.Performance make a multimedia presentation of a timeline of extinction of representative

Standards microorganisms, plants, and animals

C. Learning
Competencies/ relate species extinction to the failure of populations of organisms to adapt to
abrupt changes in the environment.
Objectives. Write
the LC code for S9LT-le-f-30
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 45-46
2. Learner’s Material
page10s K to 12 module in Science Grade 9 page 69-70
3. Textbook pages
4. Additional Materials
from Learning Project Ease science Biology
Resource (LR) portal
B. Other
BEAMLearning Guide Biology Food for Life  BEAMLearning Guide Biology
Learning Creating Energy for Life  EASEBiology Module 4 Photosynthesis  EASE Biology
Resources Module 5 Cellular Respiration  APEXBiology Unit 3 Life Energy

III. PROCEDURES
A. ELICIT (5 mins)
Review : Review lessons about Population Density
Visual Aid
Motivation : looped the word(optional)
B. ENGAGE (5 mins) 1.List down scenarios/situations happening in the Phil.
For the last 5 years that contributed to species extinct
tion.
2.Sort scenarios/situations that contribute to species
Extinction.
Pre-Activity Discussion
1. Words for study:
a. extinct b. endangered c. threatened
2. Reading and clarifying of the activity procedure Visual Aid
3. Precautionary measures

C. EXPLORE (15
mins)
Perform exercise c “ causes of extinction”
(refer to the experiment manual)

Present data and tables . Explain the answers

in the guide questions.

D. Explain (5 mins)
1. Research on the different activities , advance-
ment , events that are happening in the Phil.
For the last 5 years. Sort these activities as to
Examples of Habitat Destruction , Invasive
Species , Pollution , and Population or Over
Exploitation. Write your answer in the
Appropriate boxes.
E. Elaborate (10 mins)

Application : As a student how can you help to stop

 animal extinction

Key Ideas:

Extinction occurs when the last member of that

species dies.  When the population of a species
begins declining rapidly, the species is said to be a
threatened species.  A species is endangered when
its population has become so low that it is possible
of becoming extinct.  Human actions have resulted
in habitat loss and degradation that have accelerated
the rate of extinction.

F. EVALUATE (5 mins) 1. Enumerate and explain the different factors why a certain
I.Evaluating learning Population may increase or decrease in size.
G. EXTEND (5 minutes)
Assignment: Notebook
1. Give examples of threatened and endangered
Species .

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards 1. the structure and function of plant parts and organelles involved in
photosynthesis
2. the structure and function of mitochondrion as the main organelle involved
in respiration.

B.Performance design and conduct an investigation to provide evidence that plants can
Standards manufacture their own food

C.Learning Competencies/
Objectives. Write differentiate basic features and importance of photosynthesis and respiration.
the LC code for S9LT-lg-j-31
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 73-77
2. Learner’s Material
 page10s K to 12 module in Science Grade 9 page 92-94
3. Textbook pages
4. Additional Materials
from Learning BEAMLearning Guide Biology Food for Life  BEAMLearning Guide Biology
Resource (LR) portal Creating Energy for Life  EASEBiology Module 4 Photosynthesis  EASE Biology
Module 5 Cellular Respiration  APEXBiology Unit 3 Life Energy

B. Other
Project Ease science Biology
Learning
Resources
III. PROCEDURES
A. ELICIT (5 mins)
Review : Review lessons about “ Photosynthesis “ Visual Aid
Motivation : Watch short video about
“ Photosynthesis and Respiration ”
B. ENGAGE (5 mins) 1.Determine the raw materials, process and resulting
Product for photosynthesis and respiration.
2.Compare the process of photosynthesis and cell
Respiration.
3.Identify the significance of photosynthesis and cell
respiration
Pre-Activity Discussion
1. Words for study: Visual Aid
a. autotrophic organisms b. synthesis c. manufacture
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15 Perform exercise E “Photosynthesis and Respiration”

mins)
( Refer in the experiment manual)

Present data and tables . Explain the answer to the

guide questions. Visual Aid

D. Explain (5 mins) 1.Complete the equation on photosynthesis and res-

piration.
2.Complete the paragraph in order to describe the pro-
cess of photosynthesis and respiration.
3.Complete the table of comparison between photo-
Synthesis and respiration.
E. Elaborate (10 mins)

Application :1. Why is important for plants to undergo

Photosynthesis ?
2.How does cell respiration enable living
Things to perform daily task ?
Key Concepts :
Basis of Comparison Photosynthesis Respiration
1. Cell structure involved Chloroplast VS Mitochondrion
 2. Starting materials/raw materials Carbon dioxide
and water VS Sugar and oxygen
3.End Product Sugar and oxygen VS Carbon dioxide
and water
4. Energy Requirement Sunlight/ light energy VS ATP
J. EVALUATE (5 mins) 1. Fill up the given concept map by choosing the correct
I. Evaluating learning Answer from the given word bank (optional)
Pen and paper test

K. EXTEND (5 minutes)
Assignment : Pen and paper test
1.Bring the experiment manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A.Content Standards The learners demonstrate an understanding of:

1. Unit Test;
2. strong and weak points of the lessons ;
3. The background of the lessons.

B.Performance The learners shall be able to:

Standards 1. Answer the 50 item unit test.
2. Manifest discipline and honesty throughout the period.
C. Learning
Competencies/
Objectives. Write First Periodical Test
the LC code for
each.
II. CONTENT

A. Reference
s
 1. Teacher’s Guide
pages K to 12 module grade 9
2. Learner’s Material
page10s K to 12 module in Science Grade 9
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science
Learning Resource
(LR) portal
B. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
A. ELICIT (5
mins) Recall : Students identify the different rules during exam.
Motivation : physical fitness exercise for the mind and body

B. ENGAGE (5 B.
mins) 1. Background check of students stock knowledge.

C. EXPLORE (15 Pre-Activity Discussion

mins) 1. Reading and clarifying the directions of the test
2. explaining rules and regulations of the test

1. Test Proper

2. Students answer the given test

D. Explain (5
mins)

Students observed classroom discipline during the test

E. Elaborate (10
mins) Rules and Regulations during the examination
COMMON TEST RULES & INSTRUCTIONS
 
1.  All school rules must be observed throughout the entire test.
2.  Normal lessons will resume after the Common Test.
3.  Students are required to bring their own writing and mathematical instruments. 
No borrowing, lending or exchange of any materials is allowed during the
Common Test.
4.  Absentees must produce excuse letter coming from parents or medical
 certificates from approved clinics or hospitals. Students who are absent without
valid reasons will be given a “0” for the paper.

F. EVALUATE (5
mins) optional

G. EXTEND (5
Assignment :
minutes)
1. Be ready for a new lesson about ‘Matter”
2. Make a concept map about the classification of matter.
.
.
REFLECTION
Students finished and enjoyed the test .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

Standards 1. Item Analysis of the test;
2. strong and weak points of the lessons ;
3. remedial lessons for the least master items.

B. Performance The learners shall be able to:

Standards 1. Manifest active participation while checking the
test.
2. Manifest discipline and honesty throughout the period.
C. Learning
Competencies/
Item Analysis
 Objectives. Write
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9
B. Learner’s Material
page10s K to 12 module in Science Grade 9
C. Textbook pages
D. Additional
Materials from Any books in grade 9 science
Learning Resource
(LR) portal
A. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
A. ELICIT (5 mins)
Recall : Students identify the rules for checking the test
Motivation : community singing “Leron-leron Sinta”

B. ENGAGE (5 1. Background check of students stock knowledge.

mins)

C. EXPLORE (15 Pre-Activity Discussion

mins) 1. Reading and clarifying the instructions for item analysis
2. explaining rules and regulations for checking the test

1. Checking and Item Analysis

2. Students answer the given test orally and explain the

correct response
D. Explain (5
mins)

Students observed classroom discipline during checking of test and

item analysis
 E. Elaborate (10
mins) Item Analysis
Item Analysis is an important (probably the most important) tool to
increase test effectiveness. Each items contribution is analyzed and
assessed.
An item analysis provides three kinds of important information about the quality of
test items.
 Item difficulty: A measure of whether an item was too easy or too hard.
 Item discrimination: A measure of whether an item discriminated between
students who knew the material well and students who did not.
 Effectiveness of alternatives: Determination of whether distractors (incorrect
but plausible answers) tend to be marked by the less able students and not
by the more able students.
 

F. EVALUATE (5
mins) optional

G. EXTEND (5
Assignment :
minutes)
1. Make a concept map of the classification of matter.

REFLECTION
Students finished and enjoyed the item analysis .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

Standards 1. Pre-Test/Diagnostic Test;
2. strong and weak points of the lessons ;
3. The background of the lessons.
 B. Performance The learners shall be able to:
Standards 1. Answer the 60 item diagnostic test.
2. Manifest discipline and honesty throughout the period.
C. Learning
Competencies/
Objectives. Write Pre- Test
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9
2. Learner’s Material
page10s K to 12 module in Science Grade 9
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science
Learning Resource
(LR) portal
B. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
A. ELICIT (5
mins) Recall : Students identify the different rules during exam.
Motivation : physical fitness exercise for the mind and body

B. ENGAGE (5 B.
mins) 1. Background check of students stock knowledge.

C. EXPLORE (15 Pre-Activity Discussion

mins) 1. Reading and clarifying the directions of the test
2. explaining rules and regulations of the test

1. Test Proper

2. Students answer the given test

 D. Explain (5
mins)

Students observed classroom discipline during the test

E. Elaborate (10
mins) Rules and Regulations during the examination
COMMON TEST RULES & INSTRUCTIONS
 
1.  All school rules must be observed throughout the entire test.
2.  Normal lessons will resume after the Common Test.
3.  Students are required to bring their own writing and mathematical instruments. 
No borrowing, lending or exchange of any materials is allowed during the
Common Test.
4.  Absentees must produce excuse letter coming from parents or medical
certificates from approved clinics or hospitals. Students who are absent without
valid reasons will be given a “0” for the paper.

F. EVALUATE (5
mins) optional

G. EXTEND (5
Assignment :
minutes)
1. Give and explain the different classification of matter.

REFLECTION
Students finished and enjoyed the test .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

The learners demonstrate an understanding of…

A .Content Standards 1. how atoms combine with other atoms by
transferring or by sharing electrons
2. forces that hold metals together

B.Performance analyze the percentage composition of different brands of two food products and decide
on the products’ appropriate percentage composition
Standards

C. Learning
Competencies/ 1. recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT

A.References
1. .Teacher’s Guide
pages K to 12 module grade 9 page 102-105
2. Learner’s Material
page10s K to 12 module grade 9 page 117 - 121
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B.Other
Project Ease science Biology
Learning
Resources
III. PROCEDURES
A. ELICIT (5 mins) Review : Review lessons about Review lesson about
“Matter” Visual Aid/TV & DVD
Motivation : Watch short video about “ Classification
Of Matter”
B. ENGAGE (5 mins) 1.Describe how the Bohr Model of the atom improved
Rutherford’s Atomic Model.
2.Explain how the Quantum Mechanical Model of the
atom describes the energies and positions of the
electrons.
Pre-Activity Discussion
1. Words for study:
a. spectrum b. theory c. fact
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15
mins)
Arrange the different classification of matter in
Their proper order . Give examples for each
Classification of matter.

Group presentation of classification of matter Visual Aid

 D. Explain (5 mins)
1.Enumerate the different classification of matter.
2. Show the classification of matter in a concept map.
3. Give examples of each classification of matter.

E. Elaborate (10 mins)

Application : Name some common examples of matter at

Home.

Key Concepts :
Matter is classified as substance and mixture. There are two
Classification of mixture heterogeneous and homogeneous
Mixtures. There are two classification of substance, ele-
Ments And compounds. Under heterogeneous mixtures are
Colloid And suspension while under homogeneous mixtures
is solution .Under elements are metals, nonmetals and
metalloids. While under compounds , there are acid , base
and salt.
L. EVALUATE (5 mins) 1. Fill up the given concept map by choosing the correct
I. Evaluating learning Answer from the given word bank
Pen and paper test

M. EXTEND (5 minutes)
Assignment : Pen and paper test
1.Bring the experiment manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

The learners demonstrate an understanding of…

A .Content Standards 1. how atoms combine with other atoms by
transferring or by sharing electrons
2. forces that hold metals together.

B.Performance Analyze the percentage composition of different brands of two food products and decide
on the products’ appropriate percentage composition
Standards

C. Learning
Competencies/ 1. recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 180-1185
2. Learner’s Material
page10s K to 12 module grade 9 page 139 - 141
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
A. ELICIT (5 mins) Review : Review lessons about Review lesson about
“Periodic Table of Elements” Visual Aid/TV & DVD
Motivation : “Fast and the furious game”
Identify the different symbols of elements

B. ENGAGE (5 mins) 1. Illustrate how an ionic bond is formed ;

2. Show how ions are formed ;
3. Identify the kind of bonds by electronegativity
difference.

Pre-Activity Discussion
1. Words for study:
a. electronegativity b. polar bond c. nonpolar bond
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15
Perform the activity .” Bonding By Transfer of Electron”
mins)
refer to the given module page 134.

Group presentation of the activity .

 ” Bonding By Transfer of Electron” Visual Aid

D. Explain (5 mins)
Q1. What kind of element forms cation after
ionic bonding?
Q2. What kind of element forms anion after
ionic bonding?
Q3. Why do ions form after ionic bonding?
E. Elaborate (10 mins) Q4. Did the atoms attain stability after ionic
bonding? Explain you answer.
Q5. How can you tell that ionic bonding will
take place between metals and
nonmetals?
Q6. Will all combinations of metals and non-
metals form ionic bond? Why?

Application : Try aluminum and chlorine.

Will they form an ionic bond?
*If the difference is greater than 1.9, complete transfer
of electron/s is Possible After ionic bonding, sodium (Na)
became isoelectronic with neon (Ne) while chlorine became
isoelectronic with argon (Ar), thus both sodium and chlorine
attained stability. Isoelectronic means sodium (Na) attain the
same electronic configuration with neon (Ne) and in the
case of chlorine it acquired the same configuration with that
of argon (Ar). Thus, both of them become stable.

N. EVALUATE (5 mins) 1. Write the Chemical formula for the following ionic compounds
I. Evaluating learning Pen and paper test
a. Na and Cl
b. K and F
c. Li and O
d. Al and S
O. EXTEND (5 minutes)
Assignment : Pen and paper test
1. Explain how elements combine by sharing of
Electrons and give examples.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1. how atoms combine with other atoms by
transferring or by sharing electrons
2. forces that hold metals together.
B.Performance Analyze the percentage composition of different brands of two food products and decide
on the products’ appropriate percentage composition
Standards

C. Learning
Competencies/ 1. recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 186-190
2. Learner’s Material
page10s K to 12 module grade 9 page 142 - 145
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins) Review : Review lessons about Review lesson about
“Periodic Table of Elements” Visual Aid/TV & DVD
Motivation : Write the different Lewis Electron Dot of the
Given elements
D. ENGAGE (5 mins) 1. Illustrate how covalent bond is formed ;
2. Show how covalent are formed ;
3. Identify the kind of bonds by electronegativity
difference.

Pre-Activity Discussion
1. Words for study:
a. electronegativity b. polar bond c. nonpolar bond
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15
Perform the activity .” Bonding By sharing of Electron”
mins)
refer to the given module page 142

Group presentation of the activity .

” Bonding By sharing of Electron” Visual Aid
 F. Explain (5 mins)
Q1. How do covalent bonds form between atoms?
Q2. What kind of element usually forms covalent bond?
Is it possible for metals and non-metals to form
nonpolar covalent bond? Why?
How about polar covalent bond ? Why?
G. Elaborate (10 mins) Q3. Why is it that diatomic molecules always form
nonpolar covalent bonds?
Q4. Differentiate polar covalent bond from nonpolar
covalent bond.

Application : Give examples of covalent

bond compound .

Key Concepts :
In covalent bonding, a pair of shared electrons is
equal to one (1) bond. Notice that after the sharing of
electrons, each of the atoms in the compound attains
a stable configuration and a covalent compound is
formed. Such compound could exist as independent
units called molecules. As a whole, the molecule
does not carry a charge.
I.EVALUATE (5 mins) 1. Write the covalent bonding for the following compounds
I. Evaluating learning a. N + 3H
b. 2H + O
c C + 2O
d C + 4H
e N+N
J. EXTEND (5 minutes)
Assignment : Pen and paper test
1. Explain metallic bonding and give
Examples .

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1. how atoms combine with other atoms by
transferring or by sharing electrons
2. forces that hold metals together.

Analyze the percentage composition of different brands of two food products and decide
B. Performance on the products’ appropriate percentage composition
Standards

C. Learning
Competencies/ 1. recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 191-193
2. Learner’s Material
page10s K to 12 module grade 9 page 146 - 150
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins) Review : Review lessons about
Ionic and Cavalent Bonding Visual Aid/TV & DVD
Motivation : Watch video about metallic Bond

D. ENGAGE (5 mins) 1. Make model of metallic bond ;

2. Relate the properties of metals to the kind of
bond they are made of ;
3. Give examples of metallic bonding .

Pre-Activity Discussion
1. Words for study:
a. sea of electrons b. Thermal c. free flow
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15
mins)
Perform the activity 5.” Bonding among metals”
refer to the given module page 143.

Group presentation of the activity .

” Bonding Among Metals” Visual Aid
 F. Explain (5 mins) 1. What do you think bonding among metals
possible ?
2.What are the different properties of metals ?
3.What are the different uses of metals ?
G. Elaborate (10 mins)
Application : Give examples of metallic bonds and
And explain their properties and uses

Key Concepts :

Metallic Property Explanation Luster Metals are

lustrous because when light strikes the surface of the
metal, the free valence electrons reflect the light
giving the metal a shiny appearance. Malleability
Metals can be flattened or can be formed into sheets
when being hammered because of the ability of the
metal atoms to slide over one another without
breaking the metallic bond. Ductility Metals can be
drawn into fine wire because of the free moving
electrons which enable the metal atoms to slide over
each other. Good Conductor of electricity Metals are
good conductors of electricity because the electrons
are free to move within the metal. Good thermal
conductor Metals are good conductors of heat
because the positive metal nuclei are close together
and can easily transfer the heat. The motions of the
moving electrons also transfer heat.

H. EVALUATE (5 mins) 1. Write the covalent bonding for the following compounds
I. Evaluating learnin a. N + 3H c C + 2O d . C + 4H
b. N + N e. 2H + O Pen and Paper

I. EXTEND (5 minutes) Assignment : Pen and paper test

Be ready for a unit test. Review the
Different types of Bond
REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of…

1. how atoms combine with other atoms by
transferring or by sharing electrons
2. forces that hold metals together.

B.Performance Analyze the percentage composition of different brands of two food products and decide
 Standards on the products’ appropriate percentage composition

C. Learning
Competencies/ 1. recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 191-193
2. Learner’s Material
page10s K to 12 module grade 9 page 146 - 150
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins) Review : Review lessons about different types of bonding
Visual Aid/TV & DVD
Motivation : Optional
D. ENGAGE (5 mins) 1. Answer the given summative test ;
2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
a. ionic b. covalent c. metallic
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15
mins)

Answer the given summative Test

Students quietly answered the given

Unit test
 F. Explain (5 mins)

1. Differentiate ionic bond , covalent bond and

Metallic bond from each other.
G. Elaborate (10 mins)

1. Give examples of ionic bond , covalent bond,

and metallic bond , also give their uses.

Key Concepts :

1.An ionic bond involves complete transfer

of electrons, thus ions are formed. It
involves metals with low electronegativity
and non-metals with high electro -
negativity.
Ionic compounds conduct electricity when
in solution but not in solid phase.
Ionic compounds are generally soluble in
water and in polar solvents.
A covalent bond involves the sharing of
electrons that results in the formation of
covalent compound whose representative
particle is a molecule. As a whole, a
molecule does not carry a charge.
Covalent bonds may be polar or nonpolar.
6.Metallic bonding exists in metals through
the attraction between the freelymoving
valence electrons and the positively
charged metal atom. The valence
electrons of these metal atoms are usually
called “sea of electrons.”
H .EVALUATE (5 mins) Refer in the test questionare Pen and Paper
I. Evaluating learning
I. EXTEND (5 minutes)
Assignment : Pen and paper test
Explain organic compound and their uses

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
 I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1. how atoms combine with other atoms by
transferring or by sharing electrons
2. forces that hold metals together

B. .Performance analyze the percentage composition of different brands of two food products and decide
on the products’ appropriate percentage composition
Standards

C.Learning
Competencies/ 1. recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 106-107
2. Learner’s Material
page10s K to 12 module grade 9 page 117 - 121
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins) Review : Review lessons about Review lesson about
“ Atom” Visual Aid/TV & DVD
Motivation : Watch short video about “Introduction
to Electron Configuration”
D. ENGAGE (5 mins) 1. Relate the nature of light to the atomic theory.
2. List the various kinds of radiations and their
location in the electromagnetic spectrum.
3.State the basic assumptions of Bohr’s theory.
4. Explain the inadequacy of Rutherford’s model of
atom.

Pre-Activity Discussion
1. Words for study:
a. spectrum b. theory c. fact
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15
Perform the activit” The Flame Test.” refer to the given
mins)
module page 117.
 Group presentation about activity 1 “Flame Test” Visual Aid

F. Explain (5 mins)
1. Why do you think are there different
colors emitted?
2. What particles in the heated compounds
are responsible for the production
of the colored light?
G. Elaborate (10 mins) 3. How did the scientists explain the
relationship between the colors observed
and the structure of the atom?

Application : Draw Bohr’s atomic model and describe how

the Bohr model of the atom improved Rutherford’s atomic
model.

Key Concepts :
The energy levels of electrons are like the steps of a ladder.
The lowest step of the ladder corresponds to the lowest
energy level. A person can climb up and down by going from
step to step. Similarly, the electrons can move from one
energy level to another by absorbing or releasing energy.
Energy levels in an atom are not equally spaced which
means that the amount of energy are not the same. The
higher energy levels are closer together. If an electron
occupies a higher energy level, it will take less energy for it
to move to the next higher energy level. As a result of the
Bohr model, electrons are described as occupying fixed
energy levels at a certain distance from the nucleus of an
atom.
H. EVALUATE (5 mins) 1. Give the color of the ff. flame test of chemicals
I. Evaluating learning a. Sodium b. copper c. Potassium
d. Calcium e. Barium Pen and paper
I. EXTEND (5 minutes)
Assignment : Pen and paper test
1.Bring the experiment manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1. how atoms combine with other atoms by
transferring or by sharing electrons
 2. forces that hold metals together

B. .Performance analyze the percentage composition of different brands of two food products and decide
on the products’ appropriate percentage composition
Standards

C.Learning
Competencies/ 1. recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT

A. References
1.Teacher’s Guide pages
K to 12 module grade 9 page 107-108
2. Learner’s Material
page10s K to 12 module grade 9 page 121 - 126
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins) Review : Review lessons about Review lesson about
“ Atomic Theory” Visual Aid/TV & DVD
Motivation : Looped the word Game

D. ENGAGE (5 mins) 1. Trace the development of the different theories

related to the nature of light.
2. Discuss the dualistic nature of light.
3. Describe the wave-mechanical model of atom.
4.Describe the shapes of charge clouds
corresponding to s , p , and d orbitals.

Pre-Activity Discussion
1. Words for study:
a. wave b. particle c. uncertainty
2. Reading and clarifying of the activity procedure
3. Precautionary measures
E. EXPLORE (15
Perform the activit” Predicting the Probable Location of
mins)
an Electron.” refer to the given module page 11 Activity Sheet
page 117.

Group presentation about the probable Location of

Particles?
Visual Aid
 F. Explain (5 mins) 1. What happens to the number of dots per
unit area as the distance of the dots
go farther from the center?
2. Determine the percent probability of
finding a dot in each of the circle drawn
on the target by multiplying No. of dots
cm2 (column D) by the total number of
dots (100). For example: In circle 1(A)
Percent probability = No. of dots /cm2 X
100 = [0.1920 / 100 ] X 100 = 19.20%
3. Based on your graph, what is the
distance with the highest probability of
finding a dot? Show this in your graph.
4. How many dots are found in the area
where there is highest probability of
G. Elaborate (10 mins) finding dots?
5.How are your results similar to the
distribution of electrons in an atom?

Application : Draw the different atomic structures proposed

by different scientist

Key Concepts :
The quantum mechanical model of the atom comes
from the mathematical solution to the Schrodinger
equation.The quantum mechanical model views an
electron as a cloud of negative charge having a
certain geometrical shape. This model shows how
likely an electron could befound in various locations
around the nucleus. However, the model does not
give any information about how the electron moves
from one position to another.
H. EVALUATE (5 mins) 1. Explain how elecrons are distributed in the energy level of atom
I. Evaluating learning 2. Draw the atomic structure according to Schrodinger Concept paper and pen
I. EXTEND (5 minutes)
Assignment : Pen and paper test
1.Bring the experiment manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1. how atoms combine with other atoms by
transferring or by sharing electrons
2. forces that hold metals together

B. .Performance analyze the percentage composition of different brands of two food products and decide
on the products’ appropriate percentage composition
Standards

C.Learning
1. recognize different types of compounds (ionic or covalent) based on their
 Competencies/ properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT

A. References
1.Teacher’s Guide pages
K to 12 module grade 9 page 108-109
2. Learner’s Material
page10s K to 12 module grade 9 page 126 - 128
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins) Review : Review lessons about Review lesson about
“ Atomic Structure” Visual Aid/TV & DVD
Motivation : Jumbled Letters Game

D. ENGAGE (5 mins) 1. Write the electron configuration of elements ;

2. Determine the pattern of filling the orbitals based
on the given distribution for the first 10 elements ;
3. Devise rules in filling up the orbitals .

Pre-Activity Discussion
1. Words for study:
a. main energy b. sublevel c. orbitals
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15
Perform the activit 3” Electron configuration.” Activity Sheet
mins)
refer to the given module page 126.

Group presentation about the Electron Configuration

Visual Aid

F. Explain (5 mins) Q1. Do you see patterns in the distribution

of their electrons?
Q2. What are these patterns you have
observed?
Elaborate (10 mins) Q3. What do you think are some rules that apply in filling
up the orbitals for the elements from atomic number
 1 to 18?

Application : Watch video about electron configuration.

Key Concepts :
An electron is imagined to be a cloud of
negative charge having a certain
geometrical shape. The electrons are
arranged in principal or main energy
levels that consist of one or more
sublevels.
The way in which electrons are distributed
in the different orbitals around the
nucleus of an atom is called the electron
configuration. Filling of electrons start
from lower energy level to highest energy
level.
Exclusion Principle – a principle developed by
Wolfgang Pauli stating that no two electrons in an
atom can have the same set of four quantum numbers
G. EVALUATE (5 mins) 1. Give the electron configuration of the ff. elements
I. Evaluating learning a. Sodium b. Magnesium c. Carbon d. Oxygen d. Nitrogen paper and pen
H. EXTEND (5 minutes)
Assignment : Pen and paper test
1.Bring the experiment manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1. how atoms combine with other atoms by
transferring or by sharing electrons
2. forces that hold metals together

B. .Performance analyze the percentage composition of different brands of two food products and decide
on the products’ appropriate percentage composition
Standards

C.Learning
Competencies/ 1. recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT
 A. References
1. .Teacher’s Guide
pages K to 12 module grade 9 page 110-115
2. Learner’s Material
page10s K to 12 module grade 9 page 117 - 136
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins) Review : Review lessons about about
“ Periodic Table Of Elements and
Electronic configuration Visual Aid/TV & DVD

D. ENGAGE (5 mins) 1. Answer the given summative test ;

2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
a. valence shell b. valence elevtron c. period
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15
Administration of the test .
mins)
Activity Sheet

Reading , analyzing ,and computing Visual Aid

F. Explain (5 mins)
Answer the given test honestly and accurately.

Application : Write the different electron configurations

Elaborate (10 mins) of elements

Key Concepts :
Atomic orbital – the region of space in which there is
a high probability of finding theelectron in an atom
Electron cloud – an imaginary representation of an
electron’s rapidly changing positionaround the nucleus
over time
Electron configuration – the distribution of electrons
 within the orbitals of the atoms of an element
Excited state – any electron configuration of an atom
or molecule other than the lowest energy(ground) state
Exclusion Principle – a principle developed by
Wolfgang Pauli stating that no two electrons in an atom
can have the same set of four quantum numbers
Ground state – the electron configuration of an atom
or ion that is lowest in energy
Quantum number- a number that specifies a property
of an orbital or an electron
G. EVALUATE (5 mins)
I. Evaluating learning Refer to the questionnaire paper and pen
H. EXTEND (5 minutes)
Assignment : Pen and paper test
1.Bring the experiment manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1. how atoms combine with other atoms by
transferring or by sharing electrons
2. forces that hold metals together

B. .Performance analyze the percentage composition of different brands of two food products and decide
on the products’ appropriate percentage composition
Standards

C.Learning
Competencies/ 1. recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT

A. References
1. .Teacher’s Guide
pages K to 12 module grade 9 page 110-115
2. Learner’s Material
page10s K to 12 module grade 9 page 117 - 136
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins) Review : Review lessons about about
“ Periodic Table Of Elements and
Electronic configuration Visual Aid/TV & DVD

D. ENGAGE (5 mins) 1. Answer the given summative test ;

2. Recall concepts previously learned ;
3. Observe discipline test analysis

Pre-Activity Discussion
1. Words for study:
a. valence shell b. valence elevtron c. period
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15
Checking of the answer of the given test
mins)
Activity Sheet

Test analysis /Analysis

Visual Aid

F. Explain (5 mins)
Answer the given test honestly and accurately.

Application : What are the importance of periodic table

G. Elaborate (10 mins) and electronic configuration
Key Concepts :
Atomic orbital – the region of space in which there is
a high probability of finding theelectron in an atom
Electron cloud – an imaginary representation of an
electron’s rapidly changing positionaround the nucleus
over time
Electron configuration – the distribution of electrons
within the orbitals of the atoms of an element
Excited state – any electron configuration of an atom
or molecule other than the lowest energy(ground) state
Exclusion Principle – a principle developed by
Wolfgang Pauli stating that no two electrons in an atom
can have the same set of four quantum numbers
Ground state – the electron configuration of an atom
 or ion that is lowest in energy
Quantum number- a number that specifies a property
of an orbital or an electron
H. EVALUATE (5 mins)
I. Evaluating learning Refer to the questionnaire paper and pen
I. EXTEND (5 minutes)
Assignment : Pen and paper test
1.Bring the experiment manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1. how atoms combine with other atoms by
transferring or by sharing electrons
2. forces that hold metals together

B. .Performance analyze the percentage composition of different brands of two food products and decide
on the products’ appropriate percentage composition
Standards

C.Learning
Competencies/ 1. recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT

A. References
1. .Teacher’s Guide
pages K to 12 module grade 9 page 115-120
2. Learner’s Material
page10s K to 12 module grade 9 page 134 - 136
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
 Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins) Review : Review lessons about about
“ Periodic Table Of Elements”
Visual Aid/TV & DVD

D. ENGAGE (5 mins) 1. Identify the number of valence electrons of an

Atom .
2 .Compare the electronegativity and ionization energy
values of metals and nonmetals.

