MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

INTERACTIVE
CARAMORAN RURAL COOPERATIVE
School Grade Level 9- Diligence
DEVELOPMENT HIGH SCHOOL LEARNING

ENRICHMENT
I - OBJECTIVES Teacher MARYSEL M. TEVES Learning Area MAPEH 9
Grades 1 to 12/Daily Lesson Log ACTIVITIES

Teaching Dates & Time , 2016 Quarter Third Quarter REMEDIAL

10:30-11:30 LESSON

The learners demonstrate an understanding of

A. Content Standards

The learners shall be able to

B. Performance Standards

C. Learning Competencies/Objectives
(Write the LC Code for each)

II- CONTENT

III - LEARNING RESOURCES -

A. References

1. Teacher’s Guide pages

Annex 1B to
Deped Order No.
2. Learner’s Materials pages
42, s. 2016

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

IV - PROCEDURES
 Prepared by:

MARYSEL M. TEVES
Checked by: Teacher II

EVA B. BIEN
MT-I
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Discuss the earlier 1. Explain how the 1. Recall /Differentiate the 1. Describe an atom by Individual
concepts of the atomic Quantum Mechanical Model earlier concepts of the its principal energy Cooperative
structure; of the atom describes the atomic structure and the levels, sub-energy levels Learning (ICL).
energies and positions of the present model of the atom. and atomic orbitals.
2. Describe how the electrons. Giving Enrichment
Bohr model of the atom 2. Use an analogy to 2. Write the electronic Activities.
improved Rutherford’s 2. Perform Activity No.1. understand the configurations of the
atomic model. “The Flame Test” interpretation of elements. Peer Teaching
I - OBJECTIVES Schrondinger’s treatment of 9 – MASIGASIG
School CABCAB NATIONAL HIGHtheSCHOOLatom. Grade Level2. Perform activity
No.3. “Electron
MAGITING
2. Perform Activity No. 2 Configuration”.

Grades 1 to 12/Daily Lesson Log Teacher EMY ROSE I. VERGARA “Predicting the Probable Learning Area SCIENCE
Location of an electron.
September 5-9, 2016
Teaching Dates & Time Quarter Second Quarter
(7:30-8:30) and (8:30-9:30)
Demonstrate an understanding of the development of atomic models that led to the description of the behavior of
A. Content Standards
electrons within atoms.
Participate in class discussion.
Annex 1B to Deped Order No. 42, s.
B. Performance Standards
Perform Activity No. 1 and 2. 2016

C. Learning Competencies/Objectives
(Write the LC Code for each) S9MT-IIa-13a S9MT-IIa-13b S9MT-IIa-13a S9MT-IIa-13b

II- CONTENT Electronic Structure of Electronic Structure of Electronic Structure of Electronic Structure of
Matter Matter Matter Matter
Checked
Grade 9 Science (TG & Grade 9 Science (TG & Grade 9 Science (TG & Grade 9 Science (TG & by:
LM), Youtube LM), Youtube LM), Youtube LM), Youtube
MARILYN A.
III - LEARNING RESOURCES downloaded downloaded downloaded downloaded
TUPLANO
video/animations video/animations video/animations video/animations

A. References

5. Teacher’s Guide pages

PP. 3 PP. 4-5 pp. 6-8 PP. 9-11 EMY ROSE I.
VERGARA
PP. 3 PP. 5-7 pp. 10-12 PP. 14-15
6. Learner’s Materials pages

7. Textbook pages Principal I

8. Additional Materials from Learning
Resource (LR) portal
IV - PROCEDURES
Recall the characteristics Recall details from Recall how are electrons Recall previous lessons
and properties of light previous lesson arranged in the atom. from Grade 8 how
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Explain how cells carry Explain how Trace the energy flow from Describe how organisms INDIVIDUAL
out functions required photosynthetic the environment to the cells. obtain and utilize energy. COOPERATIVE
for life. organisms use light LEARNING (ICL)
energy to combine Analyze the importance of Recognize that organisms Subject Teacher
I - OBJECTIVES photosynthesis. require energy to carry out ENRICHMENT
carbon dioxide and
water to form energy functions required for life. ACTIVITIES
rich- compounds.