Pre-Activity Discussion
1. Words for study:
a. attract b. neutral c. stable
2. Reading and clarifying of the activity procedure
3. Precautionary measures
E. EXPLORE (15
Perform the activity 1 ”Mapping the Periodic Table.”
mins)
refer to the given module page 134.
Activity Sheet

Group presentation of activity 1

Visual Aid
F. Explain (5 mins)
Q1. Where can you find metals, non-metals,
and noble gases in the periodic table of
elements?
G. Elaborate (10 mins) Q2. Which number will give you an idea on
the number of valence electrons?
Q3. What do you notice in the number of
valence electrons of metals,nonmetals,
and noble gases?

Application : Arrange the ff. elements from lowest to highest

electronegativity,ionization energy and metallic property.
1. Hg 2. O 3. Ne 4. Ca 5. Ba
Key Concepts :
The valence electrons are the electrons directly
involved in forming bonds to form compounds. It is
important that you know the number of valence
electrons so that can illustrate how bonds are formed.
It is good that you have found out that metals have
low electronegativity and non-metals have high
electronegativity because this property plays an
important role in forming compounds. Do you know
what electronegativity means?
Electronegativity is a measure of the tendency of
an atom to attract electrons, the higher its value, the
higher its tendency to attract electrons. How about
ionization energy? Did you know that ionization
 energy is the energy needed to pull or remove one
or more electron/s from a neutral atom? The lower
the ionization energy the easier it is to remove its
valence electrons.
H. EVALUATE (5 mins)
I. Evaluating learning 1. Arrange the ff. to increasing atomic size paper and pen
a. Na b. K c. F d. S e. Cl
I. EXTEND (5 minutes)
Assignment : Pen and paper test
1.Bring the experiment manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1. how atoms combine with other atoms by
transferring or by sharing electrons
2. forces that hold metals together

B. .Performance analyze the percentage composition of different brands of two food products and decide
on the products’ appropriate percentage composition
Standards

C.Learning
Competencies/ 1. recognize different types of compounds (ionic or covalent) based on their
properties such as melting point, hardness, polarity, and electrical and thermal
Objectives. Write conductivity S9MT-IIa-13
the LC code for
each.
II. CONTENT

A. References
1. .Teacher’s Guide
pages K to 12 module grade 9 page 120-125
2. Learner’s Material
page10s K to 12 module grade 9 page 136 - 138
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins) Review : Review lessons about about
Valence shell and valence electron
 Visual Aid/TV & DVD

D. ENGAGE (5 mins) 1. Write the Lewis Symbol of common metals and

Non-metals :
2. Show the relationship among the numbers of
valence electrons electronegativity , and
ionization energy :
3. Explain the importance of octet rule in chemical
bonding.

Pre-Activity Discussion
1. Words for study:
a. octet b. chemical bonding c. ionization
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15
Perform the activity 2 ”Lewis Symbol.” refer to
mins)
the given module page 136. Activity Sheet

Group presentation of activity 2

Visual Aid
F. Explain (5 mins)
Q1. What do you notice with the number of valence
electrons, electronegativity values and ionization energies
of the elements?
Q2. What kind of element has the greatest tendency to
attract electrons? Why?
Q3. What kind of element requires high energy to remove
its valence electrons? Why?
G. Elaborate (10 mins)
Application : Write the Lewis Dot structure of the ff.
Elements a.Fr b. N c. Cl d. B e. O

Key Concepts :
Do you know why atoms form compounds? Have you
heard about the Octet Rule? Atoms always strive to attain
the most stable arrangement of electrons. Atoms are stable
if their electrons have the same kind of arrangement as that
of noble gases, where the s and p orbitals are filled with
electrons except for helium, where only the s orbitals are
filled up. All the noble gases except for helium have 8
valence electrons.The Octet Rule tells you that elements
gain or lose or share electrons to achieve the electronic
configuration of the nearest noble gas. Thus after chemical
bonding, elements become isoelectronic with the nearest
noble gas in the periodic table. Metals have low
electronegativity and ionization energy, thus they tend
to transferr loose electrons. Non-metals have high
electronegativity and ionization energy. They have a
greater tendency to attract electrons towards themselves.
 Thus non-metals tend to gain electrons
H. EVALUATE (5 mins)
I. Evaluating learning 2. Write the Lewis Dot Structure of the ff. elements paper and pen
b. Na b. K c. F d. S e. Cl
EXTEND (5 minutes) Assignment : Pen and paper test
1.Bring the experiment manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1.the type of bonds that carbon forms that result in the diversity of carbon
compounds.

The learners should be able to…

B. .Performance
Standards Explain how the structure of the carbon atom affects the type of bonds it
forms;
C.Learning
Competencies/ Recognize the general classes and uses of organic compounds;
Objectives. Write S9MT-IIg-17
the LC code for
each.
II. CONTENT

A. References
1. .Teacher’s Guide
pages K to 12 module grade 9 page 126-130
2. Learner’s Material
page10s K to 12 module grade 9 page 155- 156
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES

C. ELICIT (5 mins)

Review lessons about Elements and compounds Visual Aid/TV & DVD
 D. ENGAGE (5 mins) 1. Recognize the uses of common organic
Compounds ;
2. Give examples of organic compounds ;
3. Explain the different organic compounds in the
Environment .

Pre-Activity Discussion
1. Words for study:
a. Organic b. Halogens c. valence
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15 Perform the activity 3 .” Organic Compounds :

mins)
Are they useful” refer to the given module
page 155.

Group presentation of activity 3

“Organic Compounds”
Visual Aid
F. Explain (5 mins)
Q1. What do you think are the
characteristics of the materials which
give their uses?
Q2. Why do you think these kinds of organic
compounds are very important?
G.Elaborate (10 mins)
Application : Give examples of organic
compounds.

Key Concepts :

Organic compounds are group of compounds that contain

the element carbon.Organic compounds contain carbon
and hydrogen combined with other elements namely
oxygen, nitrogen, phosphorous, sulfur, and halogens
(fluorine, chlorine,bromine, and iodine) Ethyl alcohol,
acetone, gasoline, napthalene, acetic acid, vanillin,
acetylene, and esters are just a few examples of many
useful organic compounds.These kinds of compounds are
produced by plants and animals. However, these carbon-
containing compounds can also be produced artificially.
There are also organic compounds that are produced from
petroleum: liquefied petroleum gas (LPG), gasoline,
lubricating oil and kerosene. These compounds have
different uses in the community.
G. EVALUATE (5 mins)
I. Evaluating learning A. Identify if Oganic or inorganic paper and pen
1. Gold 2. Alcohol 3. Oil 4. Iron 5. Sugar
EXTEND (5 minutes) Assignment : Pen and paper test
1.Bring the experiment manual
REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1.the type of bonds that carbon forms that result in the diversity of carbon
compounds.

The learners should be able to…

B. .Performance
Standards Explain how the structure of the carbon atom affects the type of bonds it
forms;
C.Learning
Competencies/ Recognize the general classes and uses of organic compounds;
Objectives. Write S9MT-IIh-18
the LC code for
each.
II. CONTENT

A. References
1. .Teacher’s Guide
pages K to 12 module grade 9 page 130-135
2. Learner’s Material
page10s K to 12 module grade 9 page 157- 158
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins)

Review lessons about organic compounds Visual Aid/TV & DVD

D. ENGAGE (5 mins) 1. Observe the properties of common organic

Compounds ;
2. Relate these properties to their uses ;
 3. Explain the volatility , viscosity , flammability and odor
of some common organic compounds.

Pre-Activity Discussion
1. Words for study:
a. volatility b. viscosity c. flammability
2. Reading and clarifying of the activity procedure
3. Precautionary measures
E. EXPLORE (15
Perform the activity 4 .” Properties of common organic Activity Sheet
mins)
compounds” refer to the given module page 157.

Group presentation of activity 4 Visual Aid

“Properties of common organic compounds”

F. Explain (5 mins) Q1. Which material is most viscous? What

are the common uses of viscous
materials?
Q2. Which materials are flammable? In what
ways are these materials used?
Q3. Which liquid materials have strong odor
and weak odor?
Q4. Why is it important to know the
properties of these kinds of organic
compounds?
G. Elaborate (10 mins) Application : Give the different uses of some
common organic compounds.
Key Concepts :
Every kind of organic compound has specific properties or
characteristics. Although these compounds may show
similarities in some properties, these compounds do not
have exactly the same properties.Gasoline, kerosene,
diesel oil, lubricating oil, vanillin, acetic acid, and ethyl
alcohol are organic compounds with different properties.
Gasoline, for example, has a strong odor, is volatile, and
highly flammable. In this activity, you will find out about
the properties-namely, odor, viscosity, volatility, and
flammability-of some other common organic compounds.
Odor is the smell of the compound. Every compound has
its own specific odor. Viscosity is a measure of a liquid’s
resistance to flow. Volatility is the measure of the
tendency of a compound to evaporate or turn into
gaseous state. Flammability is the measure of how easily
material burns.
H. EVALUATE (5 mins) Identify the uses of the ff. organic compounds
I. Evaluating learning 1.Ethyl Alcohol 2. Butane 3. propanol
4. Ethanoic acid 5. Methane Pen and paper test
EXTEND (5 minutes) Assignment :

1.Bring the experiment manual Experiment Manual

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1.the type of bonds that carbon forms that result in the diversity of carbon
compounds.

The learners should be able to…

B. .Performance
Standards Explain how the structure of the carbon atom affects the type of bonds it
forms;
C.Learning
Competencies/ Recognize the general classes and uses of organic compounds;
Objectives. Write S9MT-IIh-18
the LC code for
each.
II. CONTENT

A. References
1. .Teacher’s Guide
pages K to 12 module grade 9 page 135-140
2. Learner’s Material
page10s K to 12 module grade 9 page 160- 163
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins)
Review lessons about organic compounds Visual Aid/TV & DVD
Motivation : Match video about Hydrocarbon

D. ENGAGE (5 mins) 1. Recognize common kinds of alkanes, alkenes and

alkynes and their uses ;
2. Identify the types of bonds formed in alkanes,
alkenes and alkynes ;
3. Relate the structures of alkanes , alkenes and
 alkynes to their properties.

Pre-Activity Discussion
1. Words for study:
a. saturated b. unsaturated c. Bond
2. Reading and clarifying of the activity procedure
3. Precautionary measures
Perform the activity 5 .” The Hydrocarbons” refer to the
E. EXPLORE (15
given module page 160. Activity Sheet
mins)

Group presentation of activity 5 Visual Aid

“The Hydrocarbon ”

F. Explain (5 mins) Q1. What are the types of bonds present in

the following: alkanes, alkenes, and
alkynes?
Q2. Using Tables 1 to 3, what pattern do
you observe in terms of the phase,
number of carbon atoms, structure
and boiling point of the alkanes,
alkenes, and alkynes?Explain the
patterns you observe.
Q3. What do you think will be the boiling
point of the next alkane, alkene, and
alkyne? Will the boiling point of each
hydrocarbon be higher or lower?
Explain your answer.
Q4. Why do you think some hydrocarbons
are gases and others are liquids?
Q5. Why do you think there are many
hydrocarbon compounds?
Q6. What hydrocarbon compounds are
gases and liquids? What are the uses
of gaseous hydrocarbon compounds
G. Elaborate (10 mins) and liquid hydrocarbon compounds?
Application : Give the different uses of Alkane,
Alkene, and Alkyne
Key Concepts :
Hydrocarbons are organic compounds that contain carbon
and hydrogen atoms only. Hydrocarbons such as methane,
ethane and butane are components of natural gas.
Hydrocarbons are grouped into families namely, alkanes,
alkenes and alkynes.The compounds in each group have
certain structures that make their properties
different from the other.
H. EVALUATE (5 mins) Write the expanded and condensed structural formula of the
I. Evaluating learning ff. Hydrocarbons
1.Ethane 2. Butene 3. propyne
4. Hexane 5. Octene Pen and paper test
EXTEND (5 minutes) Assignment :
1. Bring kalburo and green banana
2. Give the importance and different uses of organic
Compounds.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1.the type of bonds that carbon forms that result in the diversity of carbon
compounds.

The learners should be able to…

B. .Performance
Standards Explain how the structure of the carbon atom affects the type of bonds it
forms;
C.Learning
Competencies/ Recognize the general classes and uses of organic compounds;
Objectives. Write S9MT-IIh-18
the LC code for
each.
II. CONTENT

A. References
1. .Teacher’s Guide
pages K to 12 module grade 9 page 140-145
2. Learner’s Material
page10s K to 12 module grade 9 page 163- 165
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins)
Review lessons about Hydrocarbons Visual Aid/TV & DVD
Motivation : Looped a Word Game

D. ENGAGE (5 mins)

1. Investigate how a common organic compound

namely ethyne can ripen fruits faster than the
natural way.
 Pre-Activity Discussion
1. Words for study:
a. antiseptic b. enzymes c. kalburo
2. Reading and clarifying of the activity procedure
3. Precautionary measures
Perform the activity 6.” Which will ripen first” refer to
E. EXPLORE (15
the given module page 160. Activity Sheet
mins)

Group presentation of activity 6 Visual Aid

“The Hydrocarbon ”

F. Explain (5 mins) Q1. What are you going to find out or

investigate in the experiment?
Q2. What is the independent variable?
Q3. What is the dependent variable in the
experiment?
Q4. Write your hypothesis or prediction
about what might happen in the
experiment.
Q5. How many bananas ripened in Group A
and in Group B?
Q6. Which group has fully ripened
bananas?
Q7. What conclusion can you make from the
results of your experiment?
Q8. Look for the properties of ethyne and
explain how it can introduce ripening of
fruits?
Elaborate (10 mins) Application : Give examples of of the functional group
Of hydrocarbon and their uses

Key Concepts :
Calcium carbide (CaC2) is a compound that is commonly
known as kalburo. Fruit vendors use this substance to
speed up ripening of fruits like mangoes and bananas in
just a couple of days. When calcium carbide reacts with
water such as moisture in the air, ethyne gas is produced.
Ethyne or commonly known as acetylene is a kind of
Alkyne
G. EVALUATE (5 mins) Write the expanded and condensed structural formula of the
I. Evaluating learning ff. Hydrocarbons
1.Ethanol 2. Butanoic acid 3. propanone
4. Hexene 5. Octyne Pen and paper test
EXTEND (5 minutes) Assignment :
1. Give the different uses of Alcohols

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1.the type of bonds that carbon forms that result in the diversity of carbon
compounds.

The learners should be able to…

B. .Performance
Standards Explain how the structure of the carbon atom affects the type of bonds it
forms;
C.Learning
Competencies/ Recognize the general classes and uses of organic compounds;
Objectives. Write S9MT-IIh-18
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 145-148
2. Learner’s Material
page10s K to 12 module grade 9 page 165- 166
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins)
Review lessons about Hydrocarbons Visual Aid
Motivation : Jumbled Letters Game

D. ENGAGE (5 mins) 1. Recognize the uses of common alcohols ;

2.Identify the similarities in the structures of
different kinds of alcohols;
3. Relate these similarities to the common
properties they have.
 Pre-Activity Discussion
1. Words for study:
a. antiseptic b. cleaning agent c. disinfectant
2. Reading and clarifying of the activity procedure
3. Precautionary measures
E. EXPLORE (15
Perform activity 7 .” Alcohols and their uses”
mins)
refer to the given module page 160. Activity Sheet

Group presentation of activity 7 Visual Aid

“The Hydrocarbon ”

F. Explain (5 mins) Q1. What are the common products that

contain alcohol?
Q2. Why are these alcohols important?
Q3. What types of bonds are present in
ethyl alcohol, methyl alcohol, and in
isopropyl alcohol?
Q4. What accounts for the similar physical
properties of alcohols?

G.Elaborate (10 mins)

Application : Give examples of Alcohols and their
common uses .

Key Concepts :
Alcohols are another group of organic compounds.
These organic compounds also have very important
uses. Some alcohols are used as antiseptic or
disinfectant, some are used as cleaning agents,
others are used as components of liquors and a few
alcohols are used as fuel for portable stoves or other
types of burners.
G. EVALUATE (5 mins) Give examples of Alcohol and explain their uses.
I. Evaluating learning Pen and paper test
EXTEND (5 minutes) Assignment :
1.Give different examples of aldehyde and Ketone
and explain their uses

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1.the type of bonds that carbon forms that result in the diversity of carbon
compounds.

The learners should be able to…

B. .Performance
Standards Explain how the structure of the carbon atom affects the type of bonds it
forms;
C.Learning
Competencies/ Recognize the general classes and uses of organic compounds;
Objectives. Write S9MT-IIh-18
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 148-150
2. Learner’s Material
page10s K to 12 module grade 9 page 166- 168
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins)
Review lessons about Hydrocarbons Visual Aid/TV & DVD
Motivation : watch video about functional group
Hydrocarbon
D. ENGAGE (5 mins) 1. Give the common uses of acetone and formalin.
2. Relate the structure of acetone and formalin to
the carbonyl compounds where they belong.
 Pre-Activity Discussion
1. Words for study:
a. kalburo b. catalyst
2. Reading and clarifying of the activity procedure
3. Precautionary measures
E. EXPLORE (15
Perform the activity 8.” Common between acetone and
mins)
formalin” refer to the given module page 160. Activity Sheet

Group presentation of activity 8 Visual Aid

“Common between acetone and formalin”

F. Explain (5 mins) Q1. What are the common uses of acetone

and formalin?
Q2. What types of bonds do the common
compounds have in their structures?
Q3. Formalin and acetone are common
carbonyl containing compounds. Why do
you think they both belong in the group
of carbonyl containing compounds?

Application : Give examples of ketone and aldehyde

G.Elaborate (10 mins) explain their common uses .

Key Concepts :
Acetone and formalin are examples of simple carbonyl
containing compounds which have common uses.
Carbonyl containing compounds are organic compounds
that contain carbonyl functional group, which is
composed of a carbon atom doublebonded to an oxygen
atom: C=O.

G. EVALUATE (5 mins) Give examples of ketone and aldehyde then explain their uses.
I. Evaluating learning Pen and paper test
EXTEND (5 minutes) Assignment :
1.Define mole
2. Give the importance and uses of mole.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate the understanding of ;

the unit, mole, that quantitatively measures the number of very small
particles of matter

The learners should be able to…

B. .Performance analyze the percentage composition of different brands of two food products
Standards and decide on the products’ appropriate percentage composition

C.Learning
Competencies/ use the mole concept to express mass of substances
Objectives. Write
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 150-155
2. Learner’s Material
page10s K to 12 module grade 9 page 177- 178
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES

C. ELICIT (5 mins)
Review lessons about atomic weight of elements Visual Aid/TV & DVD
Motivation : watch video about mole of atoms

D. ENGAGE (5 mins) 1. Measure the mass of an object;

2.Record the mass with the correct number of
significant figures;
3.Relate the mass of the object to the number of
pieces per item.
 Pre-Activity Discussion
1. Words for study:
a. avogadro’s number b. mole
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15 Perform the activity 1.”. Counting by getting the mass of
mins) an object” page 177 Activity Sheet

Group presentation of activity 1 Visual Aid

“Counting by getting the mass of an object”

F. Explain (5 mins) Q1. Is the number of paper clips in step 2

the same as the number of paper clips
in step3? Why do you think so?
Q2. Having an experience in counting by
getting the mass, give some ways in
which you can apply this procedure in
daily life situations.
G. Elaborate (10 mins)
Application : Give the molar mass of the ff. elements
a. Oxygen b. Carbon C. Nitrogen

Key Concepts :
Avogadro's number is the number of particles in
one mole of a substance.It is a very large number
equal to 6.02 x 10 23 particles. So, a mole (mol) of a
substance is 6.02 x 10 23 representative particles of
that substance. The representative particles can be
atoms, molecules, or formula units. So, one mole of
carbon-12 contains 6.02 x 10 23 atoms, one mole of
water contains 6.02 x 10 23 water molecules and one
mole of sodium chloride (table salt) contains
6.02 x 10 23 formula units of sodium chloride. For
you to figure out how large Avogadro’s number is,
try to imagine this, “if you put together
6.02 x 10 23 basketballs, it will be as big as the
Earth or if you have 6.02 x 10 23 rice grains, it
would cover the land masses of the Earth to a
depth of 75 meters.”
H. EVALUATE (5 mins) Give the molar mass of the ff. elements
I. Evaluating learning 1. Mg 2. Ba 3. F 4. Fe 5. Ca

Pen and paper test

EXTEND (5 minutes) Assignment :
1. How many mole in 16 g of water? Show your
solution

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate the understanding of ;

the unit, mole, that quantitatively measures the number of very small
particles of matter

The learners should be able to…

B. .Performance analyze the percentage composition of different brands of two food products
Standards and decide on the products’ appropriate percentage composition

C.Learning
Competencies/ use the mole concept to express mass of substances
Objectives. Write S9MT-IIi-19
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 155-160
2. Learner’s Material
page10s K to 12 module grade 9 page 180- 181
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
C. ELICIT (5 mins)
Review lessons about atomic weight of elements Visual Aid/TV & DVD
Motivation : watch video about how to count molecules
And particles
D. ENGAGE (5 mins) 1. Measure the mass of a given objects;
2.Record the mass showing the precision of the
measuring device;
3.Convert the number of items to its equivalent
mass in grams or vice versa using the equivalents
taken from the result of the activity.
 Pre-Activity Discussion
1. Words for study:
a. percent by mass b. molar mass
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15 Perform the activity 2.”. Total count vs. mass” page 180
mins) Activity Sheet

Group presentation of activity 2 Visual Aid

“Total count VS Mass”

F. Explain (5 mins) Q1. Do the three different materials have

the same masses? Explain your
answer.
Q2. Was your expected number of pieces
per material the same as the number
of pieces equal to 25.00g?
G. Elaborate (10 mins) Q3. What can you infer from this result?
Application : Get the percent composition of CO2

Key Concepts :
Different kinds of materials with the same
number of particles have different masses.
One mole contains Avogadro’s number of
particles equal to 6.02 x 10 23.
Different substances with the same
number of moles have the same number of
particles but they have different masses.

H. EVALUATE (5 mins) Get the percent composition of the ff.

I. Evaluating learning
a. H2O b. NaCl c. NaOH Pen and paper test
EXTEND (5 minutes) Assignment :
2. How many particles in 16 g of water? Show your
solution

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
A .Content Standards The learners demonstrate the understanding of ;
the unit, mole, that quantitatively measures the number of very small
particles of matter

The learners should be able to…

B. .Performance analyze the percentage composition of different brands of two food products
Standards and decide on the products’ appropriate percentage composition

C.Learning
Competencies/ use the mole concept to express mass of substances
Objectives. Write S9MT-IIi-19
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 160-165
2. Learner’s Material
page10s K to 12 module grade 9 page 181- 182
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES

C. ELICIT (5 mins)
Review lessons about mole of atom Visual Aid/TV & DVD
Motivation : watch video about how to count molecules
Particles , and mole
D. ENGAGE (5 mins) 1. Compute for the molar mass of common
substances ;
2. Solve problems concerning molar mass of a given
compounds;
3. Apply the concept of molar mass to practical
situation in our everyday life.

Pre-Activity Discussion
1. Words for study:
a. molar mass b. molecular mass
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15 Perform the activity 3.”. The mass of one mole of a
mins)
substance” page 181 Activity Sheet
 Group presentation of activity 3 Visual Aid
“The mass of one mole of a substance”

F. Explain (5 mins) Q1. Do you think that one mole of the

different substances have the same
amount?
Q2. What do you observe about the mass of
the substances in Tables 4-A and 4-B?
Q3. Would 1.50 moles of H2O have the
same number of particles as 1.50 moles
of any of the substances you weighed?
Q4. What can you infer about this activity?
G. Elaborate (10 mins) Application :Get the molar mass and number of mole
Of the ff compounds
a. 20g of NaCl b. 45g of CaCO3

Key Concepts :
Molar mass is the mass of one mole of a
substance expressed in grams.
The molar mass of a monatomic element
like Na, Li, Mg is numerically equal to
its atomic mass expressed in grams.
The mass of the substance divided by its
molar mass gives the number of moles
of the substance.
The number of moles multiplied by
Avogadro’s number gives the number of
particles.
H. EVALUATE (5 mins) Get the molar mass and number of mole of the ff.
I. Evaluating learning compounds
a.30 g of CO2 b.10g of NaCl c. 45g of NaOH
Pen and paper test
EXTEND (5 minutes) Assignment :
3. How many moles in 50g of FeSO4? Show your
solution

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate the understanding of ;

the unit, mole, that quantitatively measures the number of very small
particles of matter
 The learners should be able to…
B. .Performance analyze the percentage composition of different brands of two food products
Standards and decide on the products’ appropriate percentage composition

C.Learning
Competencies/ use the mole concept to express mass of substances
Objectives. Write S9MT-IIi-19
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 165-168
2. Learner’s Material
page10s K to 12 module grade 9 page 183- 184
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES

C. ELICIT (5 mins)
Review lessons about number of particles and mole of
atom Visual Aid/TV & DVD
Motivation : watch video about Stoicheometry

D. ENGAGE (5 mins) 1. Describe the relationships among the number of

moles , mass , and number of particles;
2. Solve problems about moles , mass and number
of particles;
3. Apply the concepts in practical life situations.

Pre-Activity Discussion
1. Words for study:
a. molar mass b. molecular mass
2. Reading and clarifying of the activity procedure
3. Precautionary measure

E. EXPLORE (15 Perform the activity 4.”.The relationships among number

mins)
of moles,mass and particles ” page 183 Activity Sheet

Group presentation of activity 4

“ The relationships among number
of moles,mass and particles ” Visual Aid
 F. Explain (5 mins) Q1. List down the substances based on the
following order:
Q2. Is the number of particles in the sample
directly related to the number of moles?
Why do you say so?
Q3. Is the mass of the sample related to the
number of moles? Explain your answer.
Q4. Explain why one tablespoon of different
substances does not have the same
mass in grams (g), the same number of
moles, and the number of particles.
G. Elaborate (10 mins) Application :Solve the ff. problems
1.How many moles of ammonia are produced when
0.50 mole of nitrogen reacts with hydrogen?
2.How many moles of ammonia will be produced
From 2 moles of hydrogen?

Key Concepts :
Stoichiometry is the calculation of quantities in chemical
Equations. When you know the quantity of one substance
In a reaction, you can calculate the quantity of any other
substance created or consumed in the reaction. Quantity
usually means the amount of a substance expressed in
grams or moles. It could just as well be in liters or
molecules .
H. EVALUATE (5 mins) Problem solving : Show your solution
I. Evaluating learning 1. How many moles of nitrogen will react with 40 g of
Hydrogen ? Pen and paper test
EXTEND (5 minutes) Assignment :
Make a table showing the balanced chemical equation of
Water from hydrogen and oxygen and interpret it in
Several ways.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate the understanding of ;

the unit, mole, that quantitatively measures the number of very small
particles of matter

The learners should be able to…

B. .Performance analyze the percentage composition of different brands of two food products
and decide on the products’ appropriate percentage composition
 Standards

C.Learning
Competencies/ use the mole concept to express mass of substances
Objectives. Write S9MT-IIi-19
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 169-170
2. Learner’s Material
page10s K to 12 module grade 9 page 184- 185
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES

C. ELICIT (5 mins)
Review lessons about counting the number of particles
and mole of atom
Visual Aid/TV & DVD
Motivation : watch video about Stoichiometry

D. ENGAGE (5 mins) 1. Interpret chemical equations in terms of moles,

Representative particles, masses and volume
(for gases at STP).
2. Determine the amount of reactants and products
Using information from a balanced equation.

Pre-Activity Discussion
1. Words for study:
a. STP b. reactants c. products
2. Reading and clarifying of the activity procedure
3. Precautionary measure

E. EXPLORE (15 Perform the activity 5.”. The chemist mole ” page 184
mins)
Activity Sheet

Group presentation of activity 5

“ The chemist mole ” Visual Aid
 F. Explain (5 mins) Q1. When is a particle classified as an
atom, a molecule, or a formula unit?
Q2. Show how you will convert the mass of
a given sample to number of moles
and vice versa.
Q3. Show how you will compute for the
number of particles given the following:
a. Mass of the sample
b. Number of moles of the sample

G. Elaborate (10 mins) Application :NH3 is produced industrially by the

Reaction of N2 (g) and H2 (g).
1. Write a balanced equation for this reaction.
2. Interpret the balanced equation in terms of:
Particles, moles, masses of reactants and
products
Key Concepts :
1.Calculations using balanced equations are called
Stoichiometric calculations.
2.The balanced chemical equation can be interpreted in
terms of particles , moles , mass , and volume.

H. EVALUATE (5 mins) Problem solving : Show your solution

I. Evaluating learning 1. Ethyl alcohol burns according to the ff. equation:
C2H5OH + 3O2 2CO2 + 3H2O
Interpret the equation in terms of moles ,particles
And mass Pen and paper test
EXTEND (5 minutes) Assignment :
1. Be ready for a summative test about moles

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate the understanding of ;

the unit, mole, that quantitatively measures the number of very small
particles of matter

The learners should be able to…

B. .Performance analyze the percentage composition of different brands of two food products
 Standards and decide on the products’ appropriate percentage composition

C.Learning
Competencies/ determine the percentage composition of a compound given its chemical
Objectives. Write formula and vice versa. S9MT-IIj-20
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 170-173
2. Learner’s Material
page10s K to 12 module grade 9 page 186- 187
3. Textbook pages
4. Additional Materials
from Learning  EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES

C. ELICIT (5 mins)
Review lessons about molar mass .
Visual Aid/TV & DVD

D. ENGAGE (5 mins) 1.define percentage composition;

2.realized that the amount of substance intake can
be monitored with the use of percentage
composition;
3. apply the concept of percentage composition in
choosing grocery item.

Pre-Activity Discussion
1. Words for study:
a. mole b. mass c. particle d. percent
2. Reading and clarifying of the activity procedure
3. Precautionary measures

E. EXPLORE (15 Perform the activity 6.”. percentage composition ”

mins)
page 186 Activity Sheet

Group presentation of activity 6

“ percentage composition ” Visual Aid

F. Explain (5 mins) Q1. Based on this activity, what food do you

regularly consume which gives your
body a lot of carbon (C) atoms and
 sodium (Na) ions?
Q2. Are these good for your body? Why?
Research on how much of these types
of food are recommended for your age
group.
Q3. In what other ways can you make use
of the concept on percentage composition?
G. Elaborate (10 mins)
Application : Give the Percentage Composition of
C2H5OH

Key Concepts :
The molar mass of a monatomic element
like Na, Li, Mg is numerically equal to
its atomic mass expressed in grams.
The mass of the substance divided by its
molar mass gives the number of moles
of the substance.
The number of moles multiplied by
Avogadro’s number gives the number of
particles.
Percentage composition of a compound
tells you the percentage of the mass
made up by each element in a compound
H. EVALUATE (5 mins) Compute for the percentage composition of the ff.
I. Evaluating learning compounds
1. NH3 2. KNO3 3. H2SO4 Pen and paper test
EXTEND (5 minutes) Assignment :
1. Be ready for a summative test about moles

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

Standards 1. Summative test;
2. strong and weak points of the lessons ;
3. The background of the lessons.

B. .Performance The learners shall be able to:

Standards 1. Answer the 50 item unit test.
2. Manifest discipline and honesty throughout the period.
 C. Learning
Competencies/
Objectives. Write Summative Test
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9
2. Learner’s Material
page10s K to 12 module in Science Grade 9
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science
Learning Resource
(LR) portal
B. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
C. ELICIT (5 mins)
Recall : Students identify the different rules during exam.
Motivation : physical fitness exercise for the mind and body

D. ENGAGE (5 B.
mins) 1. Background check of students stock knowledge.

E. EXPLORE (15 Pre-Activity Discussion

mins) 1. Reading and clarifying the directions of the test
2. explaining rules and regulations of the test

1. Test Proper

2. Students answer the given test

 F. Explain (5
mins)
Students observed classroom discipline during the test

G. Elaborate (10
mins) Rules and Regulations during the examination
COMMON TEST RULES & INSTRUCTIONS
 
1.  All school rules must be observed throughout the entire test.
2.  Normal lessons will resume after the Common Test.
3.  Students are required to bring their own writing and mathematical instruments. 
No borrowing, lending or exchange of any materials is allowed during the
Common Test.
4.  Absentees must produce excuse letter coming from parents or medical
certificates from approved clinics or hospitals. Students who are absent without
valid reasons will be given a “0” for the paper.

H. EVALUATE (5
optional
mins)

I. EXTEND (5
Assignment :
minutes) Be ready for the 2nd periodical test
.
.

REFLECTION
Students finished and enjoyed the test .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day
 LP Quarter
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

Standards 1. Item Analysis of the test;
2. strong and weak points of the lessons ;
3. remedial lessons for the least master items.

B. Performance The learners shall be able to:

Standards 1. Manifest active participation while checking the
test.
2. Manifest discipline and honesty throughout the period.
C. Learning
Competencies/
Objectives. Write Item Analysis
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9
2. Learner’s Material
page10s K to 12 module in Science Grade 9
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science
Learning Resource
(LR) portal
B. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
C. ELICIT (5 mins)
Recall : Students identify the rules for checking the test
Motivation : community singing “Leron-leron Sinta”

D. ENGAGE (5 1. Background check of students stock knowledge.

mins)

E. EXPLORE (15 Pre-Activity Discussion

mins) 1. Reading and clarifying the instructions for item analysis
2. explaining rules and regulations for checking the test
 1. Checking and Item Analysis

2. Students answer the given test orally and explain the

correct response
F. Explain (5
mins)
Students observed classroom discipline during checking of test and
item analysis

G. Elaborate (10
mins) Item Analysis
Item Analysis is an important (probably the most important) tool to
increase test effectiveness. Each items contribution is analyzed and
assessed.
An item analysis provides three kinds of important information about the quality of
test items.
 Item difficulty: A measure of whether an item was too easy or too hard.
 Item discrimination: A measure of whether an item discriminated between
students who knew the material well and students who did not.
 Effectiveness of alternatives: Determination of whether distractors (incorrect
but plausible answers) tend to be marked by the less able students and not
by the more able students.
 

H. EVALUATE (5
optional
mins)

I. EXTEND (5
Assignment :
minutes)
1. Be ready for the 2nd periodical test

REFLECTION
Students finished and enjoyed the item analysis .
GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

Standards 1. 2nd periodical test;
2. strong and weak points of the lessons ;
3. The background of the lessons.

B. Performance The learners shall be able to:

Standards 1. Answer the 60 item diagnostic test.
2. Manifest discipline and honesty throughout the period.
C. Learning
Competencies/
Objectives. Write Item Analysis
the LC code for
each.
II. CONTENT

A. Reference
s
1. Teacher’s Guide
pages K to 12 module grade 9
2. Learner’s Material
page10s K to 12 module in Science Grade 9
3. Textbook pages
4. Additional
Materials from Any books in grade 9 science
Learning Resource
(LR) portal
B. Other
Learning Grade 9 laboratory Manual and Science Work Text Grade 9
Resources
III.
PROCEDURES
C. ELICIT (5 mins)
Recall : Students identify the different rules during exam.
Motivation : physical fitness exercise for the mind and body

B.
D. ENGAGE (5
mins) 1. Background check of students stock knowledge.
 E. EXPLORE (15 Pre-Activity Discussion
mins) 1. Reading and clarifying the directions of the test
2. explaining rules and regulations of the test

1. Test Proper

2. Students answer the given test

F. Explain (5
mins)
Students observed classroom discipline during the test

G. Elaborate (10
mins) Rules and Regulations during the examination
COMMON TEST RULES & INSTRUCTIONS
 
1.  All school rules must be observed throughout the entire test.
2.  Normal lessons will resume after the Common Test.
3.  Students are required to bring their own writing and mathematical instruments. 
No borrowing, lending or exchange of any materials is allowed during the
Common Test.
4.  Absentees must produce excuse letter coming from parents or medical
certificates from approved clinics or hospitals. Students who are absent without
valid reasons will be given a “0” for the paper.

H. EVALUATE (5
optional
mins)

I. EXTEND (5
Assignment :
minutes) 5. Draw a volcano and label the parts.

REFLECTION
Students finished and enjoyed the test .
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade IX
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter 3rd
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate the understanding of ;

the unit, mole, that quantitatively measures the number of very small
particles of matter

The learners should be able to…

B. .Performance analyze the percentage composition of different brands of two food products
Standards and decide on the products’ appropriate percentage composition

C.Learning
Competencies/ use the mole concept to express mass of substances
Objectives. Write
the LC code for
each.
II. CONTENT

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 150-155
2. Learner’s Material
page10s K to 12 module grade 9 page 177- 178
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
A. ELICIT (5 mins)
Review lessons about atomic weight of elements Visual Aid/TV & DVD
Motivation : watch video about mole of atoms

B. ENGAGE (5 mins) 1. Give the relationship between number of moles

And mass; number of moles and number of
Particles.
2. Answer experiment 3 “ Mole Concept” correctly.
 Pre-Activity Discussion
1. Words for study:
a. avogadro’s number b. mole
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15 Perform experiment 3.”Mole Concept” page 34 Experiment Manual

mins)

Group presentation of experiment 3 Visual Aid

“Mole Concept”

D. Explain (5 mins) Q1. Do all the substances have equal weighted mass?
Q2. Do they have the same number of mole?
Q3. Do they have the same number of particles?
Q4. How is the number of particles affected with the
number of moles?

E. Elaborate (10 mins) Application : To bake 20 pieces of dark chocolate

Cakes, chef Barbie used 0.5g baking powder.Com-
Pute for its number of moles and number of particles.

Key Concepts :
Avogadro's number is the number of particles in
one mole of a substance.It is a very large number
equal to 6.02 x 10 23 particles. So, a mole (mol) of a
substance is 6.02 x 10 23 representative particles of
that substance. The representative particles can be
atoms, molecules, or formula units. So, one mole of
carbon-12 contains 6.02 x 10 23 atoms, one mole of
water contains 6.02 x 10 23 water molecules and one
mole of sodium chloride (table salt) contains
6.02 x 10 23 formula units of sodium chloride. For
you to figure out how large Avogadro’s number is,
try to imagine this, “if you put together
6.02 x 10 23 basketballs, it will be as big as the
Earth or if you have 6.02 x 10 23 rice grains, it
would cover the land masses of the Earth to a
depth of 75 meters.”
F. EVALUATE (5 mins) Give the molar mass of the ff. elements
I. Evaluating learning 2. Mg 2. Ba 3. F 4. Fe 5. Ca

Pen and paper test

EXTEND (5 minutes) Assignment :
1. Group one , be ready for your presentation about
“Volcano” Visual Aids

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade IX
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter 3rd
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of…

1.the type of bonds that carbon forms that result in the diversity of carbon
compounds.

The learners should be able to…

B. .Performance
Standards Explain how the structure of the carbon atom affects the type of bonds it
forms;
C.Learning
Competencies/ Recognize the general classes and uses of organic compounds;
Objectives. Write S9MT-IIh-18
the LC code for
each.
II. CONTENT

A. References
1 .Teacher’s Guide
pages K to 12 module grade 9 page 135-140
2. Learner’s Material
page10s K to 12 module grade 9 page 160- 163
3. Textbook pages
4. Additional Materials
 EASEChemistry Module 14 The Chemical Bonds Lesson 1  BEAMYear 3 Module 3 Metallic
from Learning Link  EASEChemistry Module 14 The Chemical Bonds Lesson 1
Resource (LR) portal
B. Other
Project Ease science Chemistry
Learning
Resources
III. PROCEDURES
A. ELICIT (5 mins)
Review lessons about organic compounds Visual Aid/TV & DVD
Motivation : Match video about Hydrocarbon

B. ENGAGE (5 mins) 1. Recognize common kinds of alkanes, alkenes and

alkynes and their uses ;
2. Identify the types of bonds formed in alkanes,
alkenes and alkynes ;
3. Relate the structures of alkanes , alkenes and
alkynes to their properties.
 Pre-Activity Discussion
1. Words for study:
a. saturated b. unsaturated c. Bond
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C. EXPLORE (15
mins)
Perform exercise B “ Hydrocarbons” Laboratory Manual
& Exercises

Group presentation Visual Aid

“The Hydrocarbon ”

D. Explain (5 mins) Q1. What are the types of bonds present in

the following: alkanes, alkenes, and
alkynes?
Q2. Using Tables 1 to 3, what pattern do
you observe in terms of the phase,
number of carbon atoms, structure
and boiling point of the alkanes,
alkenes, and alkynes?Explain the
patterns you observe.
Q3. What do you think will be the boiling
point of the next alkane, alkene, and
alkyne? Will the boiling point of each
hydrocarbon be higher or lower?
Explain your answer.

Application : Give the different uses of Alkane,

Alkene, and Alkyne
Key Concepts :
Hydrocarbons are organic compounds that contain carbon
and hydrogen atoms only. Hydrocarbons such as methane,
ethane and butane are components of natural gas.
E. Elaborate (10 mins) Hydrocarbons are grouped into families namely, alkanes,
alkenes and alkynes.The compounds in each group have
certain structures that make their properties
different from the other.

F. EVALUATE (5 mins) Write the expanded and condensed structural formula of the
I. Evaluating learning ff. Hydrocarbons
1.Ethane 2. Butene 3. propyne
4. Hexane 5. Octene Pen and paper test
EXTEND (5 minutes) Assignment :
1. Group 1 will report about Volcano.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade IX
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter 3rd
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate the understanding of ;

volcanoes found in the Philippines .

The learners shall be able to ;

B. .Performance Make a miniature of volcano showing its eruption.
Standards

C.Learning
Competencies/ The learners shall be able to ;
Objectives. Write Describe the different types of volcano .
the LC code for S9ES -IIIa25
each.
II. CONTENT

A. References
1. .Teacher’s Guide
pages K to 12 module grade 9 page 175-178
2. Learner’s Material
page10s K to 12 module grade 9 page 199-203
3. Textbook pages
4. Additional Materials
EASEIntegrate d Science I Module 12 Inside the Solid Earth
from Learning
Resource (LR) portal
B. Other
Science and Technology I: Integrated Science Textbook for First Year. Villamil,
Learning Aurora M., Ed.D. 1998. pp. 185-202.
Resources
III. PROCEDURES
A. ELICIT (5 mins)
Motivation: Introduction to volcanoes ( video) DVD & TV

B. ENGAGE (5 mins) 1. Answer the given pre-test ;

2. Recall concepts previously learned ;
3. Observe discipline during test.
 Pre-Activity Discussion
1. Words for study:
a. extinct b. dormant c. lava d. magma
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15
Answer the given pre-test pen and paper
mins)

Checking of pre-test

D. Explain (5 mins) Q.1What are the different examples of active and inactive
Volcano in the Philippines ?
Q2. Give the importance of volcano ?
Q3 Explain how volcano can help solve problem about
energy.
E. Elaborate (10 mins)
Application : Draw and label the parts of volcano.

Key Concepts :

A volcano is a natural opening in the surface of

the Earth where molten rocks, hot gases,
smoke, and ash are ejected.
Volcanoes are classified according to
a. record of eruption – as active or inactive
active volcano– a volcano that has erupted
within the last 600 years and are documented
by man or those that erupted 10,000 years
ago based on analyses of datable materials.
inactive volcano– a volcano that has no record
of eruption

F. EVALUATE (5 mins) Give five examples of active vocano

I. Evaluating learning Pen and paper test
EXTEND (5 minutes) Assignment :
1. Group 1 will report about Volcano.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade IX
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter 3rd
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate the understanding of ;

volcanoes found in the Philippines .

The learners shall be able to ;

B. .Performance Make a miniature of volcano showing its eruption.
Standards

C.Learning
Competencies/ The learners shall be able to ;
Objectives. Write Describe the different types of volcano .
the LC code for S9ES -IIIa25
each.
II. CONTENT

A. References
1. .Teacher’s Guide
pages K to 12 module grade 9 page 175-178
2. Learner’s
Material page10s K to 12 module grade 9 page 199-203
3. Textbook pages
4. Additional
EASEIntegrate d Science I Module 12 Inside the Solid Earth
Materials from
Learning
Resource (LR)
portal
B. Other
Science and Technology I: Integrated Science Textbook for First Year. Villamil,
Learning Aurora M., Ed.D. 1998. pp. 185-202.
Resources
III. PROCEDURES
A. ELICIT (5
mins) Motivation: Introduction to volcanoes ( video) DVD & TV

B. ENGAGE (5 1. Classify a volcano such as inactive or active ;

mins) 2. Locate volcanoes in the Philippines ;
3. Differentiate an active from inactive volcano
 Pre-Activity Discussion
1. Words for study:
a. extinct b. dormant c. lava d. magma
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15
Perform the activity 1 and 2
mins)
.”Classifying Volcanoes ” page 199. pen and paper

Group presentation of activity 1 and 2

“Classifying volcano” Visual Aid

D. Explain (5 Q1. Are all the volcanoes found in the same

mins) location?
Q2. Which of the volcanoes had the most
number of eruptions? least number of
eruptions? no record of eruption?
Q3. How will you classify the volcanoes that
have records of eruptions?
Q4. How will you classify volcanoes with no
record of eruption?
Q5. In your own words, differentiate an active
volcano from an inactive one.

E. Elaborate (10 Application : In your own words , differentiate active

mins) volcano from inactive volcano .

Key Concepts :

A volcano is a natural opening in the surface of

the Earth where molten rocks, hot gases,
smoke, and ash are ejected.
Volcanoes are classified according to
a. record of eruption – as active or inactive
active volcano– a volcano that has erupted
within the last 600 years and are documented
by man or those that erupted 10,000 years
ago based on analyses of datable materials.
inactive volcano– a volcano that has no record
of eruption
F. EVALUATE (5 Give five examples of active vocano
mins) Pen and paper test
I. Evaluating learning
EXTEND (5 minutes) Assignment :
1. Give and explain other types of volcano.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade IX
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter 3rd
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate the understanding of ;

volcanoes found in the Philippines .

The learners shall be able to ;

B. .Performance Make a miniature of volcano showing its eruption.
Standards

C.Learning
Competencies/ The learners shall be able to ;
Objectives. Write Describe the different types of volcano .
the LC code for S9ES -IIIa25
each.
II. CONTENT

A. References
1..Teacher’s Guide
pages K to 12 module grade 9 page 179-183
2.Learner’s Material
page10s K to 12 module grade 9 page 203-206
3.Textbook pages
4. Additional
EASEIntegrate d Science I Module 12 Inside the Solid Earth
Materials from
Learning Resource
(LR) portal
B. Other
Science and Technology I: Integrated Science Textbook for First Year. Villamil,
Learning Aurora M., Ed.D. 1998. pp. 185-202.
Resources
III. PROCEDURES

A. ELICIT (5 mins)
Motivation: Video about volcanic eruption DVD & TV

B. ENGAGE (5 mins) 1. Determine the different types of volcanic

Eruptions;
2. Describe the flow of gas in different liquids.
 Pre-Activity Discussion
1. Words for study:
a. volcanic gases b. ash clouds c. pyroclastic flow
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15 Perform activity 3 .”under pressure ” page 203.

mins)
pen and paper

Group presentation of activity 3

“Under Pressure” Visual Aid

D. Explain (5 mins) Q1. What did you observe in each bottle?

Q2. Explain your observation.
Q3. What is the role of hot water in the setup?
Q4. Do you have the same observation as in the
soda drinks?
Q5. Explain your answer.
E. Elaborate (10 mins) Application : What type of eruption is Mayon Volcano ?

Key Concepts :
ash – fragments of rocks; fine-grained lava
caldera – a volcanic crater that formed
when a part of the wall of the crater
collapses following an explosive eruption
cinder – loose fragments of solidified lava
cinder cone – characterized by narrow base and
steep slope
crater- a funnel-shaped depression at the top of
a volcano formed as a result of explosive
eruptions
composite cone – formed from alternate
solidification of lava and cinders
characterized by large and symmetrical
slope.
shield cone - formed by accumulation of lava
resulting in a broad, slightly domed
structure that resembles a warrior’s
shield .
F. EVALUATE (5 mins) 1-5 . Draw the different types of volcano according to eruption.
I. Evaluating learning Pen and paper test
EXTEND (5 minutes) Assignment :
1. Define Viscosity.
2. Explain how viscosity affects the kind of
eruption of volcano.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade IX
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter 3rd
LP
No.
I. OBJECTIVES
A .Content Standards The learners demonstrate the understanding of ;
volcanoes found in the Philippines .

The learners shall be able to ;

B. .Performance Make a miniature of volcano showing its eruption.
Standards

C.Learning
Competencies/ The learners shall be able to ;
Objectives. Write Describe the different types of volcano .
the LC code for S9ES -IIIa25
each.
II. CONTENT

A. References
1..Teacher’s Guide
pages K to 12 module grade 9 page 179-183
2.Learner’s Material
page10s K to 12 module grade 9 page 203-206
3.Textbook pages
4. Additional
EASEIntegrate d Science I Module 12 Inside the Solid Earth
Materials from
Learning Resource
(LR) portal
B. Other
Science and Technology I: Integrated Science Textbook for First Year. Villamil,
Learning Aurora M., Ed.D. 1998. pp. 185-202.
Resources
III. PROCEDURES

A. ELICIT (5 mins)
Motivation: Video about volcanic eruption DVD & TV

B. ENGAGE (5 mins) 1. Determine the different types of volcanic

Eruptions;
2. Describe the flow of gas in different liquids.

Pre-Activity Discussion
1. Words for study:
a. volcanic gases b. ash clouds c. pyroclastic flow
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15 Perform activity 3 .”under pressure ” page 203.

mins)
pen and paper

Group presentation of activity 3

 “Under Pressure” Visual Aid

D. Explain (5 mins) Q1. What did you observe in each bottle?

Q2. Explain your observation.
Q3. What is the role of hot water in the setup?
Q4. Do you have the same observation as in the
soda drinks?
Q5. Explain your answer.
E. Elaborate (10 mins) Application : What type of eruption is Mayon Volcano ?

Key Concepts :
ash – fragments of rocks; fine-grained lava
caldera – a volcanic crater that formed
when a part of the wall of the crater
collapses following an explosive eruption
cinder – loose fragments of solidified lava
cinder cone – characterized by narrow base and
steep slope
crater- a funnel-shaped depression at the top of
a volcano formed as a result of explosive
eruptions
composite cone – formed from alternate
solidification of lava and cinders
characterized by large and symmetrical
slope.
shield cone - formed by accumulation of lava
resulting in a broad, slightly domed
structure that resembles a warrior’s
shield .
F. EVALUATE (5 mins) 1-5 . Draw the different types of volcano according to eruption.
I. Evaluating learning Pen and paper test
EXTEND (5 minutes) Assignment :
1. Define Viscosity.
2. Explain how viscosity affects the kind of
eruption of volcano.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade IX
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter 3rd
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate the understanding of ;

volcanoes found in the Philippines .

The learners shall be able to ;

B. .Performance Make a miniature of volcano showing its eruption.
 Standards

C.Learning
Competencies/ The learners shall be able to ;
Objectives. Write Describe the different types of volcano .
the LC code for S9ES -IIIb28
each.
II. CONTENT

A. References
1..Teacher’s Guide
pages K to 12 module grade 9 page183-188
2.Learner’s Material
page10s K to 12 module grade 9 page 206-209
3.Textbook pages
4. Additional
Materials from EASEIntegrate d Science I Module 12 Inside the Solid Earth
Learning Resource
(LR) portal
B. Other
Science and Technology I: Integrated Science Textbook for First Year.
Learning Villamil, Aurora M., Ed.D. 1998. pp. 185-202.
Resources
III. PROCEDURES
A. ELICIT (5 mins)
Review the types of volcano DVD & TV

B. ENGAGE (5 mins) 1. Determine the viscosity of some liquids ; and

2. Describe the flow of gas in different liquids.

Pre-Activity Discussion
1. Words for study:
a. viscosity b. lava c. magma
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15
Perform activity 4 .”Viscosity Race ” page 206. pen and paper
mins)

Group presentation of activity 4

“Viscosity Race” Visual Aid
 D. Explain (5 mins) Q1. Is your prediction correct?
Q2. Which liquid is the most viscous? How do
you know?
Q3. Which liquid is the least viscous?
Q4. Explain viscosity in your own words.
Q5. Compare how these liquids flow with how
you think lava flows. Why do some
types of lava travel faster than others.

E. Elaborate (10 mins)

Application : What type of magma do you think
Mayon volcano eject ?

Key Concepts :
lava – magma that has been ejected out of a
volcano
magma – molten rock inside the Earth
viscosity – the resistance to flow
silica – a compound of silicon (SiO2)
slope – degree of slant; inclination

F. EVALUATE (5 mins) 1. – 3 . Explain the viscosity of lava ejected by cinder

I. Evaluating learning volcano.
4 – 6. Explain the viscosity of lava ejected by shield.
volcano Pen and paper test
EXTEND (5 minutes) Assignment :
1. Draw the different types of cone of
Volcano.

REFLECTION Students finished and enjoyed the day activity.

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate the understanding of ;

Standards volcanoes found in the Philippines .

B. Performance The learners shall be able to ;

Standards Make a miniature of volcano showing its eruption.
 C. Learning
Competencies/ The learners shall be able to ;
Objectives. Write Describe the different types of volcano .
the LC code for
each. S9ES -IIIa25

II. CONTENT
Type of Materials that affects the volcano’s slope

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 module grade 9 page 188-191
2. Learner’s Material
page10s K to 12 module grade 9 page 209-212
3. Textbook pages pp. 288-293.
4. Additional
Materials from Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
Learning Resource M., Ed.D. 1998. pp. 185-202.
(LR) portal
B.Other
Learning EASE Science I. Module 12. p. 24.

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)

Review the types of volcano

Motivation : Jumbled letters Visual Aid

B. ENGAGE (5 1. Relate the volcano’s slope to its material

mins) emissions;
2. Enumerate the different types of material
emissions;
3. Describe volcanoes based on their cones.

Pre-Activity Discussion
1. Words for study:
a. base b. cone c. steep
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures
mins

Perform activity 5 .”In and out ” page 288.

Activity Sheet
 Group presentation of activity 5 “in and Out” Visual Aid

D. Explain (5 Q1. Compare the appearances of the cones.

mins) Q2. Which volcano has the greatest slope?
Which has the least slope?
Q3. Explain how the type of material extruded
from a volcano affects the shape of its
cone.
Q4. In what way does the formation of a
volcanic cone model differ from a real
E. Elaborate (10 volcano?
mins) Application : What type of cone is Mayon volcano ?
Key Concepts :
shield cone - formed by accumulation of lava
resulting in a broad, slightly domed
structure that resembles a warrior’s
shield
caldera – a volcanic crater that formed when a
part of the wall of the crater collapses
following an explosive eruption
cinder – loose fragments of solidified lava
cinder cone – characterized by narrow base and
steep slope
composite cone – formed from alternate
solidification of lava and cinders
characterized by large and
symmetrical slope.
silica – a compound of silicon (SiO2)
slope – degree of slant; inclination
summit – peak or highest point
F.EVALUATE (5 mins) 1-5 Enumerate the different types of volcano and
Explain each
F. EXTEND (5
Assignment :
minutes)
1. Define Geothermal Energy.
2. Enumerate the steps in geothermal energy in
The production of electrical energy.

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day
 LP Quarter
No.
I. OBJECTIVES

A. Content The learners demonstrate the understanding of ;

Standards volcanoes found in the Philippines .

B. Performance The learners shall be able to ;

Standards Make a miniature of volcano showing its eruption.

C. Learning
Competencies/ The learners shall be able to ;
Objectives. Write illustrate how energy from volcanoes may be tapped for human use;
the LC code for
S9ES -IIIa27
each.
II. CONTENT
Energy from Volcano

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 module grade 9 page 212-215
2. Learner’s Material
page10s K to 12 module grade 9 page 2012-213
3. Textbook pages pp. 288-293.
4. Additional
Materials from Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
Learning Resource M., Ed.D. 1998. pp. 185-202.
(LR) portal
B.Other
EASE Science I. Module 12. p. 24.
Learning

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)

Review the types of volcano

Motivation : Looped a word Visual Aid

B. ENGAGE (5 1. define geothermal energy;

mins)
2. explain how geothermal energy works;
3. give the steps in the processes of the production
of electricity in geothermal power plant.

Pre-Activity Discussion
1. Words for study: Activity Sheet
a. turbine b. electromagnet c. electricity
C. EXPLORE (15
2. Reading and clarifying of the activity procedure
mins
3. Precautionary measures
 Perform activity 6 .”Geothermal Energy ” page 214.

Group presentation of activity 6

“Geothermal Energy” Visual Aid

D. Explain (5
mins) Q1. Use a flowchart to describe how energy is
transformed to generate electricity in
a geothermal power plant.

E. Elaborate (10 Application : explain why geothermal energy is a

mins)
better source of electricity.

Key Concepts :
Power plants are built in an area where it is
particularly hot just below the surface such as near a
group of geysers,hot springs, or volcanic activity.
The following steps are followed to generate electricity
in a geothermal power plant:
1.Wells are drilled deep into the Earth to pump steam
or hot water to the surface.
2.When the water reaches the surface, the drop in
pressure causes the water to turn into steam.
3.The steam spins a turbine, which is connected to a
generator that produces electricity.
4.Cooling tower cools the steam which it condenses
back to water.
5.The cooled water is pumped back into the Earth to
begin the process again.

F.EVALUATE (5 mins) 1-5 Enumerate the steps in the production of electri-

City in the geothermal energy in the correct
Order.
F. EXTEND (5
Assignment :
minutes)
1. Give the different effects of volcanic eruption.

REFLECTION
Students enjoyed the given activity .
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate the understanding of ;

Standards volcanoes found in the Philippines .

B. Performance The learners shall be able to ;

Standards Make a miniature of volcano showing its eruption.

C. Learning
Competencies/ The learners shall be able to ;
Objectives. Write illustrate how energy from volcanoes may be tapped for human use;
the LC code for
S9ES -IIIa27
each.
II. CONTENT
Energy from Volcano

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 module grade 9 page 212-215
2. Learner’s Material
page10s K to 12 module grade 9 page 2012-213
3. Textbook pages pp. 288-293.
4. Additional
Materials from Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
Learning Resource M., Ed.D. 1998. pp. 185-202.
(LR) portal
B.Other
EASE Science I. Module 12. p. 24.
Learning

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)

Review the types of volcano

Motivation : Looped a word Visual Aid

B. ENGAGE (5 1. define geothermal energy;

mins)
2. explain how geothermal energy works;
3. give the steps in the processes of the production
of electricity in geothermal power plant.

Pre-Activity Discussion
 1. Words for study: Activity Sheet
a. turbine b. electromagnet c. electricity
C. EXPLORE (15 2. Reading and clarifying of the activity procedure
mins
3. Precautionary measures

Perform activity 6 .”Geothermal Energy ” page 214.

Group presentation of activity 6

“Geothermal Energy” Visual Aid

D. Explain (5
mins) Q1. Use a flowchart to describe how energy is
transformed to generate electricity in
a geothermal power plant.

E. Elaborate (10 Application : explain why geothermal energy is a

mins)
better source of electricity.

Key Concepts :
Power plants are built in an area where it is
particularly hot just below the surface such as near a
group of geysers,hot springs, or volcanic activity.
The following steps are followed to generate electricity
in a geothermal power plant:
1.Wells are drilled deep into the Earth to pump steam
or hot water to the surface.
2.When the water reaches the surface, the drop in
pressure causes the water to turn into steam.
3.The steam spins a turbine, which is connected to a
generator that produces electricity.
4.Cooling tower cools the steam which it condenses
back to water.
5.The cooled water is pumped back into the Earth to
begin the process again.

F.EVALUATE (5 mins) 1-5 Enumerate the steps in the production of electri-

City in the geothermal power plnt in the correct
Order.
F. EXTEND (5
Assignment :
minutes)
1. Give the different effects of volcanic eruption.

REFLECTION
Students enjoyed the given activity .
GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content Standards The learners demonstrate the understanding of ;

volcanoes found in the Philippines .

B. Performance The learners shall be able to ;

Standards Make a miniature of volcano showing its eruption.

C. Learning
Competencies/ The learners shall be able to ;
Objectives. Write illustrate how energy from volcanoes may be tapped for human use;
the LC code for
S9ES -IIIb28
each.
II. CONTENT
VOLCANIC ERUPTION AFFECTS SOCIETY
A. References K to 12 grade 9 module
1. Teacher’s Guide
pages K to 12 module grade 9 page 213-216
2. Learner’s Material
page10s K to 12 module grade 9 page 2013-2014
3. Textbook pages pp. 293-295.
4. Additional
Materials from Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
Learning Resource M., Ed.D. 1998. pp. 185-202.
(LR) portal
B.Other
EASE Science I. Module 12. p. 24.
Learning

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)

Review the types of volcano

Motivation : watch short video about volcano
Visual Aid

B. ENGAGE (5 1. Enumerate ways on how volcanic eruptions affect our

mins) society
2.List down some preparedness and awareness actions in
 impending volcanic eruption
3.Observe how the people of Rome deal with the
Surprised eruption of Mt. Vesuvius.
Pre-Activity Discussion
1. Words for study:
a. lahar b. volcanic bombs c. ash clouds
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures
mins

. Perform activity 7 .”Performance Task ” page 213 Activity Sheet

Group presentation of activity 7

“Performance Task” Visual Aid

D. Explain (5 1.Are there observable signs of impending Volcanic

mins) eruption during those times? Enumerate them.
2.What are the actions taken by the people to prepare for
the eruption?
3.What superstitious beliefs have been interpreted before
and after the eruption?
E. Elaborate (10 4.What is the name of the erupted volcano and the exact
mins) location?
5.Describe the volcano and classify it according to its cone
shape.
Application : 1 If you were one of the residents living in
the area, what precautions and preparedness you will
take account into?

Key Concepts :
Volcanoes also affect people positively. For example, the
eruption of Pinatubo Volcano has created spectacular
scenery in its wake. Likewise, the eruption of Musuan
Volcano in Bukidnon has produced very rich soils fo
r Farming years after its eruption in 1867. People became
creative also by making earthenware out of the ash fall
from the Pinatubo Volcano eruption.
F.EVALUATE (5 mins) 1 – 3 Enumerate the different importance of volcano .
4-5 Enumerate the different bad effects of volcano.

F. EXTEND (5
Assignment :
minutes)
1. Explain the difference between weather and climate.
2. Give the different factors affecting climate.

REFLECTION
Students enjoyed the given activity .
GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content Standards The learners demonstrate the understanding of ;

volcanoes found in the Philippines .

B. Performance The learners shall be able to ;

Standards Make a miniature of volcano showing its eruption.

C. Learning
Competencies/ The learners shall be able to ;
Objectives. Write illustrate how energy from volcanoes may be tapped for human use;
the LC code for
S9ES -IIIb28
each.
II. CONTENT
VOLCANIC ERUPTION AFFECTS SOCIETY
A. References K to 12 grade 9 module
1. Teacher’s Guide
pages K to 12 module grade 9 page 213-216
2. Learner’s Material
page10s K to 12 module grade 9 page 2013-2014
3. Textbook pages pp. 293-295.
4. Additional
Materials from Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
Learning Resource M., Ed.D. 1998. pp. 185-202.
(LR) portal
B.Other
EASE Science I. Module 12. p. 24.
Learning

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)

Review the types of volcano

Motivation : watch short video about volcano
Visual Aid
 B. ENGAGE (5 1. Enumerate ways on how volcanic eruptions affect our
mins) society
2.List down some preparedness and awareness actions in
impending volcanic eruption
3.Observe how the people of Rome deal with the
Surprised eruption of Mt. Vesuvius.
Pre-Activity Discussion
1. Words for study:
a. lahar b. volcanic bombs c. ash clouds
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures
mins

. Perform activity 7 .”Performance Task ” page 213 Activity Sheet

Group presentation of activity 7

“Performance Task” Visual Aid

D. Explain (5 1.Are there observable signs of impending Volcanic

mins) eruption during those times? Enumerate them.
2.What are the actions taken by the people to prepare for
the eruption?
3.What superstitious beliefs have been interpreted before
and after the eruption?
E. Elaborate (10 4.What is the name of the erupted volcano and the exact
mins) location?
5.Describe the volcano and classify it according to its cone
shape.
Application : 1 If you were one of the residents living in
the area, what precautions and preparedness you will
take account into?

Key Concepts :
Volcanoes also affect people positively. For example, the
eruption of Pinatubo Volcano has created spectacular
scenery in its wake. Likewise, the eruption of Musuan
Volcano in Bukidnon has produced very rich soils fo
r Farming years after its eruption in 1867. People became
creative also by making earthenware out of the ash fall
from the Pinatubo Volcano eruption.
F.EVALUATE (5 mins) 1 – 3 Enumerate the different importance of volcano .
4-5 Enumerate the different bad effects of volcano.
 F. EXTEND (5
Assignment :
minutes)
1. Explain the difference between weather and climate.
2. Give the different factors affecting climate.

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content Standards The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for S9ES-IIIe-30
each.
II. CONTENT
Pre – Test Climate
B. References K to 12 grade 9 module
1. Teacher’s Guide
pages K to 12 module grade 9 page 223-225
2. Learner’s Material
page10s K to 12 module grade 9 page 215-220
3. Textbook pages pp. 293-295.
4. Additional
Materials from Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
Learning Resource M., Ed.D. 1998. pp. 185-202.
(LR) portal
B.Other
EASE Science I. Module 12. p. 24
Learning

Resources
 III. Materials
PROCEDURES
A. ELICIT (5 mins)

Motivation : watch short video about Climate

Visual Aid

B. ENGAGE (5 mins) 1. Answer the given pre-test;

2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
a. latitude b. longitude c. altitude d. humidity
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 mins 3. Precautionary measures

Answer the given pre-test . Test questionaire

Refer in the given test Test

paper

D. Explain (5 mins)
Test proper Pen and paper test

E. Elaborate (10 mins)

Application :
How can you lessen the harmful effects of climate change ?

Key Concepts :
You have noticed that most of the sun’s rays strike
vertically in places near the equator.
This makes the temperature higher in these areas, resulting
in warm climate. Places that are not always vertically hit by
the sun’s rays experience cold climate. As the latitude
increases, the smaller the angle of the sun’s rays strike
the surface. Therefore, when the area is farther from the
equator, the air temperature is lower. When the place is
closer to the equator, the air temperature
is higher.

F.EVALUATE (5 mins) Refer in the test questionare

F. EXTEND (5 minutes)
Assignment :
1. Explain the difference between weather and climate.
2. Give the different factors affecting climate.

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

D. Content Standards The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
accordingly

E. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

F. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for S9ES-IIIe-30
each.
II. CONTENT
How latitude affects climate ?

C. References K to 12 grade 9 module

5. Teacher’s Guide
pages K to 12 module grade 9 page 223-225
6. Learner’s Material
page10s K to 12 module grade 9 page 215-220
7. Textbook pages pp. 293-295.
8. Additional
Materials from Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
Learning Resource M., Ed.D. 1998. pp. 185-202.
(LR) portal
B.Other
EASE Science I. Module 12. p. 24
Learning

Resources
III. Materials
PROCEDURES
G. ELICIT (5 mins)

Jumble Letters
Motivation : watch short video about Climate
Visual Aid

H. ENGAGE (5 mins) 1. define latitude ;

2. explain how latitude affects climate ;
3. give and explain the different climate around the
world ;
4. enumerate the advantages and disadvantages of
different climate around the world .

Pre-Activity Discussion
1. Words for study:
a. latitude b. longitude c. altitude d. humidity
2. Reading and clarifying of the activity procedure
I. EXPLORE (15 mins 3. Precautionary measures

Perform activity 1 .”When the Sun Strikes right ”

page 223.. Test questionaire

Group presentation Test paper of activity 1

“When the Sun Strikes right”

J. Explain (5 mins) Q1. How much is the tilt of the earth’s axis?
Q2. Which part of the earth receives most of the Visual Aid
sun’s rays?
Q3. Why does the amount of heat receive by
places far from the equator become less?
K. Elaborate (10 mins) Q4. Why are the coldest places on earth found
near the poles?
Q5. Why are places with high temperature found
at the equator?
Q6. How does latitude affect climate?
Pen and paper test

Application : How climate affects the attitude of

People ?

Key Concepts :
You have noticed that most of the sun’s rays strike
 vertically in places near the equator.
This makes the temperature higher in these areas,
resulting in warm climate. Places that are not always
vertically hit by the sun’s rays experience cold climate.
As the latitude increases, the smaller the angle of the
sun’s rays strike the surface. Therefore, when the area
is farther from the equator, the air temperature is lower
. When the place is closer to the equator, the air temperature
is higher.

F.EVALUATE (5 mins) 1-5. Give five factors affecting climate.

L. EXTEND (5 minutes)
Assignment :
1. Answer unit test about volcano

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content Standards The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for S9ES-IIIe-30
each.
II. CONTENT
How latitude affects climate ?

A. References K to 12 grade 9 module

1. Teacher’s Guide
pages K to 12 module grade 9 page 223-225
2. Learner’s Material
page10s K to 12 module grade 9 page 215-220
3. Textbook pages pp. 293-295.
4. Additional
 Materials from Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
Learning Resource M., Ed.D. 1998. pp. 185-202.
(LR) portal
B.Other
EASE Science I. Module 12. p. 24
Learning

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)

Jumble Letters
Motivation : watch short video about Climate
Visual Aid

B. ENGAGE (5 1. define latitude ;

mins) 2. explain how latitude affects climate ;
3. give and explain the different climate around the
world ;
4. enumerate the advantages and disadvantages of
different climate around the world .

Pre-Activity Discussion
1. Words for study:
a. latitude b. longitude c. altitude d. humidity
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures
mins

Perform activity 1 .”When the Sun Strikes right ”

page 223.. Test questionaire

Group presentation Test paper of activity 1

“When the Sun Strikes right”

D. Explain (5 Q1. How much is the tilt of the earth’s axis?

mins) Q2. Which part of the earth receives most of the Visual Aid
sun’s rays?
Q3. Why does the amount of heat receive by
places far from the equator become less?
Q4. Why are the coldest places on earth found
E. Elaborate (10 near the poles?
mins) Q5. Why are places with high temperature found
at the equator?
Q6. How does latitude affect climate?
Pen and paper test

Application : How climate affects the attitude of

 People ?

Key Concepts :
You have noticed that most of the sun’s rays strike
vertically in places near the equator.
This makes the temperature higher in these areas,
resulting in warm climate. Places that are not always
vertically hit by the sun’s rays experience cold climate.
As the latitude increases, the smaller the angle of the
sun’s rays strike the surface. Therefore, when the area
is farther from the equator, the air temperature is lower
. When the place is closer to the equator, the air temperature
is higher.

F.EVALUATE (5 mins) 1-5. Give five factors affecting climate.

F. EXTEND (5
Assignment :
minutes)
1. Answer unit test about volcano

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate the understanding of ;

Standards volcanoes found in the Philippines .

B. Performance The learners shall be able to ;

Standards Make a miniature of volcano showing its eruption.

C. Learning
Competencies/ The learners shall be able to ;
Objectives. Write Describe the different types of volcano .
the LC code for
each. S9ES -IIIa25

II. CONTENT
Unit Test
 A. Reference K to 12 grade 9 module
s
1. Teacher’s Guide
pages K to 12 module grade 9 page 188-191
2. Learner’s Material
page10s K to 12 module grade 9 page 209-212
3. Textbook pages pp. 288-293.
4. Additional
Materials from Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
Learning Resource M., Ed.D. 1998. pp. 185-202.
(LR) portal
B.Other
Learning EASE Science I. Module 12. p. 24.

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)

Review lessons about volcano Visual Aid

B. ENGAGE (5 1. answer the given test correctly;

mins) 2. analyze the given questions;
3. explain what is ask in the questions correctly.

Pre-Activity Discussion
1. Words for study:
a. base b. cone c. steep
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures
mins

Answer the given test

Test questioners

Checking of the answer sheets Visual Aid

Key to correction

D. Explain (5 Q1. Compare the appearances of the cones.

mins) Q2. Which volcano has the greatest slope?
Which has the least slope?
Q3. Explain how the type of material extruded
 from a volcano affects the shape of its
cone.
Q4. In what way does the formation of a
volcanic cone model differ from a real
E. Elaborate (10 volcano?
mins) Application : What type of cone is Mayon volcano ?
Key Concepts :
shield cone - formed by accumulation of lava
resulting in a broad, slightly domed
structure that resembles a warrior’s
shield
caldera – a volcanic crater that formed when a
part of the wall of the crater collapses
following an explosive eruption
cinder – loose fragments of solidified lava
cinder cone – characterized by narrow base and
steep slope
composite cone – formed from alternate
solidification of lava and cinders
characterized by large and
symmetrical slope.
silica – a compound of silicon (SiO2)
slope – degree of slant; inclination
summit – peak or highest point
F.EVALUATE (5 mins) 1-5 Enumerate the different types of volcano and
Explain each
F. EXTEND (5
Assignment :
minutes)
1. Identify the different factors affecting climate.

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate the understanding of ;

Standards volcanoes found in the Philippines .

B. Performance The learners shall be able to ;

Standards Make a miniature of volcano showing its eruption.
 C. Learning
Competencies/ The learners shall be able to ;
Objectives. Write Describe the different types of volcano .
the LC code for
each. S9ES -IIIa25

II. CONTENT
Test Analysis

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 module grade 9 page 188-191
2. Learner’s Material
page10s K to 12 module grade 9 page 209-212
3. Textbook pages pp. 288-293.
4. Additional
Materials from Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
Learning Resource M., Ed.D. 1998. pp. 185-202.
(LR) portal
B.Other
Learning EASE Science I. Module 12. p. 24.

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)

Review lessons about volcano Visual Aid

B. ENGAGE (5 1. answer the given test correctly;

mins) 2. analyze the given questions;
3.explain what is ask in the questions correctly.

Pre-Activity Discussion
1. Words for study:
a. base b. cone c. steep
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures
mins

Answer the given test

Test questioners
 Checking of the answer sheets Visual Aid
Key to correction

D. Explain (5 Q1. Compare the appearances of the cones.

mins) Q2. Which volcano has the greatest slope?
Which has the least slope?
Q3. Explain how the type of material extruded
from a volcano affects the shape of its
cone.
Q4. In what way does the formation of a
volcanic cone model differ from a real
E. Elaborate (10 volcano?
mins) Application : What type of cone is Mayon volcano ?
Key Concepts :
shield cone - formed by accumulation of lava
resulting in a broad, slightly domed
structure that resembles a warrior’s
shield
caldera – a volcanic crater that formed when a
part of the wall of the crater collapses
following an explosive eruption
cinder – loose fragments of solidified lava
cinder cone – characterized by narrow base and
steep slope
composite cone – formed from alternate
solidification of lava and cinders
characterized by large and
symmetrical slope.
silica – a compound of silicon (SiO2)
slope – degree of slant; inclination
summit – peak or highest point
F.EVALUATE (5 mins) 1-5 Enumerate the different types of volcano and
Explain each
F. EXTEND (5
Assignment :
minutes)
1. Identify the different factors affecting climate.

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
 LOG Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
Standards accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
each.
II. CONTENT How altitude affects climate ?

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 module grade 9 page 191-194
2. Learner’s Material
page10s K to 12 module grade 9 page 224-226
3. Textbook pages Pp . 224-226
4. Additional
Materials from Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning Resource
(LR) portal
B.Other
BEAM 6. Unit 5. Module 13.
Learning

Resources
III. Materials
PROCEDURES
A. ELICIT (5 mins)
Match column A with column B Visual Aid

B. ENGAGE (5 1. define altitude ;

mins) 2. explain how altitude affects climate ;
3. give example of places with different altitude ,
4. enumerate the advantages and disadvantages of
Different altitude of places around the world .

Pre-Activity Discussion
1. Words for study:
a. air pressure b. atmosphere c. altitude
C. EXPLORE (15 2. Reading and clarifying of the activity procedure
 mins 3. Precautionary measures

Perform activity 2 .”the higher the colder ” page 224.

Activity sheet

Group Presentation
activity 2 ”the higher the colder ” Visual Aid

D. Explain (5 Q1. Which place is the coldest?

mins) Q2. Which place is the hottest?
2. Construct a scatter graph based on the data
above.
Q3. Based on the data, what is the relationship
between altitude and temperature of a place?

E. Elaborate (10
mins) Application : How altitude of a given place affects t
the attitude of People ?

Key Concepts :
 The altitude of a place will affect the air temperature.
Look at Figure 2. Mt. Kilimanjaro is located in Africa and
found near the equator. It stands 5895m above sea level.
The peak of this mountain is covered by ice. How is this
possible? That’s because the air temperature
decreases as the altitude increases.

I .EVALUATE (5 mins) 1-5 . Explain the relationship between altitude and

Temperature of a given place.

F. EXTEND (5
Assignment :
minutes)
1. Aside from Baguio , give other examples of places
That are cold because of high altitude.

REFLECTION
Students enjoyed the given activity .
GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A.Content Standards The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
accordingly

B.Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C.Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
each.
II. CONTENT Work text “ How altitude affects climate ?”

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 module grade 9 page 191-194
2Learner’s Material
page10s K to 12 module grade 9 page 224-226
3Textbook pages Pp . 224-226
4.Additional Materials
from Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Resource (LR) portal
B.Other
BEAM 6. Unit 5. Module 13.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)
Match column A with column B Visual Aid

B.ENGAGE (5 1. define altitude ;

mins) 2. explain how altitude affects climate ;
3. give example of places with different altitude ,
4. enumerate the advantages and disadvantages of
Different altitude of places around the world .
 Pre-Activity Discussion
1. Words for study:
a. air pressure b. atmosphere c. altitude
C.EXPLORE (15 2. Reading and clarifying of the activity procedure
mins
3. Precautionary measures

Exercise A .”Climate ”

Work Text

Students answer the work text

Work Text

D.Explain (5 mins) Q1. Which place is the coldest?

Q2. Which place is the hottest?
2. Construct a scatter graph based on the data
above.
Q3. Based on the data, what is the relationship
between altitude and temperature of a place?

E.Elaborate (10 mins)

Application : How altitude of a given place affects t
the attitude of People ?

Key Concepts :
 The altitude of a place will affect the air temperature.
Look at Figure 2. Mt. Kilimanjaro is located in Africa and
found near the equator. It stands 5895m above sea level.
The peak of this mountain is covered by ice. How is this
possible? That’s because the air temperature
decreases as the altitude increases.
I .EVALUATE (5 mins) 1-5 . Explain the relationship between altitude and
Temperature of a given place.

F. EXTEND (5 minutes)
Assignment :
2. Aside from Baguio , give other examples of places
That are cold because of high altitude.

REFLECTION
Students enjoyed the given activity .
GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
Standards accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
each.
II. CONTENT How surrounding bodies of water affects climate ?

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 module grade 9 page 229-232
2. Learner’s Material
page10s K to 12 module grade 9 page 229-232
3. Textbook pages pp. 292-294.
4. Additional
Materials from BEAM 6. Unit 5. Module 13.
Learning Resource
(LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)
Arrange the following jumbled letters to form a word. Visual Aid

B. ENGAGE (5 1. give and explain the different bodies of water ;

mins) 2. explain how bodies of water affects climate ;
3. give example of places with bodies of water ;
4 . expalain how typhoons are formed .

Pre-Activity Discussion
1. Words for study:
a. bodies of water b. river c. swamp d. lake
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures
mins

Perform activity 3 .”Which cools and heat faster ” page

227.

Activity sheet

Group Presentation
activity 3 ” Which cools and heat faster ” Visual Aid
 D. Explain (5
mins) Q1. What are the initial temperatures of water
and soil?
Q2.What is the difference between the
temperature of soil and water after 6
minutes?
Q3. Which heats up faster, water or soil?

E. Elaborate (10
mins) Application : How altitude of a given place affects
the attitude of People ?
Concepts :
The climate of the place is influenced by the
surrounding bodies of water. Soil absorbs
heat faster than water. At the same time, soil releases heat
faster compared to water. These slow absorption and
release of heat by the body of water greatly affect the
climate. Places that are near the oceans have moderate
climate as the body of water regulates the temperature .
Even as both soil and water absorb the same amount of
heat, the temperature of water rises more slowly than that
of soil. Because soil heats up faster than water, air
temperature above the sea is lower than above ground
during day time. Warm air thus moves out from land to
sea, slowing down the rise of air temperature above land

I .EVALUATE (5 mins) 1-5 . Draw how the bodies of water moves around
The Earth .

F. EXTEND (5
Assignment :
minutes)
1. Explain how topography affects climate.

REFLECTION

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
Standards accordingly
 B. Performance The learners shall be able to ;
participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
each.
II. CONTENT How topography affects climate ?

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 module grade 9 page 231-232
2. Learner’s Material
page10s K to 12 module grade 9 page 231-232
3. Textbook pages pp. 295-296.
4. Additional
Materials from BEAM 6. Unit 5. Module 13.
Learning Resource
(LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)
Loop the Words Visual Aid

B. ENGAGE (5 1. differentiate Leeward from winward ;

mins) 2. explain how topography affects climate ;
3. give example of places with leeward and
Windward side ;
4 . explain the advantage and disadvantage of
leeward and windward side ; .

Pre-Activity Discussion :

1. Words for study:

C. EXPLORE (15 a. humidity b. rain shadow c. precipitation
mins 2. Reading and clarifying of the activity procedure
3. Precautionary measures

Perform activity 4 .”Which should I choose ,

windward or leeward ” page 231.
 Activity sheet

Group Presentation
activity 4 ” .”Which should I choose , windward or
leeward ” Visual Aid

D. Explain (5
mins) Q1. What happens to water vapor as it rises over
the mountain?
Q2. Which side of the mountain experiences low
temperature?
Q3. Which side of the mountain experiences
high temperature?
Q4.What happens when air becomes warmer and
E. Elaborate (10 drier as it moves down the leeward side?
mins) Q5. What dry region forms at the back of the
mountain?
Q6. How does topography affect climate?

Application : Explain why there are two different

Weather in a one given location ?

Concepts :

Topography is another factor that affects the climate

of a certain place. One of the topographic features of an
area is mountain. Mountainous areas greatly affect the
amount of precipitation in a certain region. The area in
which the wind blows is called the windward side. Here,
the wind is blocked by the mountain, forcing it to move
upward. As it moves up, the water vapor condenses and
forms clouds. This will result in precipitation on the
windward side. The air moves down towards the
opposite region called leeward side. The cold air mass
starts to absorb heat and becomes warm and dry. As a
result, the area near the leeward side becomes dry and
has less precipitation. The dry region on the leeward side
is called rain shadow. Vegetation in this region includes
desert plants and grassland.
I .EVALUATE (5 mins) 1-10 . Draw an example of windward and Leeward
Side of a mountain.

F. EXTEND (5
Assignment :
minutes)
2. Give and explain the different factors affecting climate .

REFLECTION
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
 I. OBJECTIVES

A. Content The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
Standards accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
each.
II. CONTENT Different factors Affecting Climate .

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 module grade 9 page 233-234
2. Learner’s Material
page10s K to 12 module grade 9 page 233-234
3. Textbook pages pp. 297-298.
4. Additional
Materials from BEAM 6. Unit 5. Module 13
Learning Resource
(LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)
Watch video about different temperatures around the
world .
DVD &
TV

B. ENGAGE (5 1. explain how the different factors affects climate ;

mins) 2. give example of places with different
temperature ;
3 . explain why some places in the world have
different climate . .

Pre-Activity Discussion :
1. Words for study:
a. latitude b. altitude c. bodies of water
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures
 mins

Perform activity 5 .”Temperature of different cities

around the world ” page 233.

Activity sheet

Group Presentation
activity 5 .”Temperature of different cities
around the world ” page 233.

D. Explain (5
mins) Q1. Which city had the highest temperature?
Q2. What factor do you think is the cause of
High temperature in that city?

Q3. Which city had the lowest temperature?

Q4. What factor do you think is the cause of low
temperature in that city?
E. Elaborate (10 Q5. What factor do you think greatly affects the
mins) climate of Tokyo? Support your answer.
Q6. How does the elevation of Paris affect its
climate?
Application : How altitude , altitude and bodies of water
of a given place affects the attitude of People?

Concepts :

It is clear that the amount of heat received by the

places near the equator is greater compared to those
that are far from the equator. Hence, countries that
are found near the equator have tropical climate. In
contrast, countries that are somewhat farther from the
equator have temperate climate. Regions with high
altitude have colder temperatures than those in
low-lying areas. Areas near bodies of water may
have more moderate climate. Places that are far
from bodies of water usually experience extremely
cold or extremely warm climate.
I .EVALUATE (5 mins) 1-5 . Enumerate the different factors affecting
climate

F. EXTEND (5
Assignment :
minutes)
1. Draw the movement of ocean current around the earth.
2. Explain how ocean current affect the weather of a certain place.
REFLECTION

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day
 LP Quarter
No.
I. OBJECTIVES

A. Content The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
Standards accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
each.
II. CONTENT Ocean Currents

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 module grade 9 page 234-236
2. Learner’s Material
page10s K to 12 module grade 9 page 234-236
3. Textbook pages pp. 298-300.
4. Additional
Materials from BEAM 6. Unit 5. Module 13
Learning Resource
(LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)
Watch video about ocean currents .

DVD &
TV

B. ENGAGE (5 1. explain how ocean currents affects climate ;

mins) 2. give the different ocean currents that carry warm
and cold water around the globe ;
3 . explain how the ocean currents regulates the
temperature of different places around the globe.

Pre-Activity Discussion :
1. Words for study:
a. loops or gyres b. currents c. northern and
 southern hemisphere
C. EXPLORE (15 2. Reading and clarifying of the activity procedure
mins 3. Precautionary measures

Perform activity 6 .”Ocean Currents ” page 234.

Activity sheet

Group Presentation
activity 6 .”Ocean Currents ” page 234. Visual Aid

D. Explain (5
mins) Q1. What are the different ocean currents that
carry warm water? Give at least three
examples.
Q2. What are the different ocean currents that
carry cold water? Give at least three
examples.
Q3. What kind of air does Greenland Current
E. Elaborate (10 take along? Explain.
mins) Q4. How do the Kamchatka Current and
Kuroshio Current affect the northeastern
part and southern part of Japan?
Q5. How do ocean currents affect climate?

Application : Explain the ocean currents near the

Philippines .

Concepts :
In the northern hemisphere, the current flows in a
clockwise direction. On the other hand, in the southern
hemisphere, the current flows in counter clockwise
direction. These clockwise and counterclockwise of
ocean currents are caused by the Coriolis Effect. Ocean
currents that flow away from the equator carries warm
water. The air above the warm water has higher
temperature. When ocean currents that bring cold water
move towards a coastal region, the temperature of that
area decreases as warmer air from the land flows to the
sea resulting in a cold climate. When warm ocean
currents that take along warm water go to a land mass,
the temperature of that place increases as warmer air
above the water flows inland, resulting in a warm climate.
I .EVALUATE (5 mins) 1-5 . Draw the ocean current around the world.
 F. EXTEND (5
Assignment :
minutes)
3. Define climate change.
4. Give the different causes and effects of climate change .

REFLECTION
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A.Content Standards The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
accordingly

B.Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C.Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
each.
II. CONTENT Work Text “Ocean Currents”

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 module grade 9 page 234-236
2.Learner’s Material
page10s K to 12 module grade 9 page 234-236
3.Textbook pages pp. 298-300.
4.Additional Materials
from Learning BEAM 6. Unit 5. Module 13
Resource (LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)
Watch video about ocean currents .

DVD &
TV

B.ENGAGE (5 1. explain how ocean currents affects climate ;

mins) 2. give the different ocean currents that carry warm
and cold water around the globe ;
3 . explain how the ocean currents regulates the
temperature of different places around the globe.

Pre-Activity Discussion :
 1. Words for study:
a. loops or gyres b. currents c. northern and
southern hemisphere
C.EXPLORE (15 2. Reading and clarifying of the activity procedure
mins 3. Precautionary measures

Exercise .”Ocean Currents ”

Work Text

Students answer the exercise Work Text

D.Explain (5 mins)
Q1. What are the different ocean currents that
carry warm water? Give at least three
examples.
Q2. What are the different ocean currents that
carry cold water? Give at least three
examples.
E.Elaborate (10 mins) Q3. What kind of air does Greenland Current
take along? Explain.
Q4. How do the Kamchatka Current and
Kuroshio Current affect the northeastern
part and southern part of Japan?
Q5. How do ocean currents affect climate?

Application : Explain the ocean currents near the

Philippines .

Concepts :
In the northern hemisphere, the current flows in a
clockwise direction. On the other hand, in the southern
hemisphere, the current flows in counter clockwise
direction. These clockwise and counterclockwise of
ocean currents are caused by the Coriolis Effect. Ocean
currents that flow away from the equator carries warm
water. The air above the warm water has higher
temperature. When ocean currents that bring cold water
move towards a coastal region, the temperature of that
area decreases as warmer air from the land flows to the
sea resulting in a cold climate. When warm ocean
currents that take along warm water go to a land mass,
the temperature of that place increases as warmer air
above the water flows inland, resulting in a warm climate.
I .EVALUATE (5 mins) 1-5 . Draw the ocean current around the world.
 F. EXTEND (5 minutes) Assignment :
1.Define climate change.
2.Give the different causes and effects of climate change .

REFLECTION
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
Standards accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
each.
II. CONTENT Climate Change

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 module grade 9 page 236-238
2. Learner’s Material
page10s K to 12 module grade 9 page 236-238
3. Textbook pages pp. 298-300.
4. Additional
Materials from BEAM 6. Unit 5. Module 13
Learning Resource
(LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)
Watch video about Climate change .
DVD &
TV
 B. ENGAGE (5 1. explain climate change ;
mins) 2. give the different causes and effects of climate
change ;
3 . explain how we can stop climate chamge.

Pre-Activity Discussion :
1. Words for study:
a. green house gases b. renewable c. nonrenewable
2. Reading and clarifying of the activity procedure
C. EXPLORE (15 3. Precautionary measures
mins

Perform activity 7 .”Getting Ready ” page 237.

Activity sheet

Group Presentation
activity .”Getting Ready ” page 237. Visual Aid

D. Explain (5
mins) Fill out the Bingo Card below (Table7.1) by seeking help
from your classmates. Your classmates will take turns in
choosing which question they can answer. Then, they will
write their respective names below the chosen question/
Elaborate (10 mins) statement. All the questions/statements must be filled
up. (Wait for the signal of your teacher when to start.)

Application : Explain how climate change affects the

wild animals in the forest.

Concepts :

Climate change is one of the most current worldwide

issues. Some experts say that it is true that the Earth
does go through a period of cooling and a period of
warming. The increase of temperature that we are
experiencing right now is caused by factors other
than human activity. Another point of view is that
the increase of Earth’s temperature is brought about
by human intervention..

I .EVALUATE (5 mins) 1-5 . Give and explain the diff. factors resulting Two
Climate Change .
 E. EXTEND (5
Assignment :
minutes)
1. Differentiate Climate from Weather
2. Suggest ways on how to prevent climate
Change ?

REFLECTION
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

factors that affect climate, and the effects of changing climate and how to adapt
Standards accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
S9ES-IIIe30
each.
II. CONTENT Green House Gases

A. Reference K to 12 grade 9 module

s
!. Teacher’s Guide
pages K to 12 grade 9 module 201-202
B. Learner’s Material
page10s K to 12 module grade 9 page 239-242
C. Textbook pages Pp . 239-242
D. Additional
Materials from 1. BEAM 6. Unit 5. Module 13. 2. Science and Technology I: Integrated Science
Learning Resource Textbook. NISMED. 2012. pp. 275-282. 3. Science and Technology I: Integrated
(LR) portal Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.

B.Other
BEAM 6. Unit 5. Module 13.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins) Recall : Jumbled letters
Motivation : Group Singing ( Counting CO2) Visual Aid

E. ENGAGE (5 1. identify the main source of CO2 emission :

mins) 2. interpret the relationship of CO2 with temperature;
3. explain the effects of increasing CO2 both in living
things and environment;
4. give different practical ways on how to control the
rising CO2 in our atmosphere;
5. Develop environmental awareness , love to all living
 things , treating everyone just and fairly .
Pre-Activity Discussion
1. Words for study: a. fossil fuel b. atmosphere
c. emission d. El Nino e. La Nina
2. Reading and clarifying of the activity procedure
3. Precautionary measures

F. EXPLORE (15
Perform activity A “CO2 is the Reason”,
mins
Activity B “Graph about CO2 VS global temperature,
Activity C “ video about CO2 emission” and Role playing

Activity sheet

Group Presentation Visual Aid

G. Explain (5 1. How much is the increase in temperature from 1880

mins) to 2010 ?
2. What happened to the amount of CO 2 from 1880
to 2010 ?
3. When was temperature at its highest and at its
Lowest ? Overhead Projector
4. What is the relationship between the amount of
carbon dioxide and global temperature ?
5. What would be the outcome if there is too much
CO2 in the atmosphere ?
Elaborate (10 mins)
Application : Think of ways on how can we stop global
Warming ?

Key Concepts :
 1. Burning of fossil fuel is one of the main source of CO 2
emission .
2.An increase in CO2 emission results to an increase of
Global temperature which we call global warming.
3.Global warming can bring about a rising of the sea level
Due to the melting of ice caps and glaciers. We may ex-
perience severe weather disturbances such as much stronger
typhoons and heavier rainfalls. Some part of the world
may experience the so called El Nino or La Nina phenomena
and most of all , it can cause extinction of some fauna and
flora .
4.We can stop global warning by changing our life stle ,
Recycling waste materials and by saving energy.
I .EVALUATE (5 mins) 1-5 . Explain the relationship between CO2 and
Global temperature.
K.EXTEND (5 minutes) Assignment :
1. Cut out or print news article about global warming , its
effects to our environment and living things.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

factors that affect climate, and the effects of changing climate and how to adapt
Standards accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
S9ES-IIIe30
each.
II. CONTENT Green House Gases

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 grade 9 module 201-202
2. Learner’s Material
page10s K to 12 module grade 9 page 239-242
3. Textbook pages Pp . 239-242
4. Additional
Materials from 1. BEAM 6. Unit 5. Module 13. 2. Science and Technology I: Integrated Science
Learning Resource Textbook. NISMED. 2012. pp. 275-282. 3. Science and Technology I: Integrated
(LR) portal Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.

B.Other
BEAM 6. Unit 5. Module 13.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins) Recall : Jumbled letters
Motivation : Group Singing ( Counting CO2) Visual Aid

B. ENGAGE (5 6. identify the main source of CO2 emission :

mins) 7. interpret the relationship of CO2 with temperature;
8. explain the effects of increasing CO2 both in living
things and environment;
9. give different practical ways on how to control the
rising CO2 in our atmosphere;
10. Develop environmental awareness , love to all living
things , treating everyone just and fairly .
Pre-Activity Discussion
1. Words for study: a. fossil fuel b. atmosphere
c. emission d. El Nino e. La Nina
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15
Perform activity A “CO2 is the Reason”,
mins
Activity B “Graph about CO2 VS global temperature,
Activity C “ video about CO2 emission” and Role playing

Activity sheet

Group Presentation Visual Aid

 D. Explain (5 6. How much is the increase in temperature from 1880
mins) to 2010 ?
7. What happened to the amount of CO 2 from 1880
to 2010 ?
8. When was temperature at its highest and at its
Lowest ? Overhead Projector
9. What is the relationship between the amount of
carbon dioxide and global temperature ?
10. What would be the outcome if there is too much
CO2 in the atmosphere ?
E.Elaborate (10 mins)
Application : Think of ways on how can we stop global
Warming ?

Key Concepts :
 1. Burning of fossil fuel is one of the main source of CO 2
emission .
2.An increase in CO2 emission results to an increase of
Global temperature which we call global warming.
3.Global warming can bring about a rising of the sea level
Due to the melting of ice caps and glaciers. We may ex-
perience severe weather disturbances such as much stronger
typhoons and heavier rainfalls. Some part of the world
may experience the so called El Nino or La Nina phenomena
and most of all , it can cause extinction of some fauna and
flora .
4.We can stop global warning by changing our life stle ,
Recycling waste materials and by saving energy.

I .EVALUATE (5 mins) 1-5 . Explain the relationship between CO2 and

Global temperature.
K.EXTEND (5 minutes) Assignment :
1.Cut out or print news article about global warming , its
effects to our environment and living things.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

factors that affect climate, and the effects of changing climate and how to adapt
Standards accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards
 C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
S9ES-IIIe30
each.
II. CONTENT Carbon dioxide is the reason

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 grade 9 module 242-244
2. Learner’s Material
page10s K to 12 module grade 9 page 242-244
3. Textbook pages Page 305-306.
4. Additional
Materials from BEAM 6. Unit 5. Module 13.
Learning Resource
(LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)
Answer the jumble letters game . Visual Aid

B. ENGAGE (5 1. explain how carbon dioxide causes global

mins) warming ;
2. give the different causes CO2 emission ;
3 . enumerate the different effects of CO 2 emission;
4. explain how can we stop the increasing CO 2
emission in the atmosphere .

Pre-Activity Discussion
1. Words for study: a. fossil fuel b. atmosphere
a. fossil b. combustion c. emission
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C. EXPLORE (15
mins
Perform activity 9 “CO2 is the Reason”,

Activity sheet
 Group Presentation Visual Aid

D. Explain (5
mins) Q1. How much is the increase in temperature
from 1880 to 2010?
Q2. What happened to the amount of carbon
dioxide from 1880 to 2010?
Q3. What is the relationship between the amount Overhead Projector
of carbon dioxide and global temperature?
Q4. When was temperature at its highest and at
its lowest?

E.Elaborate (10 mins) Application : Explain how global warming causes climate
change.

Concepts :
When the Industrial Revolution began, more emissions of
carbon dioxide and other greenhouse gases threatened all living
things. Developed countries and developing countries
became more dependent on fossil fuels. Burning of fossil fuels
is one of the main sources of carbon dioxide emission. What
would be the outcome if there is too much carbon dioxide in
the atmosphere? There would be an increase of global
temperature. So, when will you take action to help stop global
warming? Remember that your time is ticking. Act now before
it’s too late.
I .EVALUATE (5 mins) 1-5 . Explain how CO2 causes global warming.

K.EXTEND (5 minutes) Assignment :

1.Suggest different ways on how can we prevent global
Warming .

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
 No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

factors that affect climate, and the effects of changing climate and how to adapt
Standards accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
each.
II. CONTENT Am I a climate hero or a climate culprit?

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 grade 9 module 244-247
2. Learner’s Material
page10s K to 12 module grade 9 page 244-247
3. Textbook pages Page 306-308.
4. Additional
Materials from BEAM 6. Unit 5. Module 13.
Learning Resource
(LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)
Encircle the given words “ Loop the Words” game. Visual Aid

B. ENGAGE (5 1. explain how man activities causes global warming

mins) 2. identify if a student is a hero or a climate culprit;
3 . give the different ways on how to help stop
global warming and climate change.
 Pre-Activity Discussion
1. Words for study: a. fossil fuel b. atmosphere
a. awareness b. disaster risk c.reduce
2. Reading and clarifying of the activity procedure
3. Precautionary measures

C. EXPLORE (15
Perform activity 10 .” Am I a climate hero or a
mins
climate culprit?” page 244.

Activity sheet

Group Presentation Visual Aid

D. Explain (5
mins) Q1. Which member has the highest carbon
footprint? Overhead Projector
Q2. Which member has the lowest carbon
footprint?
Q3. What is the average carbon footprint of the
group?
Q4. What is your highest source of carbon
emission?
Q5. What is your lowest source of carbon
E.Elaborate (10 mins) emission?

Application : Explain your major role in climate

change awareness .
Concepts :
Anyone can be a contributor in changing our climate. It is up
to you if you want to make this world remain hospitable to
human beings.The climate is always changing. It has shown
how much it could affect our lives. You have seen how strong
the winds of Yolanda were, and how heavy the rainfall from
Ondoy was.We still have to change our course. The future of
humanity lies in our collective hands.

I .EVALUATE (5 mins) 1-5 . Give the different ways on how to stop global
warming
K.EXTEND (5 minutes) Assignment :
1. Review lesson about climate and be ready for a
summative test.
REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

factors that affect climate, and the effects of changing climate and how to adapt
Standards accordingly

B. Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C. Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
each.
II. CONTENT Summative Test

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 grade 9 module223-225
2. Learner’s Material
page10s K to 12 module grade 9 page 223-225
3. Textbook pages Page 286-288.
4. Additional
Materials from BEAM 6. Unit 5. Module 13.
Learning Resource
(LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
 A.ELICIT (5 mins)
Watch video about climate (optional) TV and DVD

B. ENGAGE (5 1. Answer the given summative test;

mins) 2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
a. latitude b. longitude c. altitude d. humidity
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C. EXPLORE (15
mins
Answer the given summative test . Activity sheet

Students answer the given test Visual Aid

D. Explain (5
mins) Refer in the given test Test Questioner

Application : How can you lessen the harmful effects of

E.Elaborate (10 mins) climate change ?

Concepts :
Anyone can be a contributor in changing our climate. It is up
to you if you want to make this world remain hospitable to
human beings.The climate is always changing. It has shown
how much it could affect our lives. You have seen how strong
the winds of Yolanda were, and how heavy the rainfall from
Ondoy was.We still have to change our course. The future of
humanity lies in our collective hands.

I .EVALUATE (5 mins) Students answer the given summative test.

K.EXTEND (5 minutes) Assignment :

1. Define star.
2. Give the different types of stars and give examples.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

the relationship between the visible constellations in the sky and Earth’s position
Standards along its orbit

B. Performance The learners shall be able to ;

discuss whether or not popular beliefs and practices with regard to constellations and
Standards astrology have scientific basis

C. Learning
Competencies/ The learners shall be able to ;
infer the characteristics of stars based on the characteristics of the Sun;
Objectives. Write
the LC code for
each.
II. CONTENT Pre-Test

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 grade 9 module 254-257
2. Learner’s Material
page10s K to 12 module grade 9 page 254-257
3. Textbook pages Page 400-401.
4. Additional
Materials from BEAM 6. Unit 5. Module 13.
Learning Resource
(LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
 A.ELICIT (5 mins)

Visual Aid
Encircle the given words “ Loop the Words” game.

B. ENGAGE (5 1. Answer the given pre-test test;

mins) 2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
a. Brightness b. Magnitude c. Light year
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C. EXPLORE (15
mins
Answer the given Pre- test . Test questioner

Students answer the given test

D. Explain (5
mins) Refer in the given test Test Questioner

Application : Give the importance of studying stars

E.Elaborate (10 mins) and constellations

Concepts :
In this module, you will learn about the characteristics of stars.
You will also learn about the patterns that form from groups
of stars. These patterns in the night sky appear to move in the
course of the night because of Earth’s rotation. Different star
patterns are seen at different times of the year because of the
Earth’s movement around the Sun.

I .EVALUATE (5 mins) Students answer the given pre- test.

K.EXTEND (5 minutes) Assignment :

1. Define star.
2. Give the different types of stars and give examples.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

the relationship between the visible constellations in the sky and Earth’s position
Standards along its orbit

B. Performance The learners shall be able to ;

discuss whether or not popular beliefs and practices with regard to constellations and
Standards astrology have scientific basis

C. Learning
Competencies/ The learners shall be able to ;
infer the characteristics of stars based on the characteristics of the Sun;
Objectives. Write
the LC code for
each.
II. CONTENT Characteristics of Stars

A. Reference K to 12 grade 9 module

s
1. Teacher’s Guide
pages K to 12 grade 9 module 258-262
2. Learner’s Material
page10s K to 12 module grade 9 page 258-262
3. Textbook pages Page 402-403.
4. Additional
Materials from BEAM 5. Unit 7. 20 The Sun.
Learning Resource
(LR) portal
B.Other
EASE Science I. Module 18.
Learning

Resources
III. Materials
PROCEDURES
 A.ELICIT (5 mins)

Visual Aid
Watch video about stars

B. ENGAGE (5 1. define a star ;

mins) 2. give the different characteristics of stars ;
3. differentiate apparent brightness from absolute
brightness of stars ;
4. explain the relationship of color from the
temperature of stars .

Pre-Activity Discussion
1.Words for study:
a. light year b. apparent brightness c.absolute brightness
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C. EXPLORE (15
mins
Perform activity 1 .” Characteristic of a Star” page 258.
Activity Sheet

Group Presentation Visual Aid

D. Explain (5
mins) Q1. What is the color of the filament as you dim
he bulb?
Q2. What is the color of the filament as you turn Visual Aid
E.Elaborate (10 mins) the switch at full power?
Q3. What happens to the temperature of the
filament as the bulb becomes brighter and
brighter?
Q4 Why do the two flashlights have different
brightness?

Application : Why students are so interested to stars and

constellation !
Concepts :
When we look at the night sky, we see thousands of stars. In
reality, there are approximately 400 billion stars in our galaxy,
and there are about 170 billion galaxies. A person can see only
about 3,000 stars on the average. These stars differ in many
ways. We see stars of different sizes, brightness, and color ,
I .EVALUATE (5 mins) 1-5 . Give the different types of stars and their examples.

K.EXTEND (5 minutes) Assignment :

1. Define constellations .
2. Give the different constellations in the night sky and
draw .
REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A.Content Standards The learners demonstrate an understanding of:

the relationship between the visible constellations in the sky and Earth’s position
along its orbit

B.Performance The learners shall be able to ;

discuss whether or not popular beliefs and practices with regard to constellations and
Standards astrology have scientific basis

C.Learning
Competencies/ The learners shall be able to ;
infer the characteristics of stars based on the characteristics of the Sun;
Objectives. Write
the LC code for
each.
II. CONTENT Work Text Characteristics of Stars

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 258-262
2.Learner’s Material
page10s K to 12 module grade 9 page 258-262
3.Textbook pages Page 402-403.
4.Additional Materials
from Learning BEAM 5. Unit 7. 20 The Sun.
Resource (LR) portal
B.Other
EASE Science I. Module 18.
Learning

Resources
III. Materials
PROCEDURES
 A.ELICIT (5 mins)

Visual Aid
Watch video about stars

B.ENGAGE (5 1. define a star ;

mins) 2. give the different characteristics of stars ;
3. differentiate apparent brightness from absolute
brightness of stars ;
4. explain the relationship of color from the
temperature of stars .

Pre-Activity Discussion
1.Words for study:
a. light year b. apparent brightness c.absolute brightness
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Exercise .” Characteristic of a Star”
Work Text

Students answer the exercise Work Text

D. Explain (5
mins) Q1. What is the color of the filament as you dim
he bulb?
Q2. What is the color of the filament as you turn Visual Aid
E.Elaborate (10 mins) the switch at full power?
Q3. What happens to the temperature of the
filament as the bulb becomes brighter and
brighter?
Q4 Why do the two flashlights have different
brightness?

Application : Why students are so interested to stars and

constellation !
Concepts :
When we look at the night sky, we see thousands of stars. In
reality, there are approximately 400 billion stars in our galaxy,
and there are about 170 billion galaxies. A person can see only
about 3,000 stars on the average. These stars differ in many
ways. We see stars of different sizes, brightness, and color ,
I .EVALUATE (5 mins) 1-5 . Give the different types of stars and their examples.

F.EXTEND (5 minutes) Assignment :

1.Define constellations .
2.Give the different constellations in the night sky and
draw .
REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

the relationship between the visible constellations in the sky and Earth’s position
Standards along its orbit

B. Performance The learners shall be able to ;

discuss whether or not popular beliefs and practices with regard to constellations and
Standards astrology have scientific basis

C. Learning
Competencies/ The learners shall be able to ;
infer the characteristics of stars based on the characteristics of the Sun;
Objectives. Write
the LC code for
each.
II. CONTENT Patterns in the Sky

A. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 262-264
2.Learner’s Material
page10s K to 12 module grade 9 page 262-264
3. Textbook pages Page 404-405.
4. Additional
Materials from BEAM 5. Unit 7. 20 The Sun.
Learning Resource
(LR) portal
B.Other
EASE Science I. Module 18.
Learning

Resources
III. Materials
 PROCEDURES
A.ELICIT (5 mins)

TV & DVD
Watch video about constellation

B. ENGAGE (5 1. define a constellation ;

mins) 2. give the different examples of constellations ;
3.explain the importance of studying constellations ;
4. relate how stars and constellations affects our
everyday lives .

Pre-Activity Discussion
1.Words for study:
a. Greek Mythology b. Navigation c. Compas
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C. EXPLORE (15
mins
Perform activity 2 .” Patterns in the Sky” page
Activity Sheet
262.

Group Presentation Visual Aid

D. Explain (5
mins) Given a plain map of stars, draw any pattern, name it, and tell
a story about your figure. Write your bases for coming up with
your figure.
E.Elaborate (10 mins)
Application : Why students are so interested to stars and
constellation !
Concepts :
Many of these constellations have names that can be traced
back to early Babylonians and Greek civilizations, but nearly
all cultures have different names for the constellations. For
example, the Greeks called the large constellation Orion,
which means hunter and is prominent in the night sky all over
the world during winter. Early Filipinos visualized the same
group of stars as Balatik, a trap used in hunting wild pigs.
Christian Filipinos named the three stars (Orion’s belt)
Tatlong Maria or Tres Marias
I .EVALUATE (5 mins) 1-5 . Give 5 examples of constellation and draw its
pattern
K.EXTEND (5 minutes) Assignment :
1.Define the ff.
a. Celestial star b. North star
2.Explain how stars move in the sky.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A.Content Standards The learners demonstrate an understanding of:

the relationship between the visible constellations in the sky and Earth’s position
along its orbit

B.Performance The learners shall be able to ;

discuss whether or not popular beliefs and practices with regard to constellations and
Standards astrology have scientific basis

C.Learning
Competencies/ The learners shall be able to ;
infer the characteristics of stars based on the characteristics of the Sun;
Objectives. Write
the LC code for
each.
II. CONTENT Work Text Constellation

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 262-264
2.Learner’s Material
page10s K to 12 module grade 9 page 262-264
3.Textbook pages Page 404-405.
4.Additional Materials
from Learning BEAM 5. Unit 7. 20 The Sun.
Resource (LR) portal
B.Other
EASE Science I. Module 18.
Learning

Resources
III. Materials
PROCEDURES
 A.ELICIT (5 mins)

TV & DVD
Watch video about constellation

B.ENGAGE (5 1. define a constellation ;

mins) 2. give the different examples of constellations ;
3.explain the importance of studying constellations ;
4. relate how stars and constellations affects our
everyday lives .

Pre-Activity Discussion
1.Words for study:
a. Greek Mythology b. Navigation c. Compas
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15
mins
Exercise .” Patterns in the Sky”
Work text

Students answer the exercise Work text

D.Explain (5 mins)
Given a plain map of stars, draw any pattern, name it, and tell
a story about your figure. Write your bases for coming up with
E.Elaborate (10 mins) your figure.

Application : Why students are so interested to stars and

constellation !
Concepts :
Many of these constellations have names that can be traced
back to early Babylonians and Greek civilizations, but nearly
all cultures have different names for the constellations. For
example, the Greeks called the large constellation Orion,
which means hunter and is prominent in the night sky all over
the world during winter. Early Filipinos visualized the same
group of stars as Balatik, a trap used in hunting wild pigs.
Christian Filipinos named the three stars (Orion’s belt)
Tatlong Maria or Tres Marias
I .EVALUATE (5 mins) 1-5 . Give 5 examples of constellation and draw its
pattern
F.EXTEND (5 minutes) Assignment :
1.Define the ff.
b. Celestial star b. North star
2.Explain how stars move in the sky.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

the relationship between the visible constellations in the sky and Earth’s position
Standards along its orbit

B. .Performance The learners shall be able to ;

discuss whether or not popular beliefs and practices with regard to constellations and
Standards astrology have scientific basis

C. Learning
Competencies/ The learners shall be able to ;
infer the characteristics of stars based on the characteristics of the Sun;
Objectives. Write
the LC code for
each.
II. CONTENT Apparent Movement of the Stars through the Night

A. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 264-267
2.Learner’s Material
page10s K to 12 module grade 9 page 264-267
3. Textbook pages Page 405-406.
4. Additional
Materials from BEAM 5. Unit 7. 20 The Sun.
Learning Resource
(LR) portal
B.Other
EASE Science I. Module 18.
Learning

Resources
 III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV & DVD
Watch video about the solar system and the universe

B. ENGAGE (5 1. explain how stars move in the sky ;

mins) 2. identify examples of constellations ;
3. give the different constellations every month of
the year ;
4. explain how constellation helps us in giving
directions and knowing time .

Pre-Activity Discussion
1.Words for study:
a. Celestial Pole b. North star
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C. EXPLORE (15
mins
Perform activity 3 .” Apparent Movement of the
Stars through the Night ” page 264. Activity Sheet

Group Presentation Visual Aid

D. Explain (5
mins) Q1. Compare the position of the stars in the sky. What do
you notice?
Q2. Are the stars visible at 7 pm still visible at 11
E.Elaborate (10 mins) pm in their “original position”? Why is this
so?
Q3. How do the stars move? Describe the
movement of the stars in the night sky.
Q4. How is the motion of stars similar to the
motion of the Sun?
Application : Explain how can we see the constellation
“Polaris “ in the sky .
Concept :
Many of these constellations have names that can be traced
back to early Babylonians and Greek civilizations, but nearly
all cultures have different names for the constellations. For
example, the Greeks called the large constellation Orion,
which means hunter and is prominent in the night sky all over
the world during winter. Early Filipinos visualized the same
group of stars as Balatik, a trap used in hunting wild pigs.
Christian Filipinos named the three stars (Orion’s belt)
Tatlong Maria or Tres Marias
I .EVALUATE (5 mins) 1-5 . Explian the importance of contellation

K.EXTEND (5 minutes) Assignment :

1. Draw the different constellations in the night sky.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

the relationship between the visible constellations in the sky and Earth’s position
Standards along its orbit

B.Performance The learners shall be able to ;

discuss whether or not popular beliefs and practices with regard to constellations and
Standards astrology have scientific basis

C.Learning
Competencies/ The learners shall be able to ;
show which constellations may be observed at different times of the year using
Objectives. Write models.
the LC code for
each.
II. CONTENT Different Star Patterns through the Year

A. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 268-273
2.Learner’s Material
page10s K to 12 module grade 9 page 268-273
3.Textbook pages Page 407-408
4.Additional Materials
from Learning BEAM 5. Unit 7. 20 The Sun.
Resource (LR) portal
B.Other
EASE Science I. Module 18.
Learning
 Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV & DVD
Watch the video about star map

B.ENGAGE (5 1. Explain why some constellations are not seen at

mins) certain months
2. identify examples of constellations in the star
map ;
3. give the different constellations every month of
the year ;
4. explain how constellation helps people from
ancient times

Pre-Activity Discussion
1.Words for study:
a. Horoscope
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Perform activity 4 .” Different Star Patterns through
the Year ” page 268. Activity Sheet

Group Presentation Visual Aid

D.Explain (5 mins)
Q1. Compare the photographs. What do you
notice?
E.Elaborate (10 mins) Q2. Why are some stars visible in March but not
visible in September?
Q3. What constellations are prominent during
winter? fall? summer? spring?

Application : How can you know the stars and constellation

every month ?

Concepts :
While constellations were associated with religion, they
also have practical uses. Before the calendars, people had no
way of determining when to sow or harvest except by
looking at these patterns in the sky. Ancient people
developed a way to remember the patterns by giving these
patterns names and stories. For example, in the northern
hemisphere, the constellation Orion indicates the coming of
cold season.
I .EVALUATE (5 mins) 1-5 .Give five constellations and draw it pattern in the
Sky.
E.EXTEND (5 minutes) Assignment :
2. Prepare and review for a summative test

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

the relationship between the visible constellations in the sky and Earth’s position
Standards along its orbit

B.Performance The learners shall be able to ;

discuss whether or not popular beliefs and practices with regard to constellations and
Standards astrology have scientific basis

C.Learning
Competencies/ The learners shall be able to ;
infer the characteristics of stars based on the characteristics of the Sun;
Objectives. Write
the LC code for
each.
II. CONTENT Summative Test

A. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 274-275
2.Learner’s Material
page10s K to 12 module grade 9 page 274-275
3.Textbook pages Page 408-410
4.Additional Materials
from Learning BEAM 6. Unit 5. Module 13.
Resource (LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning
 Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
Encircle the given words “ Loop the Words” game.

B.ENGAGE (5 1. Answer the given summative test;

mins) 2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1.Words for study:
a. Apparent Brightness b. Celestial Pole c. North star
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Answer the given summative test .
Test Questioner

Students answer the test quietly Test Questioner

D.Explain (5 mins)
Refer in the given test

E.Elaborate (10 mins) Application : Give the importance of studying stars

and constellations

Concepts :
While constellations were associated with religion, they
also have practical uses. Before the calendars, people had no
way of determining when to sow or harvest except by
looking at these patterns in the sky. Ancient people
developed a way to remember the patterns by giving these
patterns names and stories. For example, in the northern
hemisphere, the constellation Orion indicates the coming of
cold season.

I .EVALUATE (5 mins) Refer in the Test Questioner

E.EXTEND (5 minutes) Assignment :

1. Define the ff.
a. Motion b. speed c. acceleration d. velocity
2. Give the formula for speed and acceleration
REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum .
Standards

B.Performance The l earners shall be able to:

propose ways to enhance sports related to projectile motion
Standards

C.Learning
Competencies/ The learners should be able to…
1. describe the horizontal and vertical motions of a projectile;
Objectives. Write
the LC code for
each.
II. CONTENT Pre-test

B. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 216-217
2.Learner’s Material
page10s K to 12 module grade 9 page 280-283
3.Textbook pages Page 280-283
4.Additional Materials 1. OHSP Integrated Science. Quarter 2. Module 3. pp. 4-5. 2. EASE Physics. Module
from Learning 9. Lesson 3. 3. Science and Technology IV: Physics Textbook for Fourth Year.
Resource (LR) portal Rabago, Lilia M., Ph.D., et al. 2001. pp. 93-109. *

B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning
 Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
optional

B.ENGAGE (5 1. Answer the given pre- test;

mins) 2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
optional
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Answer the given pre-test . Test Questioner

Students answer the test quietly Test Questioner

D.Explain (5 mins)
Refer in the given test

E.Elaborate (10 mins) Application : optional

Concepts :
From your previous grade levels, you were able to
quantify non-uniform motion. You will mathematically
describe the horizontal and vertical dimensions of
Uniformly Accelerated Motion (UAM). You will use
basic trigonometric functions in solving problems
dealing with two-dimensional motion as in Projectile
Motion and adapt techniques in playing your favorite
sports.You will also discuss Impulse and Momentum
and understand how these concepts can be applied in
real life situations.

I .EVALUATE (5 mins) Refer in the Test Questioner

E.EXTEND (5 minutes) Assignment :

3. Define the ff.
B. Motion b. speed c. acceleration d. velocity
4. Give the formula for speed and acceleration
REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum .
Standards

B.Performance The l earners shall be able to:

propose ways to enhance sports related to projectile motion
Standards

C.Learning
Competencies/ The learners should be able to…
1. describe the horizontal and vertical motions of a projectile;
Objectives. Write
the LC code for
each.
II. CONTENT Uniformly Accelerated Motion: Horizontal Dimension

A. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 216-219
2.Learner’s Material
page10s K to 12 module grade 9 page 283-287
3.Textbook pages Page 283-287
4.Additional Materials 1. OHSP Integrated Science. Quarter 2. Module 3. pp. 4-5. 2. EASE Physics. Module
from Learning 9. Lesson 3. 3. Science and Technology IV: Physics Textbook for Fourth Year.
Resource (LR) portal Rabago, Lilia M., Ph.D., et al. 2001. pp. 93-109. *

B.Other
EASE Physics. Module 9. Lesson 3..
Learning

Resources
III. Materials
PROCEDURES
 A.ELICIT (5 mins)

Visual Aid
Jumbled letters

B.ENGAGE (5 1. define uniformly accelerated motion ;

mins) 2. give examples of uniformly accelerated motion ;
3. explain the different formulas for uniformly
accelerated motion ;
4. Solve problems about uniformly accelerated
motion

Pre-Activity Discussion
1. Words for study:
a. constant b. directly proportional c. inversely proportional
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Perform activity 1 .”Roll, Roll away” pp.284-285 Activity Sheet

Group Presentation Visual Aid

D.Explain (5 mins) Q1. How will you describe the graphs of: a.
distance vs. time? b. distance vs. time2?
Q2. What is the relationship between distance
E.Elaborate (10 mins) and time of travel of the rolling can?
Q3. What is the slope of d – t2 graph? What
quantity does the slope of d – t2 graph
represent? (Refer to the unit of the slope)
Q4. What do the graphs of distance vs. time
and distance vs. time2suggest?
Application : Try solving this… A train accelerates to a speed
of 20 m/s over a distance of 150 m. Determine the
acceleration (assume uniform) of the train.
Concepts :
Using the following equations on velocity, average velocity,
and acceleration, you can derive other equations.
a) 𝑣=𝑑𝑡
b) 𝑣𝑎𝑣𝑒 = 𝑣𝑓 + 𝑣𝑖/ 2
c) 𝑎 = 𝑣𝑓 − 𝑣𝑖 /𝑡
where: v = velocity , vf = final velocity ,
vi = initial velocity , vave = average velocity
d = displacement , t = time , a = acceleration

I .EVALUATE (5 mins) Derive the formula for

1-2 . 𝑑 from formula of 𝑣
3-4. 𝑣𝑓 from formula of 𝑣𝑎𝑣𝑒
 5-6. 𝑡 from formula of 𝑎
E.EXTEND (5 minutes) Assignment :
1. Define the ff.
a. Gravity b. force a. atraction
2. Why objects fall toward the earth ? Explain .

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A.Content Standards The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum .

B.Performance The l earners shall be able to:

propose ways to enhance sports related to projectile motion
Standards

C.Learning
Competencies/ The learners should be able to…
1. describe the horizontal and vertical motions of a projectile;
Objectives. Write
the LC code for
each.
II. CONTENT Work Text Uniformly Accelerated Motion: Horizontal Dimension

AReferences K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 216-219
2.Learner’s Material
page10s K to 12 module grade 9 page 283-287
3.Textbook pages Page 283-287
4.Additional Materials 1. OHSP Integrated Science. Quarter 2. Module 3. pp. 4-5. 2. EASE Physics. Module
from Learning 9. Lesson 3. 3. Science and Technology IV: Physics Textbook for Fourth Year.
Resource (LR) portal Rabago, Lilia M., Ph.D., et al. 2001. pp. 93-109. *

B.Other
EASE Physics. Module 9. Lesson 3..
Learning

Resources
III. Materials
PROCEDURES
 A.ELICIT (5 mins)

Visual Aid
Jumbled letters

B.ENGAGE (5 1. define uniformly accelerated motion ;

mins) 2. give examples of uniformly accelerated motion ;
3. explain the different formulas for uniformly
accelerated motion ;
4. Solve problems about uniformly accelerated
motion

Pre-Activity Discussion
1. Words for study:
a. constant b. directly proportional c. inversely proportional
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Exercise .”Roll, Roll away” Work Text

Students answer the exercise Work text

D.Explain (5 mins) Q1. How will you describe the graphs of: a.
distance vs. time? b. distance vs. time2?
Q2. What is the relationship between distance
E.Elaborate (10 mins) and time of travel of the rolling can?
Q3. What is the slope of d – t2 graph? What
quantity does the slope of d – t2 graph
represent? (Refer to the unit of the slope)
Q4. What do the graphs of distance vs. time
and distance vs. time2suggest?
Application : Try solving this… A train accelerates to a speed
of 20 m/s over a distance of 150 m. Determine the
acceleration (assume uniform) of the train.
Concepts :
Using the following equations on velocity, average velocity,
and acceleration, you can derive other equations.
a) 𝑣=𝑑𝑡
b) 𝑣𝑎𝑣𝑒 = 𝑣𝑓 + 𝑣𝑖/ 2
c) 𝑎 = 𝑣𝑓 − 𝑣𝑖 /𝑡
where: v = velocity , vf = final velocity ,
vi = initial velocity , vave = average velocity
d = displacement , t = time , a = acceleration

I .EVALUATE (5 mins) Derive the formula for

1-2 . 𝑑 from formula of 𝑣
3-4. 𝑣𝑓 from formula of 𝑣𝑎𝑣𝑒
 5-6. 𝑡 from formula of 𝑎
E.EXTEND (5 minutes) Assignment :
1.Define the ff.
b. Gravity b. force a. atraction
2.Why objects fall toward the earth ? Explain .

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum .
Standards

B.Performance The l earners shall be able to:

propose ways to enhance sports related to projectile motion
Standards

C.Learning
Competencies/ The learners should be able to…
1. describe the horizontal and vertical motions of a projectile;
Objectives. Write
the LC code for
each.
II. CONTENT Uniformly Accelerated Motion: Vertical Dimension

A. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 220-221
2.Learner’s Material
page10s K to 12 module grade 9 page 288-289
3.Textbook pages Page288-289
4.Additional Materials 1. OHSP Integrated Science. Quarter 2. Module 3. pp. 4-5. 2. EASE Physics. Module
from Learning 9. Lesson 3. 3. Science and Technology IV: Physics Textbook for Fourth Year.
Resource (LR) portal Rabago, Lilia M., Ph.D., et al. 2001. pp. 93-109. *

B.Other
EASE Physics. Module 9. Lesson 3..
Learning

Resources
III. Materials
PROCEDURES
 A.ELICIT (5 mins)

Visual Aid
Jumbled letters

B.ENGAGE (5 1. define acceleration due to gravity ;

mins) 2. explain how gravity affects motion of objects
when it fall ;
3. explain the different formulas for uniformly
For freely falling bodies ;
4. Solve problems about freely falling bodies

Pre-Activity Discussion
1. Words for study:
a. instantaneous speed b. maximum c. minimum
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Perform activity 2 .”Drop me” pp.289-290 .
Activity Sheet

Group Presentation Visual Aid

D.Explain (5 mins) Q1. What is the velocity of the ball just before it
hits the ground?
Q 2. How will you compare the actual height of
E.Elaborate (10 mins) the building from the result of the
experiment?
Q3. What is the percentage error?
Application :
Try solving this… The acceleration of gravity on the moon is
1.62 m/s2. If a ball is dropped on the moon from a height of
1.50 m. Determine the time for the ball to fall to the surface
of the moon

Concepts :
As the ball goes up, it decelerates with a magnitude of
9.8 m/s2 until it stops momentarily and changes
direction. That means, it reaches its maximum height
before it starts to fall. Using equation F, you will also
find that when the ball falls back to the point where it
was thrown, its speed will be equal to the speed at
which it was thrown. Note that the magnitudes of the
two velocities are equal, but they have opposite
directions – velocity is upward when it was thrown,
but downward when it returns.
I .EVALUATE (5 mins) True or false
1. Gravity is the downward force exerted by earth.
2. Velocity increases as you go nearer the earth.
 3. Gravity changes as you go to the different places
of the earth.
4. 15.5 m/s2 is the acceleration due to gravity.
5. Acceleration due to gravity changes on earth.
E.EXTEND (5 minutes) Assignment :
1. Explain how objects moving upward is affected by
gravity. Draw and explain.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum .
Standards

B.Performance The l earners shall be able to:

propose ways to enhance sports related to projectile motion
Standards

C.Learning
Competencies/ The learners should be able to…
1. describe the horizontal and vertical motions of a projectile;
Objectives. Write
the LC code for
each.
II. CONTENT Uniformly Accelerated Motion: Vertical Dimension (upward motion)

A. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 222-223
2.Learner’s Material
page10s K to 12 module grade 9 page 290-291
3.Textbook pages Page 290-291
4.Additional Materials 1. OHSP Integrated Science. Quarter 2. Module 3. pp. 4-5. 2. EASE Physics. Module
from Learning 9. Lesson 3. 3. Science and Technology IV: Physics Textbook for Fourth Year.
Resource (LR) portal Rabago, Lilia M., Ph.D., et al. 2001. pp. 93-109. *

B.Other
EASE Physics. Module 9. Lesson 3..
Learning

Resources
III. Materials
PROCEDURES
 A.ELICIT (5 mins)

Visual Aid
Loop a word

B.ENGAGE (5 1. explain how objects thrown upward is affected by

mins) gravity ;
2.give the relationship of velocity and acceleration
in objects moving in upward direction ;
3.Solve problems about objects moving in upward
Direction.

Pre-Activity Discussion
1. Words for study:
a. at rest b. initial velocity c. final velocity
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Perform activity 3 .”You raise me up!” pp.290-
291 . Activity Sheet

Group Presentation Visual Aid

D.Explain (5 mins) Q1. What do you think happens to the speed of the ball as
it reaches its maximum height?
Q2. What will happen to the ball’s velocity as it falls farther
E.Elaborate (10 mins) below the point of release?

Application :
Try solving this… Zed is playing with a ball on top of a building
but the ball fell and hit the ground after 2.6 seconds, what is
the final velocity of the ball just before it hits the ground and
how high is the building?

Concepts :
Summary Of Uniformly Accelerated Motion (UAM) Formulae
Uniformly Accelerated Motion Formulae
vf = at + vi
𝑑 = 𝑣𝑖𝑡 +𝑎𝑡2 /2
𝑑 = ( 𝑣𝑓 + 𝑣𝑖 2)/ 𝑡
vf2 = vi2 + 2ad
I .EVALUATE (5 mins) Problem Solving :
… Pepe is playing with a ball on top of a building
but the ball fell and hit the ground after 5.0 seconds, what is
the final velocity of the ball just before it hits the ground and
how high is the building?
E.EXTEND (5 minutes)
Assignment :
1. Explain projectile motion.
2. Give the formula used for projectile motion.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum .
Standards

B.Performance The l earners shall be able to:

propose ways to enhance sports related to projectile motion
Standards

C.Learning
Competencies/ The learners should be able to…
1. describe the horizontal and vertical motions of a projectile;
Objectives. Write
the LC code for
each.
II. CONTENT Motion in Two Dimensions (Projectile motion)

A. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 224-226
2.Learner’s Material
page10s K to 12 module grade 9 page293-298
3.Textbook pages Page 293-298
4.Additional Materials 1. OHSP Integrated Science. Quarter 2. Module 3. pp. 4-5. 2. EASE Physics. Module
from Learning 9. Lesson 3. 3. Science and Technology IV: Physics Textbook for Fourth Year.
Resource (LR) portal Rabago, Lilia M., Ph.D., et al. 2001. pp. 93-109. *

B.Other
EASE Physics. Module 9. Lesson 3..
Learning

Resources
III. Materials
 PROCEDURES
A.ELICIT (5 mins)

Students watch a video about projectile motion Visual Aid

B.ENGAGE (5 1. Define projectile motion ;

mins) 2. draw the projectile motion of a ball ;
3. explain the different forces acting in projectile
motion ;
4 give the formula for projectile motion;
5 solve formula about projectile motion.

Pre-Activity Discussion
1. Words for study:
a. parabolic b. vertical c. horizontal
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Perform activity 4 .”curve me on an incline palne!”
295-299. Activity Sheet

Group Presentation Visual Aid

D.Explain (5 mins) Q1. Describe the trajectory for horizontally fired

projectiles along an incline. Sketch the
trajectory.
E.Elaborate (10 mins) Q2. Describe the shape of the trajectory for
projectiles fired at angles along an incline.
Sketch the trajectory.
Q3. Compare the locations of the trajectory
peaks in terms of maximum height, hmax
reached.
Try solving this : A soccer ball is kicked at ground level with
a speed of 20 m/s at an angle of 450 to the horizontal. How
much later does it hit the ground? Choose the kicking point
as the origin. When the soccer ball reaches the ground again,
the change
Concepts :
Projectiles always maintain a constant horizontal velocity
(neglecting air resistance). Projectiles always experience a
constant acceleration along the axis where the constant net
force is directed. There is a constant vertical acceleration of
9.8 m/s2, downward (neglecting air resistance) for projectiles
on air. For projectiles on inclined surfaces, the constant
“vertical” acceleration will be smaller than 9.8 m/s2 down
the tilt which is equal to 𝒈𝒔𝒊𝒏𝜽.
I .EVALUATE (5 mins) Problem Solving :
A soccer ball is kicked at ground level with
a speed of 15 m/s at an angle of 30° to the horizontal. How
 much later does it hit the ground? Choose the kicking point
as the origin. When the soccer ball reaches the ground again,
the change
E.EXTEND (5 minutes)
Assignment :
1.Explain projectile motion.
2.Give the formula used for projectile motion.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum .
Standards

B.Performance The l earners shall be able to:

propose ways to enhance sports related to projectile motion
Standards

C.Learning
Competencies/ The learners should be able to…
1. investigate the relationship between the angle of release and the height and
Objectives. Write range of the projectile;
the LC code for
each.
II. CONTENT Curve alike (Projectile motion in two dimension)

A. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 227-229
2.Learner’s Material
page10s K to 12 module grade 9 page 299-305
3.Textbook pages Page 299-305
4.Additional Materials 1. OHSP Integrated Science. Quarter 2. Module 3. pp. 4-5. 2. EASE Physics. Module
from Learning 9. Lesson 3. 3. Science and Technology IV: Physics Textbook for Fourth Year.
Resource (LR) portal Rabago, Lilia M., Ph.D., et al. 2001. pp. 93-109. *

B.Other
EASE Physics. Module 9. Lesson 3..
Learning

Resources
 III. Materials
PROCEDURES
A.ELICIT (5 mins)

Students watch a video about projectile motion Visual Aid

B.ENGAGE (5 1. Explain how the angle of projectile motion affects

mins) the time of falls and horizontal distance of the
thrown object ;
2.draw the components of projectile motion in two
dimension ;
3 give the formula for projectile motion;
4 solve problems about projectile motion in two
dimension.

Pre-Activity Discussion
1. Words for study:
a. vectors b. magnitude c. arrow
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Perform activity 5 .”curve alike!” 299-303. Activity Sheet

Group Presentation Visual Aid

D.Explain (5 mins) Q1. In what direction or orientation did you

throw the ball?
Q2. How would you describe the ball’s path and
E.Elaborate (10 mins) motion?
Q3. How many tries did you make to match the
curved paths?
Application :
Try solving this : A marble is thrown horizontally from a table
top with a velocity of 1.50 m/s. The marble falls 0.70 m away
from the table’s edge.
Concepts :
When a projectile is launched upward at an angle, its velocity
has two components:
1.a constant horizontal velocity that moves in the same
direction as the launch, the acceleration of which is zero; and
2.an upward positive vertical velocity component that is
decreasing in magnitude until it becomes zero at the top of
the trajectory (therefore it no longer goes up any further).
But because gravity makes it accelerates downward at a rate
of 9.8 m/s per second or 9.8 m/s2, (therefore it stays at rest
only for an instant) it will start to descend with an increasing
negative vertical velocity until it is stopped by something.
I .EVALUATE (5 mins) Problem Solving :
A stone is thrown horizontally from a table
top with a velocity of 2 m/s. The marble falls 1.0 m away
from the table’s edge.

E.EXTEND (5 minutes)
Assignment :
1. Prepare for a long test.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A. Content The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum .
Standards

B.Performance The l earners shall be able to:

propose ways to enhance sports related to projectile motion
Standards

C.Learning
Competencies/ The learners should be able to…
1. describe the horizontal and vertical motions of a projectile;
Objectives. Write
the LC code for
each.
II. CONTENT Long test

A. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 216-217
2.Learner’s Material
page10s K to 12 module grade 9 page 280-283
3.Textbook pages Page 280-283
4.Additional Materials 1. OHSP Integrated Science. Quarter 2. Module 3. pp. 4-5. 2. EASE Physics. Module
from Learning 9. Lesson 3. 3. Science and Technology IV: Physics Textbook for Fourth Year.
Resource (LR) portal Rabago, Lilia M., Ph.D., et al. 2001. pp. 93-109. *

B.Other
 Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012.

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
optional

B.ENGAGE (5 1. Answer the given long test;

mins) 2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
optional
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Answer the given long test . Test Questioner

Students answer the test quietly Test Questioner

D.Explain (5 mins)
Refer in the given test

E.Elaborate (10 mins) Application : optional

Concepts :
From your previous grade levels, you were able to
quantify non-uniform motion. You will mathematically
describe the horizontal and vertical dimensions of
Uniformly Accelerated Motion (UAM). You will use
basic trigonometric functions in solving problems
dealing with two-dimensional motion as in Projectile
Motion and adapt techniques in playing your favorite
sports.You will also discuss Impulse and Momentum
and understand how these concepts can be applied in
real life situations.

I .EVALUATE (5 mins) Refer in the Test Questioner

E.EXTEND (5 minutes) Assignment :

1. Define momentum
2. Give the factors affecting momentum.
3. Give the formula use for momentum.
REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

B. Content The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum .
Standards

B.Performance The l earners shall be able to:

propose ways to enhance sports related to projectile motion
Standards

C.Learning
Competencies/ The learners should be able to…
relate impulse and momentum to collision of objects (e.g., vehicular collision);
Objectives. Write
the LC code for
each.
II. CONTENT Investigating Momentum

B. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 300-303
2.Learner’s Material
page10s K to 12 module grade 9 page307-309 S9FE-IVb36
3.Textbook pages Page 307-309
4.Additional Materials 1 Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 298-301.
from Learning S9FE-IVb36
Resource (LR) portal
B.Other
EASE Physics. Module 9. Lesson 4.
Learning

Resources
III. Materials
 PROCEDURES
A.ELICIT (5 mins)
Students watch a video about momentum TV and DVD

B.ENGAGE (5 1. define momentum ;

mins) 2. explain the different factors affecting momentum
3. give the formula for momentum ;
4. solve problems about momentum ;

Pre-Activity Discussion
1. Words for study:
a. impact b. collision c. mass
2. Reading and clarifying of the activity procedure
C.EXPLORE (15 mins
3. Precautionary measures

Perform activity 6 .”Investigating Momentum”

pp. 307-309 . Activity Sheet

Group Presentation Visual Aid

D.Explain (5 mins) Q1. How will you compare their stopping

distances?
Q2. Did the two toy vehicles immediately stop
E.Elaborate (10 mins) as they hit the block of wood? Describe the
stopping distances of the two toy cars.
Q3. Which has a greater stopping distance, the
small toy car or the big toy truck? How do
the stopping distances of each one change
according to the point of release?
Application :
Which has more momentum, a huge truck that is not
moving or a small toy cart that is moving? 2. A moving car
has momentum. If it moves twice as fast, its momentum
would be __________ as much. 3. Two cars, one twice as
heavy as the other, moves down a hill at the same time.
The heavier car would have a _________ momentum.
On what two factors does momentum depend on?
It depends on mass and velocity. Operationally,
momentum is defined as the product of mass and the
velocity of an object. In equation,
p = mv
Where: p = is the momentum
m = is the mass
v = is the velocity
Moving objects have velocities which can be measured
directly or indirectly. For stationary objects where the
 velocity is zero, the momentum is also zero
I .EVALUATE (5 mins) 1-2. Give the two factors affecting momentum.
3-5 An object that is moving with a velocity of 3 m/s
With a mass of 0.5 Kg.. Solve or the momentum
Of the object.
E.EXTEND (5 minutes) Assignment :
4. Define momentum
5. Give the factors affecting momentum.
6. Give the formula use for momentum.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON LOG Date Learning Area Science
Day Quarter
LP
No.
IV. OBJECTIVES

D. Content Standards The learners demonstrate an understanding of:

impulse and momentum, and conservation of linear momentum

E. Performance The learners shall be able to:

propose ways to enhance sports related to projectile motion
Standards

F. Learning
Competencies/ examine effects and predict causes of collision-related damages/injuries;
Objectives. Write
the LC code for
each.
V. CONTENT Impulse and Momentum

C. References
5. Teacher’s Guide Page 250 to 252 Teachers Guide
pages
6. Learner’s Material
page10s Page 256 to 259 learner’s Module

7. Textbook pages
8. Additional
Materials from Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 298-301.
Learning Resource
(LR) portal
D. Other
Learning Science Project Ease “ Toy Balloon
Resources
VI. PROCEDURES
H. ELICIT (5 mins)
Recall : review momentum by passing the
ballon
TV&
 DVD
Motivation :Watch video about impulse
then rearrange the given Jumbled letters

I. ENGAGE (5 mins)
1.. explain the factors affecting momentum;
2. solve problems about momentum ;
3. describe the momentum of different moving objects ; Visual Aid
4.. apply the knowledge about momentum to our daily lives.

Pre-Activity Discussion
1. Words for study: mass , velocity , impact and collision
2. Reading and clarifying of the activity procedure
3. Precautionary measures

J. EXPLORE (15 mins)

What affects motion?

Projector

Presenting pictures of different objects crash of the wall

with the same speed.
Q1: which do you think would be more damaging?
Q2: On what factor, would be the impact of collision
depend if their velocities are the same?

Activity: Investigating Momentum (Refer to the activity sheet)

Students will identify the factors that affect momentum

Q3: How will you compare the stopping distance?

Q4: did the two toy cars immediately stop as they hit the
block of wood?
Q5: how will it be possible for the two bodies of different
masses to have equal momentum?

K. Explain (5 mins) Application :

Operationally, momentum is defined as the product of mass

and velocity of an object. In equation, p=mv
Given the following data, let the students solve for momentum
using the formula. Visual Aid
Object Mass Velocit Momentu
 (Kg) y (m/s) m Kg/ms
Bird 0.03 18
Bullet 0.004 600
Frog 0.9 12

Valuing : Students will show a short drama on the

different precautionary measures on roads and streets.

L. Elaborate (10 mins)

Changes in momentum happen every time. A fast-moving
car suddenly stops might have damaging effects not only
to the vehicle itself but also to the person riding it. Various
devices have been installed in vehicles in order to ensure
the safety of the passengers. The use of seatbelts is even
required by law in order to lessen injuries from car crashes.

Key Concept :

The two factors momentum depends on are mass Visual Aid

and velocity, p=mv.
Where ; p =momentum , m= mass , v = velocity
Operationally momentum is define as the mass multiplied
by the velocity of moving objects.
Moving objects have velocities which can be measured
directly or indirectly. In Physics, an external force acting
on an object over a specific time leads to a change in
momentum of the object. Thus, I=Ft or Ft=p
M. EVALUATE (5 mins)
Evaluation:
A bowling ball whose mass is 4.0 kg is
rolling at a rate of 2.5 m/s. What is its momentum?
N. EXTEND (5 minutes) Assignment :
1. A skateboard is rolling at a velocity of
3.1 m/s with a momentum of 6.0 kg-m/s.
What is its mass?
2. A pitcher throws a baseball with a mass of
0.5 kg and a momentum of 10 kg-m/s.
What is its velocity?
REFLECTION
Students enjoyed the day activities !
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum

B. .Performance The learners should be able to…

Standards propose ways to enhance sports related to projectile motion

C.Learning
Competencies/ relate impulse and momentum to collision of objects (e.g., vehicular collision);
Objectives. Write
the LC code for
each.
II. CONTENT Impulse

A. References
1. Teacher’s Guide
pages K to 12 module grade 9 page 304-306
2. Learner’s Material
page10s K to 12 module grade 9 page 311-314 S9FE-IVb36
3. Textbook pages
4. Additional Materials
from Learning  APEX Physics Unit 3 Chapter 1 LP 4 Falling Bodies  BEAMLearning Guide Physics4th Year
Energy in Transportation Put It into Motion  APEXPhysics Unit 3 Chapter 1 LP 10
Resource (LR) portal Momentum

B. Other
Project Ease science Physics
Learning
Resources
 III. PROCEDURES
A. ELICIT (5 mins)
Review lessons about momentum (crossword puzzle ) Visual Aid/TV & DVD
Motivation : Jumbled letters

B. ENGAGE (5 mins)
1. identify the different factors affecting impulse ;
2. .define impulse operationally ;
3. solve problems about impulse and momentum ;
4. apply knowledge gain about impulse and momentum
in our everyday lives.

Pre-Activity Discussion
1. Words for study:
a. splattering b. raw c. break
2. Reading and clarifying of the activity procedure
3. Precautionary measures
( For group 1 to 3 )
EXPLORE (15 mins)
Perform the activity 7.” Playing egg Volley ball “
refer to the activity sheet
(For group 4 & 5)
Watch video about impulse and give the formula for
Solving impulse

Group presentation Visual Aid

 C. Explain (5 mins)
Q1. Was the handkerchief able to protect the
egg from breaking?
Q2. Did the egg break immediately when it hit
the ground?
Q3. How was the impact force lessened by the
use of the handkerchief?

Application : Problem solving

Tiger Woods hits a 0.02 kg golf ball, giving it a speed of
D. Elaborate (10 mins) 25 m/s. What impulse does he impart to the ball?

Valuing : Watch video about taekwondo and boxing

fighting

Key Concepts :
The two factors affecting impulse are the applied
force And the time of impact of the object .
2 Impulse is the product of force applied multiplied
By the time of impact of the object.
3 I = F x Δ t where Δ t = tf –ti or I = Δ p or Ft = Δ p
4 It turns out that the same impulse invariably leads to
the same change in momentum. The above equation
implies that for a fixed value of the change in
momentum, the impact force is smaller when the
impact time is bigger while the impact force is bigger
when the impact time is smaller. A quick jab by a boxer
makes a hard hit. A net, a cushion and corrugated
containers all decrease the impact force.
E. EVALUATE (5 mins) Problem :
I. Evaluating learning A Taekwondo black belter hit a hard wood with the speed of pen and paper test
20 m/s, given that the mass of the wood is 3 kg.
What impulse does he impart to the wood ?
EXTEND (5 minutes) Assignment :
1. Explain the conservation of momentum.
2. Give the formula to solve problems about
conservation of momentum

REFLECTION

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear
momentum

B. .Performance The learners should be able to…

 Standards propose ways to enhance sports related to projectile motion

C.Learning
Competencies/ Infer that the total momentum before and after collision is equal;
Objectives. Write
the LC code for
each.
II. CONTENT Conservation of Momentum

A. References
1.Teacher’s Guide pages
K to 12 module grade 9 page 307-309
2.Learner’s Material page10s
K to 12 module grade 9 page 315-317 S9FE-IVb37
3.Textbook pages
4.Additional Materials from
Learning Resource (LR) BEAM IV. Unit 5. 12 Force and Motion. Energy in Transportati on. August 2008. 2
portal
B. Other
Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M.,
Learning Ph.D., et al. 2001. pp.
Resources
III. PROCEDURES
A. ELICIT (5 mins)
Review lessons about impulse and momentum
(pass the ball) Visual Aid/TV & DVD
Motivation : Complete the missing letters
B. ENGAGE (5 mins)
1.explain how momentum is conserve ;
2.define conservation of momentum operationally ;
3. solve problems about conservation of momentum ;
4. show examples of conservation of momentum in our
everyday life .

Pre-Activity Discussion
1. Words for study:
a. conservation b. equal
2. Reading and clarifying of the activity procedure
3. Precautionary measures

EXPLORE (15 mins)

Perform activity 8 .” Balloon Rocket”
pp. 315-317

Group presentation Visual Aid

 C. Explain (5 mins) Q1. How do these momenta compare?
Q2. How does the velocity of the air that is
pushed out of the rocket compare to the
velocity of the balloon

A. Elaborate (10 mins) Application : Problem solving

Two iceskaters stand together. They “push off” and travel
directly away from each other, the boy with a velocity of
1.50 m/s. If the boy weighs 735 N and the girl, 490 N,
what is the girl’s velocity after they push off?
(Consider the ice to be frictionless.)

Concepts :
Momentum is a vector quantity. It must have both
magnitude (numerical value) and direction. The direction
of the momentum vector is always in the same direction
as the velocity vector. Like all vector quantities,
momentum vectors can be added. For situations in which
the two vectors are in opposite directions, one vector is
considered negative and the other positive.

B. EVALUATE (5 mins) Problem :

I. Evaluating learning Two iceskaters stand together. They “push off” and travel
directly away from each other, the boy with a velocity of
2 m/s. If the boy weighs 50 Kg and the girl, 40 Kg,
what is the girl’s velocity after they push off?
(Consider the ice to be frictionless.)

EXTEND (5 minutes) Assignment :

1.Explain elastic and inelastic collision.
2. Give examples of elastic and inelastic collision.

REFLECTION

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear
momentum
 B. .Performance The learners should be able to…
Standards propose ways to enhance sports related to projectile motion

C.Learning
Competencies/ 1.examine effects and predict causes of
Collision related damages/injuries;
Objectives. Write
the LC code for
each.
Elastic and inelastic collision
II. CONTENT

A.References
1.Teacher’s Guide pages
K to 12 module grade 9 page 310-314
2.Learner’s Material page10s
K to 12 module grade 9 page 318-322 S9FE-IVc38
3.Textbook pages Page 318-322
4.Additional Materials from
Learning Resource (LR) BEAM IV. Unit 5. 12 Force and Motion. Energy in Transportati on. August 2008. 2
portal
B.Other
Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M.,
Learning Ph.D., et al. 2001. pp.
Resources
III. PROCEDURES
A. ELICIT (5 mins)
Watch video about elastic TV and DVD

B. ENGAGE (5 mins)
1. define elastic and inelastic collision ;
2. differentiate elastic and inelastic collision ;
3. give the formula for solving elastic and inelastic
collision ;
4.solve problems about elastic and inelastic
collision .

Pre-Activity Discussion
1. Words for study:
a. stationary b. collide
2. Reading and clarifying of the activity procedure
3. Precautionary measures

EXPLORE (15 mins)

Perform activity 9 .” Bouncy Ball ”
pp. 318-322 . Activity Sheet

Group presentation Visual Aid

 C. Explain (5 mins) Which ball is generally more elastic? Which surface
is generally more elastic? Was there an elastic
collision? Was there a perfectly inelastic collision?

Application :
D. Elaborate (10 mins) In everyday life, however, perfectly elastic collisions are
rare, and most collisions are inelastic to some extent. In
the next activity, we shall use different types of balls to
demonstrate different degrees of inelasticity.

Concepts :
1.Elastic collision – one in which the total kinetic
energy of the system does not change and colliding
objects bounce off after collision.
2.Inelastic collision – one in which the total kinetic
energy of the system changes (i.e., converted to
some other form of energy). Objects that stick
together after collision is said to be perfectly inelastic.

E. EVALUATE (5 mins)
I. Evaluating learning Identify if elastic or inelastic collision
1.After collision there is a big explosion.
2.After collision the two objects bounces off .
3. Two skaters dancing on the ice.
4. Two cars after collision sticks together.
5. After collision a spark of light was produced.
EXTEND (5 minutes) Assignment :
1.Prepare for a summative test.

REFLECTION

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear
momentum
 B. .Performance The learners should be able to…
Standards propose ways to enhance sports related to projectile motion

C.Learning
Competencies/ infer that the total momentum before and after collision is equal;
Objectives. Write
the LC code for
each.
Summative Test
II. CONTENT

A.References K to 12 grade 9 module

1.Teacher’s Guide pages
K to 12 module grade 9 page 315-318
2.Learner’s Material page10s
K to 12 module grade 9 page 325-328
3.Textbook pages Page 325-328
4.Additional Materials from
Learning Resource (LR) BEAM IV. Unit 5. 12 Force and Motion. Energy in Transportati on. August 2008. 2
portal
B.Other
Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M.,
Learning Ph.D., et al. 2001. pp.
Resources
III. PROCEDURES
A. ELICIT (5 mins)
optional

B. ENGAGE (5 mins)
1. Answer the given summative test;
2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
a. stationary b. collide
2. Reading and clarifying of the activity procedure
3. Precautionary measures

EXPLORE (15 mins)

Answer the given summative test . test Questioner

Students answer the given test quietly

 C. Explain (5 mins)
Refer in the given test

Application :
In everyday life, however, perfectly elastic collisions are
D. Elaborate (10 mins)
rare, and most collisions are inelastic to some extent. In
the next activity, we shall use different types of balls to
demonstrate different degrees of inelasticity.

Concepts :
1.Elastic collision – one in which the total kinetic
energy of the system does not change and colliding
objects bounce off after collision.
2.Inelastic collision – one in which the total kinetic
energy of the system changes (i.e., converted to
some other form of energy). Objects that stick
together after collision is said to be perfectly inelastic.

E. EVALUATE (5 mins)
I. Evaluating learning Refer in the test questioner

EXTEND (5 minutes) Assignment :

1.Prepare for a summative test.

REFLECTION

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The l earners demonstrate an understanding of:

1.Changes in form of mechanical energy
2.Conservation of energy
 B. .Performance The learners should be able to…
Standards 1.conservation of mechanical energy

C.Learning
Competencies/ explain energy transformation in various activities/events (e.g.,
Objectives. Write waterfalls, archery, amusement rides);
the LC code for
each.
II. CONTENT Transformation of Energy

C. References
5. Teacher’s Guide
pages K to 12 module grade 9 page 249 -250
6. Learner’s Material
page10s K to 12 module grade 9 page 333-336
7. Textbook pages
8. Additional Materials 1. EASE Science I. Module 8. p. 18. 2. BEAM 5. Unit 5. 11. Electric Circuits. DLP
from Learning 35. 3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia
Resource (LR) portal M., Ph.D., et al. 2001. pp. 170-171. * 4. Science and Technology I: Integrated

D. Other
Science Textbook. NISMED. 2012. pp. 116-119. S9FE-IVc39
Learning
Resources
III. PROCEDURES
F. ELICIT (5 mins)
Review lessons about “ Energy” (Puzzle Game)
Visual Aid/TV & DVD
Motivation : Arrange the jumbled letters
G. ENGAGE (5 mins)
1.identify the different forms of energy ;
2. describe the energy transformations from one form to
another ;
3. explain conservation of energy ;
4. give examples of energy transformation in our everyday
life .

Pre-Activity Discussion
1. Words for study:
a. transfer b. transform c. input . output
2. Reading and clarifying of the activity procedure
3. Precautionary measures
EXPLORE (15 mins)
( For group 1 to 2 )
Perform activity 1 .” Little Shop of Toys “
(For group 3 & 4)
Perform activity 2 .” Loop the Loop “
(For group 5)
Watch video about “Transformation of Energy”
 refer to the activity sheet

Group presentation Visual Aid

H. Explain (5 mins) Q1. What does the toy or object do?

Q2. What energy changes take place as this toy or
object operates?
Q3. What form does the stored energy start out in?
Q4. What form does the stored energy turn into?
Q5. What form is the energy output in when it stops?
Q6. What made each object to move a certain
displacement and what made each object to come
to a stop?

I. Elaborate (10 mins) Application : Identify the transformation of energy ;

1.Strerched bow
2. Water fall
3. Flashlight

Valuing :
1.Why do we need to save energy ?
2.How can we save energy ?

Key Concepts :
1.There are two kinds of energy ,Potential and Kinetic
Energy. The following are the different types of Poten-
tial energy; gravitational , elastic , chemical , electrical
and nuclear. On the other hand Kinetic energy are the
following; motion , radiant , sound , thermal and wave.
2.Energy transformation in a flashlight
Chemical Electrical Light Heat
3.Conservation of energy states that energy cannot be
Created or destroy it can only transform from one form
to another.
4.Examples of energy transformation in our everyday life
a. The food that we eat transform from chemical to
mechanical when we move then it become heat ,
that’s why we sweat.
b. The electricity that we use at home have different
sources like geothermal, hydrothermal or light.

J. EVALUATE (5 mins) Identify the transformation of energy :

I. Evaluating learning 1.Radio
2.incuvator
3.electricfan
4.gas stove
5.motorcycle
EXTEND (5 minutes) Assignment :
1.Construct an improvise turbine model .Refer to grade 9
Module page 337 activity 2.

REFLECTION
GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___
TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The l earners demonstrate an understanding of:

1.Changes in form of mechanical energy
2.Conservation of energy
 B. .Performance The learners should be able to…
Standards 1.conservation of mechanical energy

C.Learning
Competencies/ explain energy transformation in various activities/events (e.g.,
Objectives. Write waterfalls, archery, amusement rides);
the LC code for
each.
II. CONTENT Construct a miniature Turbine

A.References
1.Teacher’s Guide pages
K to 12 module grade 9 page 336-341
2.Learner’s Material
page10s K to 12 module grade 9 page 336-341
3.Textbook pages
4.Additional Materials  APEXPhysics Unit 3 Chapter 1 LP 12 Law of Motion
from Learning Resource S9FE-IVc-39
(LR) portal
B.Other Project Ease Physics
Learning
Resources
III. PROCEDURES
A. ELICIT (5 mins)
Review lessons about “ Energy” (Puzzle Game)
Visual Aid/TV & DVD
Motivation : Arrange the jumbled letters
B. ENGAGE (5 mins)
At the end of the activity, you should be able to:
1. construct a simple turbine unit
2. demonstrate mechanical energy transformations, and
3. demonstrate Hydroelectric Power (HEP) using a
water reservoir system.

Pre-Activity Discussion
1. Words for study:
a. Transfer b. transform
2. Reading and clarifying of the activity procedure
3. Precautionary measures
EXPLORE (15 mins)

Activity 2 Hep Hep Hooray Activity Sheet

Group presentation Visual Aid

 C. Explain (5 mins) Q7. What was the effect of the stored water’s head of
flow to its range?
Q8. How would you explain this
effect in terms of energy transformation?
Q9. In you formulated your hypothesis regarding
the effect of the stored water’s height to the water’s
range. What was your hypothesis?
Q10. Was the hypothesis you made correct?
Why or why not?

D. Elaborate (10 mins) Application :

Explain the process of water purification.

Key Concepts :
1.There are two kinds of energy ,Potential and Kinetic
Energy. The following are the different types of Poten-
tial energy; gravitational , elastic , chemical , electrical
and nuclear. On the other hand Kinetic energy are the
following; motion , radiant , sound , thermal and wave.
2.Energy transformation in a flashlight
Chemical Electrical Light Heat
3.Conservation of energy states that energy cannot be
Created or destroy it can only transform from one form
to another.
4.Examples of energy transformation in our everyday life
a. The food that we eat transform from chemical to
mechanical when we move then it become heat ,
that’s why we sweat.
b. The electricity that we use at home have different
sources like geothermal, hydrothermal or light.

E. EVALUATE (5 mins) Optional

I. Evaluating learning
EXTEND (5 minutes) Assignment :
1. Explain how energy is conserve.

REFLECTION

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of:

conservation of mechanical energy
 B. .Performance The learners shall be able to:
Standards create a device that shows conservation of mechanical energy

C.Learning
Competencies/ explain energy transformation in various activities/events (e.g.,
Objectives. Write waterfalls, archery, amusement rides); S9FE-IVc39
the LC code for
each.
II. CONTENT Conservation of energy

A.References
1.Teacher’s Guide pages
K to 12 module grade 9 page 341-344
2.Learner’s Material
page10s K to 12 module grade 9 page 341-344
3.Textbook pages
4.Additional Materials
EASE Science I. Module 8. p. 18. 2. BEAM 5. Unit 5. 11. Electric Circuits. DLP 35. 3
from Learning Resource
(LR) portal
B.Other
Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M.,
Learning Ph.D., et al. 2001. pp. 170-171. * 4. Science and Technology I: Integrated
Resources
III. PROCEDURES
A.ELICIT (5 mins)
Watch video about conservation of energy
Visual Aid/TV & DVD

B.ENGAGE (5 mins)
At the end of the activity, you should be able to:
1. identify the positions where kinetic energy or potential
energy is at maximum or minimum; and
2. explain the result of the demonstration using conservation
of energy.

Pre-Activity Discussion
1. Words for study:
a. ceiling b. stable
2. Reading and clarifying of the activity procedure
3. Precautionary measures
EXPLORE (15 mins)

Activity 1 Bashing Ball! Activity Sheet

Group presentation Visual Aid

 F. Explain (5 mins) Q1. Did the bowling ball reach the tip of the nose of the
student volunteer? Did it rise higher or lower than its
original height?
Q2. At what location(s) along the path
of the bowling ball is the ball’s kinetic energy highest?
Q3. At what location(s) along the path of the bowling
ball is the ball’s gravitational potential energy highest?
I.Elaborate (10 mins)
Application : Explain how Potential and Kinetic energy is
conserve .

Key Concepts :
You have observed that an object freely falling gains
kinetic energy since its velocity increases constantly. On
the other hand, its potential energy decreases since its
height decreases. The increase in its kinetic energy
comes from the lost in its potential energy. In the
example of a 1- kg stone dropped from a hill, at t = 0,
its stored energy which is the potential energy is not yet
converted into kinetic energy. As the stone falls as in
t = 1 s, the decrease in potential energy, 48.02, is equal
to the increase in its kinetic energy. After 2 s, the
amount of energy lost and gained by potential energy
and kinetic energy respectively is still the same. At all
points in its path, the change in its potential energy is
equal to the change in its kinetic energy

G. EVALUATE (5 mins) Problem Solving :

I. Evaluating learning Consider a 1-kg stone dropped on top of a hill and
reached the ground after 3s. From your concept on free
fall, compute the height of the hill.

EXTEND (5 minutes) Assignment :

1.Give examples of situations showing conservation of
energy.

REFLECTION

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of:

conservation of mechanical energy
 B. .Performance The learners shall be able to:
Standards create a device that shows conservation of mechanical energy

C.Learning
Competencies/ explain energy transformation in various activities/events (e.g.,
Objectives. Write waterfalls, archery, amusement rides); S9FE-IVc39
the LC code for
each.
II. CONTENT Transformation of Kinetic Energy

A.References
1.Teacher’s Guide pages
K to 12 module grade 9 page 345-346
2.Learner’s Material
page10s K to 12 module grade 9 page 345-346
3.Textbook pages
4.Additional Materials
EASE Science I. Module 8. p. 18. 2. BEAM 5. Unit 5. 11. Electric Circuits. DLP 35. 3
from Learning Resource
(LR) portal
B.Other
Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M.,
Learning Ph.D., et al. 2001. pp. 170-171. * 4. Science and Technology I: Integrated
Resources
III. PROCEDURES
A.ELICIT (5 mins)
Jumbled Letters and video about kinetic Energy
Visual Aid/TV & DVD

B.ENGAGE (5 mins)
At the end of the activity, you should be able to:
1.infer that the kinetic energy of a bouncing ball is
not conserved

Pre-Activity Discussion
1. Words for study:
a. bounce b. trails
2. Reading and clarifying of the activity procedure
3. Precautionary measures
EXPLORE (15 mins)

Activity 2 Bouncy Balls, Revisited Activity Sheet

Group presentation Visual Aid

 H. Explain (5 mins) Q1. Which equation(s) can you use to calculate these
velocities?
Q2. What happens to the kinetic energy of the ball after
its collision with the ground? What does this mean?

Application : What is the energy of a motorcycle going

fast midway down a hill?
I.Elaborate (10 mins)
Key Concepts :
You have observed that an object freely falling gains
kinetic energy since its velocity increases constantly. On
the other hand, its potential energy decreases since its
height decreases. The increase in its kinetic energy
comes from the lost in its potential energy. In the
example of a 1- kg stone dropped from a hill, at t = 0,
its stored energy which is the potential energy is not yet
converted into kinetic energy. As the stone falls as in
t = 1 s, the decrease in potential energy, 48.02, is equal
to the increase in its kinetic energy. After 2 s, the
amount of energy lost and gained by potential energy
and kinetic energy respectively is still the same. At all
points in its path, the change in its potential energy is
equal to the change in its kinetic energy

I. EVALUATE (5 mins) 1-5. Explain the total mechanical energy of a yoyo

I. Evaluating learning
EXTEND (5 minutes) Assignment :
1.Prepare for a summative Test.

REFLECTION

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A .Content Standards The learners demonstrate an understanding of:

conservation of mechanical energy
 B. .Performance The learners shall be able to:
Standards create a device that shows conservation of mechanical energy

C.Learning
Competencies/ explain energy transformation in various activities/events (e.g.,
Objectives. Write waterfalls, archery, amusement rides); S9FE-IVc39
the LC code for
each.
Summative Test
II. CONTENT

A.References K to 12 grade 9 module

1.Teacher’s Guide pages
K to 12 module grade 9 page 315-318
2.Learner’s Material page10s
K to 12 module grade 9 page 325-328
3.Textbook pages Page 325-328
4.Additional Materials from
Learning Resource (LR) BEAM IV. Unit 5. 12 Force and Motion. Energy in Transportati on. August 2008. 2
portal
B.Other
Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M.,
Learning Ph.D., et al. 2001. pp.
Resources
III. PROCEDURES
F. ELICIT (5 mins)
optional

G. ENGAGE (5 mins)
1. Answer the given summative test;
2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
a. stationary b. collide
2. Reading and clarifying of the activity procedure
3. Precautionary measures

EXPLORE (15 mins)

Answer the given summative test . test Questioner

Students answer the given test quietly

 H. Explain (5 mins)
Refer in the given test

I.Elaborate (10 mins)

Application : Optional

Key Concepts :
1.There are two kinds of energy ,Potential and Kinetic
Energy. The following are the different types of Poten-
tial energy; gravitational , elastic , chemical , electrical
and nuclear. On the other hand Kinetic energy are the
following; motion , radiant , sound , thermal and wave.
2.Energy transformation in a flashlight
Chemical Electrical Light Heat
3.Conservation of energy states that energy cannot be
Created or destroy it can only transform from one form
to another.
4.Examples of energy transformation in our everyday life
a. The food that we eat transform from chemical to
mechanical when we move then it become heat ,
that’s why we sweat.
b. The electricity that we use at home have different
sources like geothermal, hydrothermal or light.

I. EVALUATE (5 mins)
I. Evaluating learning Refer in the test questioner

EXTEND (5 minutes) Assignment :

1.Define the ff.
a. Heat b. work c. Engines

REFLECTION

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
C. Content the relationship among heat, work, and efficiency
Standards

The l earners shall be able to:

 B.Performance analyze how power plants generate and transmit electrical energy
Standards

C.Learning
Competencies/ infer that heat transfer can be used to do work, and that work involves the release of
heat
Objectives. Write
the LC code for
each.
II. CONTENT Pre-test

C. Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 216-217
2.Learner’s Material
page10s K to 12 module grade 9 page 280-283
3.Textbook pages Page 280-283
4.Additional Materials Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.
from Learning D., et al. 2001. pp. 187-188. * S9FE-IVf43
Resource (LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
optional

B.ENGAGE (5 1. Answer the given pre- test;

mins) 2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
optional
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Answer the given pre-test . Test Questioner

Students answer the test quietly Test Questioner

 D.Explain (5 mins)
Refer in the given test

E.Elaborate (10 mins) Application : optional

Concept :
Heat can be turned into work and how doing work releases
heat. It discusses on the spontaneous processes where heat
flows from an object of higher temperature to an object of
lower temperature. Furthermore, how heat engines functions,
specifically, car’s engine is given emphasis. It tackles also how
heat pump operates. Efficiency of heat engines is discussed
through some worded problems and its effects to the
environment. Thermal pollution is explained as a result of
rise in temperature of bodies of water that is detrimental to
aquatic animals and is caused by the disposal of heated
industrial waste water. Being aware of the disadvantages of
less efficient heat engines, we could design ways and means
to lessen its effects.
I .EVALUATE (5 mins) Refer in the Test Questioner

E.EXTEND (5 minutes) Assignment :

1.Explain what is heat and how to measure heat .

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards the relationship among heat, work, and efficiency

B.Performance The l earners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
Competencies/ infer that heat transfer can be used to do work, and that work involves the release of
 Objectives. Write heat
the LC code for
each.
II. CONTENT Heat and Internal Energy

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 354-356
2.Learner’s Material
page10s K to 12 module grade 9 page 354-356
3.Textbook pages Page 354-356
4.Additional Materials 1. Science and Technology IV: Physics Textbook for Fourth Year. Ragabo, Lilia M.,
from Learning Ph.D., et al. 2001. pp. 188-191. * 2. Science and Technology IV: Physics Textbook.
Resource (LR) portal NISMED. 2012. pp. 325-327. S9FE-IVg45

B.Other
1. OHSP. Module 11. 2. EASE Physics. Module 11.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
Review lesson about work (Jumbled Letters)

B.ENGAGE (5 The learners will demonstrate how heat causes the internal
mins) energy of the water increase.

Pre-Activity Discussion
1. Words for study:
a. internal b. boiling point c. Thermometer
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Activity 1 Heat and Internal Energy
Activity Sheet

Group Presentation Visual Aid

 D.Explain (5 mins)
Q1.Compare the temperature of water before it is boiled,
while it is boiling, and after it has boiled. .
E.Elaborate (10 mins) Q2.What does the increase in temperature indicate?

Application :
Sample problem: If 150J of energy is added to a system
when no external work was done, by how much will the
thermal energy of the system raised?

Concept :
1. The increase in the internal energy of a system is equal to
the amount of heat added to a system minus the work done
by the system.
2. Adiabatic process is a process without gain or loss of heat.
3. Internal/ thermal energy is the sum of all kinetic and
potential energies of the atoms/ molecules in the system.
I .EVALUATE (5 mins) Problem Solving :
A 120J of energy is added to a system that does 40J of
external work, by how much thermal energy of the
system is raised?
E.EXTEND (5 minutes) Assignment :
1.Explain the process of heat pump.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards the relationship among heat, work, and efficiency

B.Performance The l earners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
Competencies/ infer that heat transfer can be used to do work, and that work involves the release of
 Objectives. Write heat
the LC code for
each.
II. CONTENT Work Text Heat and Internal Energy

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 354-356
2.Learner’s Material
page10s K to 12 module grade 9 page 354-356
3.Textbook pages Page 354-356
4.Additional Materials 1. Science and Technology IV: Physics Textbook for Fourth Year. Ragabo, Lilia M.,
from Learning Ph.D., et al. 2001. pp. 188-191. * 2. Science and Technology IV: Physics Textbook.
Resource (LR) portal NISMED. 2012. pp. 325-327. S9FE-IVg45

B.Other
1. OHSP. Module 11. 2. EASE Physics. Module 11.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
Review lesson about work (Jumbled Letters)

B.ENGAGE (5 The learners will demonstrate how heat causes the internal
mins) energy of the water increase.

Pre-Activity Discussion
1. Words for study:
a. internal b. boiling point c. Thermometer
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Exercise Heat and Internal Energy
Work Text

Students answer the exercise Work text

 D.Explain (5 mins)
Q1.Compare the temperature of water before it is boiled,
while it is boiling, and after it has boiled. .
E.Elaborate (10 mins) Q2.What does the increase in temperature indicate?

Application :
Sample problem: If 150J of energy is added to a system
when no external work was done, by how much will the
thermal energy of the system raised?

Concept :
1. The increase in the internal energy of a system is equal to
the amount of heat added to a system minus the work done
by the system.
2. Adiabatic process is a process without gain or loss of heat.
3. Internal/ thermal energy is the sum of all kinetic and
potential energies of the atoms/ molecules in the system.
I .EVALUATE (5 mins) Problem Solving :
A 120J of energy is added to a system that does 40J of
external work, by how much thermal energy of the
system is raised?
E.EXTEND (5 minutes) Assignment :
1.Explain the process of heat pump.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards the relationship among heat, work, and efficiency

B.Performance The l earners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards
 C.Learning
Competencies/ infer that heat transfer can be used to do work, and that work involves the release of
heat
Objectives. Write
the LC code for
each.
II. CONTENT Spontaneous and Non spontaneous Reaction

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 356-358
2.Learner’s Material
page10s K to 12 module grade 9 page 356-358
3.Textbook pages Page 354-356
4.Additional Materials 1. Science and Technology IV: Physics Textbook for Fourth Year. Ragabo, Lilia M.,
from Learning Ph.D., et al. 2001. pp. 188-191. * 2. Science and Technology IV: Physics Textbook.
Resource (LR) portal NISMED. 2012. pp. 325-327. S9FE-IVg45

B.Other
1. OHSP. Module 11. 2. EASE Physics. Module 11.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch Video about different chemical reactions

B.ENGAGE (5 The learners should be able to distinguish the process as

mins) spontaneous or nonspontaneous process.

Pre-Activity Discussion
1. Words for study:
a. reverse b. irreversible
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Activity 2 Where do I belong?
Activity Sheet

Group Presentation Visual Aid

 D.Explain (5 mins) Q1.Which of them are spontaneous processes?
Q2.How can we reverse the process for each of the following:
a. Drying of leaves to making them fresh again
E.Elaborate (10 mins) b. Fixing an eggshell to make it whole
c. Keeping the food fresh from spoilage
d. Heating of water
e. Flowing the water back to the top
Q3.What is needed to reverse the process?

Application : Give examples of spontaneous and nonsponta-

Neous reactions.

Concept :
Heat flows normally from higher temperature to lower
temperature. It is a natural or spontaneous process. It does
not require any external energy to occur. When heat flows
from lower temperature to higher temperature, it needs
mechanical energy to happen. It is called non-spontaneous
process. In so doing, work should be done. Mechanical
energy is required for this to happen. The Second Law of
Thermodynamics is applied here. It states that Heat will never
of itself flow from a cold temperature to a hot temperature
object.
I .EVALUATE (5 mins) Identify if spontaneous or nonspontaneous reactions
a. Drying of leaves to making them fresh again
b. Fixing an eggshell to make it whole
c. Keeping the food fresh from spoilage
d. Heating of water
e. Flowing the water back to the top
E.EXTEND (5 minutes) Assignment :
1.Explain the process of heat pump.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards the relationship among heat, work, and efficiency

B.Performance The l earners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
infer that heat transfer can be used to do work, and that work involves the release of
 Competencies/ heat
Objectives. Write
the LC code for
each.
II. CONTENT Work Text Spontaneous and Non spontaneous Reaction

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 356-358
2.Learner’s Material
page10s K to 12 module grade 9 page 356-358
3.Textbook pages Page 354-356
4.Additional Materials 1. Science and Technology IV: Physics Textbook for Fourth Year. Ragabo, Lilia M.,
from Learning Ph.D., et al. 2001. pp. 188-191. * 2. Science and Technology IV: Physics Textbook.
Resource (LR) portal NISMED. 2012. pp. 325-327. S9FE-IVg45

B.Other
1. OHSP. Module 11. 2. EASE Physics. Module 11.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch Video about different chemical reactions

B.ENGAGE (5 The learners should be able to distinguish the process as

mins) spontaneous or nonspontaneous process.

Pre-Activity Discussion
1. Words for study:
a. reverse b. irreversible
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Exercise Where do I belong?
Work Text

Students answer the exercise Work Text

 D.Explain (5 mins) Q1.Which of them are spontaneous processes?
Q2.How can we reverse the process for each of the following:
a. Drying of leaves to making them fresh again
E.Elaborate (10 mins) b. Fixing an eggshell to make it whole
c. Keeping the food fresh from spoilage
d. Heating of water
e. Flowing the water back to the top
Q3.What is needed to reverse the process?

Application : Give examples of spontaneous and nonsponta-

Neous reactions.

Concept :
Heat flows normally from higher temperature to lower
temperature. It is a natural or spontaneous process. It does
not require any external energy to occur. When heat flows
from lower temperature to higher temperature, it needs
mechanical energy to happen. It is called non-spontaneous
process. In so doing, work should be done. Mechanical
energy is required for this to happen. The Second Law of
Thermodynamics is applied here. It states that Heat will never
of itself flow from a cold temperature to a hot temperature
object.
I .EVALUATE (5 mins) Identify if spontaneous or nonspontaneous reactions
a. Drying of leaves to making them fresh again
b. Fixing an eggshell to make it whole
c. Keeping the food fresh from spoilage
d. Heating of water
e. Flowing the water back to the top
E.EXTEND (5 minutes) Assignment :
1.Explain the process of heat pump.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards the relationship among heat, work, and efficiency

B.Performance The l earners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
infer that heat transfer can be used to do work, and that work involves the release of
 Competencies/ heat
Objectives. Write
the LC code for
each.
II. CONTENT Heat Pumps

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 358-360
2.Learner’s Material
page10s K to 12 module grade 9 page 358-360
3.Textbook pages Page 358-360
4.Additional Materials 1. Science and Technology IV: Physics Textbook for Fourth Year. Ragabo, Lilia M.,
from Learning Ph.D., et al. 2001. pp. 188-191. * 2. Science and Technology IV: Physics Textbook.
Resource (LR) portal NISMED. 2012. pp. 325-327. S9FE-IVg45

B.Other
1. OHSP. Module 11. 2. EASE Physics. Module 11.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch Video about Heat Pumps

B.ENGAGE (5 The learners should be able to discuss how heat pumps

mins) (refrigerator and air conditioner) work.

Pre-Activity Discussion
1. Words for study:
a. compressor b. condenser c. evaporator
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Activity 3 The Reverse of It
Activity Sheet

Group Presentation Visual Aid

 D.Explain (5 mins) Q1. How refrigerator works?
Q2.Describe a compressor. How does it work? What gas is
inside the compressor which has low boiling point?
E.Elaborate (10 mins) Q3.What happened to the hot gas produced by compression?
Q4.How condenser functions?
Q5.What happens to the pressure and heat in the evaporator

Application : How the air conditioner works?

Concept :
1.Heat flows normally from higher temperature to lower
temperature which is spontaneous process. It does not
require any external energy to occur.
2. Non-spontaneous process happens when heat flows from
lower temperature to higher temperature. It needs
mechanical energy to occur.
3. The Second Law of Thermodynamics states that Heat will
never of itself flow from a cold temperature to a hot
temperature object. Hence, heat pump is used.
4. A heat pump is a device that reverses the direction of the
heat flow: from a cold reservoir to a warmer one. Refrigerator
and air conditioning unit are examples of heat pump.

I .EVALUATE (5 mins) 1-5. Draw and label the cycles of heat pump

E.EXTEND (5 minutes) Assignment :

1.Explain the process of heat engines.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards the relationship among heat, work, and efficiency

B.Performance The l earners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
infer that heat transfer can be used to do work, and that work involves the release of
 Competencies/ heat
Objectives. Write
the LC code for
each.
II. CONTENT Work Text Heat Pumps

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 358-360
2.Learner’s Material
page10s K to 12 module grade 9 page 358-360
3.Textbook pages Page 358-360
4.Additional Materials 1. Science and Technology IV: Physics Textbook for Fourth Year. Ragabo, Lilia M.,
from Learning Ph.D., et al. 2001. pp. 188-191. * 2. Science and Technology IV: Physics Textbook.
Resource (LR) portal NISMED. 2012. pp. 325-327. S9FE-IVg45

B.Other
1. OHSP. Module 11. 2. EASE Physics. Module 11.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch Video about Heat Pumps

B.ENGAGE (5 The learners should be able to discuss how heat pumps

mins) (refrigerator and air conditioner) work.

Pre-Activity Discussion
1. Words for study:
a. compressor b. condenser c. evaporator
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Exercise The Reverse of It
Work Text

Students answer the exercise Work Text

 D.Explain (5 mins) Q1. How refrigerator works?
Q2.Describe a compressor. How does it work? What gas is
inside the compressor which has low boiling point?
E.Elaborate (10 mins) Q3.What happened to the hot gas produced by compression?
Q4.How condenser functions?
Q5.What happens to the pressure and heat in the evaporator

Application : How the air conditioner works?

Concept :
1.Heat flows normally from higher temperature to lower
temperature which is spontaneous process. It does not
require any external energy to occur.
2. Non-spontaneous process happens when heat flows from
lower temperature to higher temperature. It needs
mechanical energy to occur.
3. The Second Law of Thermodynamics states that Heat will
never of itself flow from a cold temperature to a hot
temperature object. Hence, heat pump is used.
4. A heat pump is a device that reverses the direction of the
heat flow: from a cold reservoir to a warmer one. Refrigerator
and air conditioning unit are examples of heat pump.

I .EVALUATE (5 mins) 1-5. Draw and label the cycles of heat pump

E.EXTEND (5 minutes) Assignment :

1.Explain the process of heat engines.

REFLECTION Students enjoyed the given activity .

GRADE 1 Grade ___

TO 12 Scho Mariano Marcos Memorial Grade Level
DAILY ol High School
LESSON
LOG Date Learning Area Science
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards the relationship among heat, work, and efficiency

B.Performance The l earners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
 Competencies/ infer that heat transfer can be used to do work, and that work involves the release of
Objectives. Write heat
the LC code for
each.
II. CONTENT Heat Engines

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 361-364
2.Learner’s Material
page10s K to 12 module grade 9 page 361-364
3.Textbook pages Page 358-360
4.Additional Materials 1. Science and Technology IV: Physics Textbook for Fourth Year. Ragabo, Lilia M.,
from Learning Ph.D., et al. 2001. pp. 188-191. * 2. Science and Technology IV: Physics Textbook.
Resource (LR) portal NISMED. 2012. pp. 325-327. S9FE-IVg45

B.Other
1. OHSP. Module 11. 2. EASE Physics. Module 11.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch Video about Heat Engines

B.ENGAGE (5 After the activity, the learners should be able to discuss the
mins) four-cycle stroke of a gasoline engine.

Pre-Activity Discussion
1. Words for study:
a. intake b. exhaust
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Activity 4 Start the Engine!
Activity Sheet

Group Presentation Visual Aid

 D.Explain (5 mins) Q1.What happens to the gas if it is heated inside the engine’s
cylinder? .
Q2.What happens to the piston and the gases during
E.Elaborate (10 mins) compression stroke?
Q3.What is the function of the spark plug? What is its effect to
the mixture’s temperature? .
Q4.Describe the piston and the gases during power stroke.
Q5.In exhaust stroke, what happens to the piston and the
mixture of gases?
Application : how can you help to minimize the effects of
thermal pollution?
Concept :
it is shown that there are four cycle-stroke in a gasoline engine.
In the intake stroke, the inlet valve opens, the piston moves
down as the fuel-air mixture fills in the cylinder. In compression
stroke, the piston moves up and compresses the mixture—
adiabatically, since no heat transfer happens. The spark plug
ignites the mixture making its temperature high. Adiabatic
process tends to push the piston down, thus it is called power
stroke. In exhaust stroke, the burned gases are pushed out of
the exhaust valve. The intake valve once again opens and the
cycle repeats.
I .EVALUATE (5 mins) 1-5. Draw and label the cycles of heat engines

E.EXTEND (5 minutes) Assignment :

1.Explain thermal Efficiency of machines

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards the relationship among heat, work, and efficiency

B.Performance The l earners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
 Competencies/ infer that heat transfer can be used to do work, and that work involves the release of
Objectives. Write heat
the LC code for
each.
II. CONTENT Work Text Heat Engines

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 361-364
2.Learner’s Material
page10s K to 12 module grade 9 page 361-364
3.Textbook pages Page 358-360
4.Additional Materials 1. Science and Technology IV: Physics Textbook for Fourth Year. Ragabo, Lilia M.,
from Learning Ph.D., et al. 2001. pp. 188-191. * 2. Science and Technology IV: Physics Textbook.
Resource (LR) portal NISMED. 2012. pp. 325-327. S9FE-IVg45

B.Other
1. OHSP. Module 11. 2. EASE Physics. Module 11.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch Video about Heat Engines

B.ENGAGE (5 After the activity, the learners should be able to discuss the
mins) four-cycle stroke of a gasoline engine.

Pre-Activity Discussion
1. Words for study:
a. intake b. exhaust
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Exercise Start the Engine!
Work text

Students answer the exercise Work Text

 D.Explain (5 mins) Q1.What happens to the gas if it is heated inside the engine’s
cylinder? .
Q2.What happens to the piston and the gases during
E.Elaborate (10 mins) compression stroke?
Q3.What is the function of the spark plug? What is its effect to
the mixture’s temperature? .
Q4.Describe the piston and the gases during power stroke.
Q5.In exhaust stroke, what happens to the piston and the
mixture of gases?
Application : how can you help to minimize the effects of
thermal pollution?
Concept :
it is shown that there are four cycle-stroke in a gasoline engine.
In the intake stroke, the inlet valve opens, the piston moves
down as the fuel-air mixture fills in the cylinder. In compression
stroke, the piston moves up and compresses the mixture—
adiabatically, since no heat transfer happens. The spark plug
ignites the mixture making its temperature high. Adiabatic
process tends to push the piston down, thus it is called power
stroke. In exhaust stroke, the burned gases are pushed out of
the exhaust valve. The intake valve once again opens and the
cycle repeats.
I .EVALUATE (5 mins) 1-5. Draw and label the cycles of heat engines

E.EXTEND (5 minutes) Assignment :

1.Explain thermal Efficiency of machines

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards the relationship among heat, work, and efficiency

B.Performance The l earners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
Competencies/ infer that heat transfer can be used to do work, and that work involves the release of
heat
 Objectives. Write
the LC code for
each.
II. CONTENT Thermal Efficiency

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 363-366
2.Learner’s Material
page10s K to 12 module grade 9 page 363-366
3.Textbook pages Page 363-366
4.Additional Materials 1. Science and Technology IV: Physics Textbook for Fourth Year. Ragabo, Lilia M.,
from Learning Ph.D., et al. 2001. pp. 188-191. * 2. Science and Technology IV: Physics Textbook.
Resource (LR) portal NISMED. 2012. pp. 325-327. S9FE-IVg45

B.Other
1. OHSP. Module 11. 2. EASE Physics. Module 11.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch Video about Thermal Efficiency

B.ENGAGE (5 The learners should be able to verify that machines are not
mins) 100% efficient.

Pre-Activity Discussion
1. Words for study:
a. reservoir
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Activity 5 Fill me In
Activity Sheet

Group Presentation Visual Aid

 D.Explain (5 mins)
Q1. What are the factors to thermal efficiency?
Q2. How each factor affects thermal efficiency?
E.Elaborate (10 mins)
Application : Problem Solving
What is the efficiency of a gasoline engines that receives
192.75J of energy from combustion and lose 125.25 J by heat
to exhaust during one cycle?

Concept :
1. The total kinetic and potential energy of all its particles is
the internal energy of a body.
2. The internal energy of a body increases when a) its
temperature increases and b) it changes from solid to liquid or
from liquid to gas.
3. Heat is the energy transferred from one body to another as
a result of a temperature difference
I .EVALUATE (5 mins) problem solving :
Suppose a steam engine receives steam at 600K. The engine
uses part of this thermal energy for work. It exhausts the rest
to a condenser at a temperature of 350K. What is the
maximum efficiency of this steam engine? Given
E.EXTEND (5 minutes) Assignment :
1.Prepare for a summative test.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards the relationship among heat, work, and efficiency

B.Performance The l earners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
 Competencies/ infer that heat transfer can be used to do work, and that work involves the release of
Objectives. Write heat
the LC code for
each.
II. CONTENT Work Text Thermal Efficiency

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 363-366
2.Learner’s Material
page10s K to 12 module grade 9 page 363-366
3.Textbook pages Page 363-366
4.Additional Materials 1. Science and Technology IV: Physics Textbook for Fourth Year. Ragabo, Lilia M.,
from Learning Ph.D., et al. 2001. pp. 188-191. * 2. Science and Technology IV: Physics Textbook.
Resource (LR) portal NISMED. 2012. pp. 325-327. S9FE-IVg45

B.Other
1. OHSP. Module 11. 2. EASE Physics. Module 11.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch Video about Thermal Efficiency

B.ENGAGE (5 The learners should be able to verify that machines are not
mins) 100% efficient.

Pre-Activity Discussion
1. Words for study:
a. reservoir
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Exercise Fill me In
Work Text

Students answer the exercise Work Text

 D.Explain (5 mins)
Q1. What are the factors to thermal efficiency?
Q2. How each factor affects thermal efficiency?
E.Elaborate (10 mins)
Application : Problem Solving
What is the efficiency of a gasoline engines that receives
192.75J of energy from combustion and lose 125.25 J by heat
to exhaust during one cycle?

Concept :
1. The total kinetic and potential energy of all its particles is
the internal energy of a body.
2. The internal energy of a body increases when a) its
temperature increases and b) it changes from solid to liquid or
from liquid to gas.
3. Heat is the energy transferred from one body to another as
a result of a temperature difference
I .EVALUATE (5 mins) problem solving :
Suppose a steam engine receives steam at 600K. The engine
uses part of this thermal energy for work. It exhausts the rest
to a condenser at a temperature of 350K. What is the
maximum efficiency of this steam engine? Given
E.EXTEND (5 minutes) Assignment :
1.Prepare for a summative test.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
D. Content the relationship among heat, work, and efficiency
Standards

B.Performance The l earners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
Competencies/ infer that heat transfer can be used to do work, and that work involves the release of
 Objectives. Write heat
the LC code for
each.
II. CONTENT Summative Test

D.Reference K to 12 grade 9 module

s
1.Teacher’s Guide
pages K to 12 grade 9 module 216-217
2.Learner’s Material
page10s K to 12 module grade 9 page 280-283
3.Textbook pages Page 280-283
4.Additional Materials Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.
from Learning D., et al. 2001. pp. 187-188. * S9FE-IVf43
Resource (LR) portal
B.Other
Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
optional

B.ENGAGE (5 1. Answer the given summative test;

mins) 2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
optional
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Answer the given summative test . Test Questioner

Students answer the test quietly Test Questioner

 D.Explain (5 mins)
Refer in the given test

E.Elaborate (10 mins) Application : optional

Concept :
Heat can be turned into work and how doing work releases
heat. It discusses on the spontaneous processes where heat
flows from an object of higher temperature to an object of
lower temperature. Furthermore, how heat engines functions,
specifically, car’s engine is given emphasis. It tackles also how
heat pump operates. Efficiency of heat engines is discussed
through some worded problems and its effects to the
environment. Thermal pollution is explained as a result of
rise in temperature of bodies of water that is detrimental to
aquatic animals and is caused by the disposal of heated
industrial waste water. Being aware of the disadvantages of
less efficient heat engines, we could design ways and means
to lessen its effects.
I .EVALUATE (5 mins) Refer in the Test Questioner

E.EXTEND (5 minutes) Assignment :

1.Explain what is heat and how to measure heat .

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards generation, transmission, and distribution of electrical energy from
power plants (hydroelectric, geothermal, wind, nuclear) to home

B.Performance The learners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
Competencies/ explain how electrical energy is generated, transmitted, and distributed
 Objectives. Write
the LC code for
each.
II. CONTENT Pre- Test

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 371-372
2.Learner’s Material
page10s K to 12 module grade 9 page 371-372
3.Textbook pages Page 371-372
4.Additional Materials NISMED. 2012. pp. 131-134. 4. Science and Technology IV: Physics Textbook.
from Learning NISMED. 2012. pp. 242-246. 5. NFE. Proper Use of Electricity. 2001. pp. 46.
Resource (LR) portal 9 S9FE-IVhj-46
B.Other
1. OHSP Integrated Science. Quarter 2. Module 5. 2. EASE Science I. Module 12. 3.
Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 183-
189.
Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
optional

B.ENGAGE (5 1. Answer the given pre- test;

mins) 2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
optional
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Answer the given pre- test . Test Questioner

Students answer the test quietly Test Questioner

 D.Explain (5 mins)
Refer in the given test

E.Elaborate (10 mins) Application : optional

Concept :
Electricity powers all our gadgets and appliances at home.
Have you ever wondered how electricity reaches us from the
electric power plant? What processes does electricity have to
go through in order to reach us at home?

I .EVALUATE (5 mins) Refer in the Test Questioner

E.EXTEND (5 minutes) Assignment :

1.Define the ff.
a. volt b. capacitor c. resistor

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards generation, transmission, and distribution of electrical energy from
power plants (hydroelectric, geothermal, wind, nuclear) to home

B.Performance The learners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
 Competencies/ explain how electrical energy is generated, transmitted, and distributed
Objectives. Write
the LC code for
each.
II. CONTENT How is electricity is produced

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 372-377
2.Learner’s Material
page10s K to 12 module grade 9 page 372-377
3.Textbook pages Page 371-372
4.Additional Materials NISMED. 2012. pp. 131-134. 4. Science and Technology IV: Physics Textbook.
from Learning NISMED. 2012. pp. 242-246. 5. NFE. Proper Use of Electricity. 2001. pp. 46.
Resource (LR) portal 9 S9FE-IVhj-46
B.Other
1. OHSP Integrated Science. Quarter 2. Module 5. 2. EASE Science I. Module 12. 3.
Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 183-
189.
Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch video about geothermal power plant

B.ENGAGE (5 1.identify the location of some power plants in the Philippine

mins) map;
2.determine the Region in which the power plant belongs;

Pre-Activity Discussion
1. Word for study:
a. power plants
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Activity 1 Activity Sheet

How is electricity is produced in the Philippines ?

Group presentation Visual Aid

 D.Explain (5 mins) Q1.Where is your place of residence?
Q2. What source of energy is nearest your place?
Q3. What electric power plants are present in your area?
E.Elaborate (10 mins) Q4. Identify the location of these plants on the Philippine map

Application : Explain the process in the geothermal power

plant

Concept :
Various sources of energy are utilized to provide electricity
to power our households. For example, the tremendous
energy produced by falling water is used by water turbines
to rotate large generators at a hydroelectric power plant.

I .EVALUATE (5 mins) 1-5. Give the different sources of electricity.

E.EXTEND (5 minutes) Assignment :

1.Explain How is electricity transmitted and distributed?

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards generation, transmission, and distribution of electrical energy from
power plants (hydroelectric, geothermal, wind, nuclear) to home

B.Performance The learners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
Competencies/ explain how electrical energy is generated, transmitted, and distributed
 Objectives. Write
the LC code for
each.
II. CONTENT Work Text How is electricity is produced

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 372-377
2.Learner’s Material
page10s K to 12 module grade 9 page 372-377
3.Textbook pages Page 371-372
4.Additional Materials NISMED. 2012. pp. 131-134. 4. Science and Technology IV: Physics Textbook.
from Learning NISMED. 2012. pp. 242-246. 5. NFE. Proper Use of Electricity. 2001. pp. 46.
Resource (LR) portal 9 S9FE-IVhj-46
B.Other
1. OHSP Integrated Science. Quarter 2. Module 5. 2. EASE Science I. Module 12. 3.
Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 183-
189.
Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch video about geothermal power plant

B.ENGAGE (5 1.identify the location of some power plants in the Philippine

mins) map;
2.determine the Region in which the power plant belongs;

Pre-Activity Discussion
1. Word for study:
a. power plants
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Exercise
How is electricity is produced in the Philippines ? Work Text

Students answer the exercise Work text

 D.Explain (5 mins) Q1.Where is your place of residence?
Q2. What source of energy is nearest your place?
Q3. What electric power plants are present in your area?
E.Elaborate (10 mins) Q4. Identify the location of these plants on the Philippine map

Application : Explain the process in the geothermal power

plant

Concept :
Various sources of energy are utilized to provide electricity
to power our households. For example, the tremendous
energy produced by falling water is used by water turbines
to rotate large generators at a hydroelectric power plant.

I .EVALUATE (5 mins) 1-5. Give the different sources of electricity.

E.EXTEND (5 minutes) Assignment :

1.Explain How is electricity transmitted and distributed?

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards generation, transmission, and distribution of electrical energy from
power plants (hydroelectric, geothermal, wind, nuclear) to home

B.Performance The learners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
Competencies/ explain how electrical energy is generated, transmitted, and distributed
Objectives. Write
the LC code for
 each.
II. CONTENT How electricity is transmitted and distributed

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 377-380
2.Learner’s Material
page10s K to 12 module grade 9 page 377-380
3.Textbook pages Page 377-380
4.Additional Materials NISMED. 2012. pp. 131-134. 4. Science and Technology IV: Physics Textbook.
from Learning NISMED. 2012. pp. 242-246. 5. NFE. Proper Use of Electricity. 2001. pp. 46.
Resource (LR) portal 9 S9FE-IVhj-46
B.Other
1. OHSP Integrated Science. Quarter 2. Module 5. 2. EASE Science I. Module 12. 3.
Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 183-
189.
Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch video about geothermal power plant

B.ENGAGE (5 1.Trace the path of electricity from the generating station,

mins) transmission station and residential areas.
2.Differentiate between a step-up transformer and a step-
down transformer.
3.Identify specific areas where step-up transformers and step
-down transformers are utilized.

Pre-Activity Discussion
1. Word for study:
a. transmitted
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Activity 2 Activity Sheet

Tracing Power

Group presentation Visual Aid

 D.Explain (5 mins) Q1. What are the different stations in the transmission of
energy?
Q2. What do you notice about the size of the transmission
E.Elaborate (10 mins) lines as it reaches the consumers?
Q3. Does the size of wires and cables used matter in energy
transmission?.
Q4. What happens to the voltage that travels from the
source to the consumers? Q5. What are step-up
transformers? Step-down transformers?

Application : Explain the transmission of electricity.

Concept :
From the power plants, electricity is then made to travel
along cables and wires called transmission lines.
Transmission lines are commonly put up between
transmission substations which are regulated by the National
Power Corporation. Transmission lines may either be
constructed overhead on towers or they may be underground.
They are operated at high voltages, send out large amounts
of electrical power and extend over considerable distances.

I .EVALUATE (5 mins) 1-5. draw and label the process of transmission

of electricity
E.EXTEND (5 minutes) Assignment :
1.make a diorama showing the path of electricity..

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards generation, transmission, and distribution of electrical energy from
power plants (hydroelectric, geothermal, wind, nuclear) to home

B.Performance The learners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
 Competencies/ explain how electrical energy is generated, transmitted, and distributed
Objectives. Write
the LC code for
each.
II. CONTENT Work text How electricity is transmitted and distributed

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 377-380
2.Learner’s Material
page10s K to 12 module grade 9 page 377-380
3.Textbook pages Page 377-380
4.Additional Materials NISMED. 2012. pp. 131-134. 4. Science and Technology IV: Physics Textbook.
from Learning NISMED. 2012. pp. 242-246. 5. NFE. Proper Use of Electricity. 2001. pp. 46.
Resource (LR) portal 9 S9FE-IVhj-46
B.Other
1. OHSP Integrated Science. Quarter 2. Module 5. 2. EASE Science I. Module 12. 3.
Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 183-
189.
Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

TV and DVD
Watch video about geothermal power plant

B.ENGAGE (5 1.Trace the path of electricity from the generating station,

mins) transmission station and residential areas.
2.Differentiate between a step-up transformer and a step-
down transformer.
3.Identify specific areas where step-up transformers and step
-down transformers are utilized.

Pre-Activity Discussion
1. Word for study:
a. transmitted
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Exercise Tracing Power Work Text

Students answer the exercise Work Text

 D.Explain (5 mins) Q1. What are the different stations in the transmission of
energy?
Q2. What do you notice about the size of the transmission
E.Elaborate (10 mins) lines as it reaches the consumers?
Q3. Does the size of wires and cables used matter in energy
transmission?.
Q4. What happens to the voltage that travels from the
source to the consumers? Q5. What are step-up
transformers? Step-down transformers?

Application : Explain the transmission of electricity.

Concept :
From the power plants, electricity is then made to travel
along cables and wires called transmission lines.
Transmission lines are commonly put up between
transmission substations which are regulated by the National
Power Corporation. Transmission lines may either be
constructed overhead on towers or they may be underground.
They are operated at high voltages, send out large amounts
of electrical power and extend over considerable distances.

I .EVALUATE (5 mins) 1-5. draw and label the process of transmission

of electricity
E.EXTEND (5 minutes) Assignment :
1.make a diorama showing the path of electricity..

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards generation, transmission, and distribution of electrical energy from
power plants (hydroelectric, geothermal, wind, nuclear) to home

B.Performance The learners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
Competencies/ explain how electrical energy is generated, transmitted, and distributed
 Objectives. Write
the LC code for
each.
II. CONTENT How does magnetism produce electricity?

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 387-390
2.Learner’s Material
page10s K to 12 module grade 9 page 387-390
3.Textbook pages Page 387-390
4.Additional Materials NISMED. 2012. pp. 131-134. 4. Science and Technology IV: Physics Textbook.
from Learning NISMED. 2012. pp. 242-246. 5. NFE. Proper Use of Electricity. 2001. pp. 46.
Resource (LR) portal 9 S9FE-IVhj-46
B.Other
1. OHSP Integrated Science. Quarter 2. Module 5. 2. EASE Science I. Module 12. 3.
Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 183-
189.
Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
Loop the word (Review about electricity)

B.ENGAGE (5 1.Build a model of a simple electric generator

mins) 2.Discuss how electricity is generated from the interaction
between coils and magnets
3.Relate the motion of a simple electric generator to the
motion of an actual generator being used in a real-life
electric power plant

Pre-Activity Discussion
1. Words for study:
a. coil b. generator
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Activity 3 Activity Sheet

Light me up

Group presentation Visual Aid

 D.Explain (5 mins) Q1. Why did the LED light up when the magnet cd was made
to turn around the axis?
Q2. Why was it possible to produce electricity without an
E.Elaborate (10 mins) energy source?
Q3. In electric power plants, turbines are actually connected
to generators which are composed of magnets and coils.

Application : How do turbines produce electricity?

Concept :
Electric generators are devices which convert mechanical
energy to electrical energy. This is possible due to the
interaction between a changing magnetic field and a
conductor inside the generator assembly. A steady magnet
and a conductor at rest cannot produce electric current.
Either the magnet or the conductor should be in motion in
order to induce current. Michael Faraday is known for his
work on electricity and magnetism in 1821 using an iron ring
– coil apparatus. His work paved the way for more advanced
discoveries on electromagnetism. For now, we will limit our
discussion on the relationship between magnetism and
electricity. This concept will be further explained in
I .EVALUATE (5 mins) 1-5. draw and label the processes in a generator.

E.EXTEND (5 minutes) Assignment :

1.Prepare for a summative test.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards generation, transmission, and distribution of electrical energy from
power plants (hydroelectric, geothermal, wind, nuclear) to home

B.Performance The learners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
 Competencies/ explain how electrical energy is generated, transmitted, and distributed
Objectives. Write
the LC code for
each.
II. CONTENT Work Text How does magnetism produce electricity?

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 387-390
2.Learner’s Material
page10s K to 12 module grade 9 page 387-390
3.Textbook pages Page 387-390
4.Additional Materials NISMED. 2012. pp. 131-134. 4. Science and Technology IV: Physics Textbook.
from Learning NISMED. 2012. pp. 242-246. 5. NFE. Proper Use of Electricity. 2001. pp. 46.
Resource (LR) portal 9 S9FE-IVhj-46
B.Other
1. OHSP Integrated Science. Quarter 2. Module 5. 2. EASE Science I. Module 12. 3.
Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 183-
189.
Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
Loop the word (Review about electricity)

B.ENGAGE (5 1.Build a model of a simple electric generator

mins) 2.Discuss how electricity is generated from the interaction
between coils and magnets
3.Relate the motion of a simple electric generator to the
motion of an actual generator being used in a real-life
electric power plant

Pre-Activity Discussion
1. Words for study:
a. coil b. generator
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Exercise Light me up Work Text

Students answer the exercise Work Text

 D.Explain (5 mins) Q1. Why did the LED light up when the magnet cd was made
to turn around the axis?
Q2. Why was it possible to produce electricity without an
E.Elaborate (10 mins) energy source?
Q3. In electric power plants, turbines are actually connected
to generators which are composed of magnets and coils.

Application : How do turbines produce electricity?

Concept :
Electric generators are devices which convert mechanical
energy to electrical energy. This is possible due to the
interaction between a changing magnetic field and a
conductor inside the generator assembly. A steady magnet
and a conductor at rest cannot produce electric current.
Either the magnet or the conductor should be in motion in
order to induce current. Michael Faraday is known for his
work on electricity and magnetism in 1821 using an iron ring
– coil apparatus. His work paved the way for more advanced
discoveries on electromagnetism. For now, we will limit our
discussion on the relationship between magnetism and
electricity. This concept will be further explained in
I .EVALUATE (5 mins) 1-5. draw and label the processes in a generator.

E.EXTEND (5 minutes) Assignment :

1.Prepare for a summative test.

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Grade Level

TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES
The learners demonstrate an understanding of:
A.Content Standards generation, transmission, and distribution of electrical energy from
power plants (hydroelectric, geothermal, wind, nuclear) to home

B.Performance The learners shall be able to:

analyze how power plants generate and transmit electrical energy
Standards

C.Learning
Competencies/ explain how electrical energy is generated, transmitted, and distributed
 Objectives. Write
the LC code for
each.
II. CONTENT Summative Test

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 371-372
2.Learner’s Material
page10s K to 12 module grade 9 page 371-372
3.Textbook pages Page 371-372
4.Additional Materials NISMED. 2012. pp. 131-134. 4. Science and Technology IV: Physics Textbook.
from Learning NISMED. 2012. pp. 242-246. 5. NFE. Proper Use of Electricity. 2001. pp. 46.
Resource (LR) portal 9 S9FE-IVhj-46
B.Other
1. OHSP Integrated Science. Quarter 2. Module 5. 2. EASE Science I. Module 12. 3.
Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 183-
189.
Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
optional

B.ENGAGE (5 1. Answer the given pre- test;

mins) 2. Recall concepts previously learned ;
3. Observe discipline during test.

Pre-Activity Discussion
1. Words for study:
optional
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins

Answer the given summative test . Test Questioner

Students answer the test quietly Test Questioner

 D.Explain (5 mins)
Refer in the given test

E.Elaborate (10 mins) Application : optional

Concept :
Electricity powers all our gadgets and appliances at home.
Have you ever wondered how electricity reaches us from the
electric power plant? What processes does electricity have to
go through in order to reach us at home?

I .EVALUATE (5 mins) Refer in the Test Questioner

E.EXTEND (5 minutes) Assignment :

1.Review for the 4th grading exam

REFLECTION Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A.Content Standards The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
accordingly

B.Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C.Learning
 Competencies/ The learners shall be able to ;
Objectives. Write explain how different factors affect the climate of an area;
the LC code for
each.
II. CONTENT Weather Patterns

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 module grade 9 page 191-194
2.Learner’s Material
page10s K to 12 module grade 9 page 224-226
3.Textbook pages Pp . 224-226
4.Additional Materials
from Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Resource (LR) portal
B.Other
BEAM 6. Unit 5. Module 13.
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)
Match column A with column B Visual Aid

B.ENGAGE (5 1. Explain the factors that determine the weather patterns

mins) In different places using the climate map of the world;
2. Give the yearly temperature and precipitation of the
selected countries worldwide ;
3. suggest ways in dealing with weather changes.

Pre-Activity Discussion
1. Words for study:
a. precipitation b. patterns
C.EXPLORE (15 2. Reading and clarifying of the activity procedure
mins
3. Precautionary measures

Exercise A .”Weather Patterns ”

Activity sheet
 Group Presentation
Visual Aid

D.Explain (5 mins)

Q1. Which cities are near oceans?

Q2. Which cities are farthest south?
Q3. What causes weather patterns ?

E.Elaborate (10 mins)

Application : How can we know weather patterns ?

Key Concepts :
 Weather is the current atmospheric conditions, including
Temperature, rainfall , wind , and humidity at a given place
And time. Weather is what is happening right now or is
likely to happen tomorrow or in the very future. Weather
is affected by temperature, wind , precipitation , and
humidity.

I .EVALUATE (5 mins) 1-5 . Explain the different factors affecting weather .

F. EXTEND (5 minutes)
Assignment :
1Aside from Baguio , give other examples of places
That are cold because of high altitude.

REFLECTION
Students enjoyed the given activity .

GRADE 1 Scho Mariano Marcos Memorial Grade Level Grade ___

TO 12
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day
 LP Quarter
No.
I. OBJECTIVES

A.Content Standards The learners demonstrate the understanding of ;

factors that affect climate, and the effects of changing climate and how to adapt
accordingly

B.Performance The learners shall be able to ;

participate in activities that reduce risks and lessen effects of climate change
Standards

C.Learning
Competencies/ The learners shall be able to ;
explain how different factors affect the climate of an area;
Objectives. Write
the LC code for
each.
II. CONTENT Weather Patterns

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 module grade 9 page 191-194
2.Learner’s Material
page10s K to 12 module grade 9 page 224-226
3.Textbook pages Pp . 224-226
4.Additional Materials
from Learning Science and Technology I: Integrated Science Textbook. NISMED. 2012.
Resource (LR) portal
B.Other
BEAM 6. Unit 5. Module 13.
Learning

Resources
III. Materials
PROCEDURES
AELICIT (5 mins)
Match column A with column B Visual Aid

C.ENGAGE (5 1. Explain the factors that determine the weather patterns

mins) In different places using the climate map of the world;
2. Give the yearly temperature and precipitation of the
selected countries worldwide ;
3. suggest ways in dealing with weather changes.

Pre-Activity Discussion
1. Words for study:
a. precipitation b. patterns
D.EXPLORE (15 2. Reading and clarifying of the activity procedure
mins
3. Precautionary measures
 Exercise A .”Weather Patterns ”

Activity sheet

Group Presentation
Visual Aid

G. Explain (5
mins)
Q1. Which cities are near oceans?
Q2. Which cities are farthest south?
Q3. What causes weather patterns ?

H. Elaborate (10
mins) Application : How can we know weather patterns ?

Key Concepts :
 Weather is the current atmospheric conditions, including
Temperature, rainfall , wind , and humidity at a given place
And time. Weather is what is happening right now or is
likely to happen tomorrow or in the very future. Weather
is affected by temperature, wind , precipitation , and
humidity.

I .EVALUATE (5 mins) 1-5 . Explain the different factors affecting weather .

I. EXTEND (5
Assignment :
minutes)
1Aside from Baguio , give other examples of places
That are cold because of high altitude.

REFLECTION
Students enjoyed the given activity .
GRADE 1 Scho Grade Level
TO 12
Mariano Marcos Memorial Grade ___
DAILY ol High School
LESSON Date Learning Area Science
LOG
Day Quarter
LP
No.
I. OBJECTIVES

A.Content Standards The l earners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum .

B.Performance The l earners shall be able to:

propose ways to enhance sports related to projectile motion
Standards

C.Learning
Competencies/ The learners should be able to…
1. describe the horizontal and vertical motions of a projectile;
Objectives. Write
the LC code for
each.
II. CONTENT Work Text Uniformly Accelerated Motion: Vertical Dimension

A.References K to 12 grade 9 module

1.Teacher’s Guide
pages K to 12 grade 9 module 220-221
2.Learner’s Material
page10s K to 12 module grade 9 page 288-289
3.Textbook pages Page288-289
4.Additional Materials 1. OHSP Integrated Science. Quarter 2. Module 3. pp. 4-5. 2. EASE Physics. Module
from Learning 9. Lesson 3. 3. Science and Technology IV: Physics Textbook for Fourth Year.
Resource (LR) portal Rabago, Lilia M., Ph.D., et al. 2001. pp. 93-109. *

B.Other
EASE Physics. Module 9. Lesson 3..
Learning

Resources
III. Materials
PROCEDURES
A.ELICIT (5 mins)

Visual Aid
Jumbled letters

B.ENGAGE (5 1. define acceleration due to gravity ;

mins) 2. explain how gravity affects motion of objects
when it fall ;
3. explain the different formulas for uniformly
For freely falling bodies ;
4. Solve problems about freely falling bodies
Pre-Activity Discussion
1. Words for study:
a. instantaneous speed b. maximum c. minimum
2. Reading and clarifying of the activity procedure
3. Precautionary measures
C.EXPLORE (15 mins
Exercise .”Drop me”
Work Text

Students answer the exercise Work Text

D.Explain (5 mins) Q1. What is the velocity of the ball just before it
hits the ground?
Q 2. How will you compare the actual height of
E.Elaborate (10 mins) the building from the result of the
experiment?
Q3. What is the percentage error?
Application :
Try solving this… The acceleration of gravity on the moon is
1.62 m/s2. If a ball is dropped on the moon from a height of
1.50 m. Determine the time for the ball to fall to the surface
of the moon

Concepts :
As the ball goes up, it decelerates with a magnitude of
9.8 m/s2 until it stops momentarily and changes
direction. That means, it reaches its maximum height
before it starts to fall. Using equation F, you will also
find that when the ball falls back to the point where it
was thrown, its speed will be equal to the speed at
which it was thrown. Note that the magnitudes of the
two velocities are equal, but they have opposite
directions – velocity is upward when it was thrown,
but downward when it returns.
I .EVALUATE (5 mins) True or false
1.Gravity is the downward force exerted by earth.
2.Velocity increases as you go nearer the earth.
3.Gravity changes as you go to the different places
of the earth.
4.15.5 m/s2 is the acceleration due to gravity.
5.Acceleration due to gravity changes on earth.
E.EXTEND (5 minutes) Assignment :
1.Explain how objects moving upward is affected by
gravity. Draw and explain.

REFLECTION Students enjoyed the given activity .