The learners demonstrates an understanding of:

1. the cell as the basic unit of life.
D. Content Standards
2. how photosynthetic organisms capture light energy to form sugar molecules.
3. how organisms obtain and utilize energy.
The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration.
E. Performance Standards
F. Learning Competencies/Objectives
S11/12LT-IIbd-6
(Write the LC Code for each) S11/12LT-IIbd-4 S11/12LT-IIbd-5 S 11/12LT-IIbd-7-8 -

II- CONTENT BIOENERGETICS BIOENERGETICS BIOENERGETICS BIOENERGETICS -

powerpoint powerpoint powerpoint powerpoint -

III - LEARNING RESOURCES presentation/Textbook presentation/textbook presentation/slide share presentation/PDF

Fundamentals of BiologyI BIOLOGY (Miller and BIOLOGY (Miller and BIOLOGY (Miller and
B. References Levine) Levine) Levine)

9. Teacher’s Guide pages

10. Learner’s Materials pages

54-60 112-135 112-135 112-135
11. Textbook pages 11- FAITH
School CABCAB NATIONAL HIGH SCHOOL Grade Level
12. Additional Materials from Learning LOVE
Resource (LR) portal
IV - PROCEDURES
Grades 1 to 12/Daily Lesson Log Teacher EMY ROSE I. VERGARA
Learning Area EARTH AND LIFE SCIENCE
Show video clips about True and False Ask Key Questions from Ask Key Questions from
the structure of the cell Statements about the module: the module:
photosynthesis. Students
September 5-9, 2016
A. Elicit Teaching Dates & Time have to decide whether How do materials andQuarterHow do cellsSecond convert
Quarter
2:00-3:00
the statement is true or energy flow in the stored energy in food into
false ecosystem? chemical energy?

Take feedback Direct The teacher make the Need to work out how Ask the key questions:
questions to discuss students play a game such does energy flow to the Why is photosynthesis
B. Engage as word hunt, puzzle, or cells. important?
one man standing.

No wet lab is designed for Design and conduct an

this lesson. Discussion investigation to provide
Perform Activity No.3 Perform Activity No.3
Annex 1B to Deped Order No. 42, s. 2016

Checked by: MARILYN A. TUPLANO EMY ROSE I. VERGARA

Principal I Subject Teacher

School CABCAB NATIONAL HIGH SCHOOL Grade Level 9 - MASIGASIG

MAGITING
Teacher EMY ROSE I. VERGARA Learning Area SCIENCE
Grades 1 to 12/Daily Lesson Log
Teaching Dates & Time September 19-23, 2016 7:30-8:30 Quarter Second Quarter
8:30-9:30
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Celebration of The learners should be INTERACTIVE

able to: COOPERATIVE
(EID’L ADHA) 2. Recognize different types 3. Explain properties of metals
LEARNING
1. Explain the formation of compounds (ionic or in terms of their structure;
Annex 1B to Deped Order No. 42, s.
covalent) based on their
of ionic and covalent ENRICHMENT 2016
I - OBJECTIVES properties such as melting 4. Explain how ions are
bonds; point, hardness, polarity, formed. ACTIVITIES
and electrical and thermal
conductivity
REMEDIAL
LESSON

The learners demonstrate an understanding of:

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

S9MT-IIc-d-15
I. Learning Competencies/Objectives
S9MT-IIa-13 S9MT-IIb-14
(Write the LC Code for each)
- S9MT-IIe-f-16

II- CONTENT CHEMICAL BONDING CHEMICAL BONDING CHEMICAL BONDING

2.1 IONIC AND COVALENT 2.1 IONIC AND COVALENT 2.1 IONIC AND COVALENT
-
BONDING BONDING BONDING

2.2 METALLIC BONDING 2.2 METALLIC BONDING 2.2 METALLIC BONDING

LM AND TG(Grade 9) LM and TG (Grade 9) LM and TG (Grade 9)

- You tube downloaded/ You tube downloaded/ You tube downloaded/

III - LEARNING RESOURCES
video/animations video/animations video/animations

C. References

13. Teacher’s Guide pages

pp. 20-23 pp.23-25 pp.26-29
14. Learner’s Materials pages

15. Textbook pages

Periodic Table of Periodic Table of Periodic Table of Elements
Elements Elements
16. Additional Materials from Learning
Activity Notebook
Resource (LR) portal
crayons

IV - PROCEDURES

Ask the following In Grade 8, you observed Ask : Do you know why
questions: different common atoms form compounds?
 Checked by:

MARILYN A. TUPLANO EMY ROSE I. VERGARA

Principal Teacher I

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 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Attended one day The learners should be Teachers’ Month Day The learners should be able The learners should be
training in ICT able to: Celebration to: able to:

1. Explain how the 1. Observe the properties 1. Recognize common

structure of the carbon of common organic kinds of alkanes, Annex 1B to Deped Order No. 42, s.
atom affects the type of compounds and; alkenes, and alkynes 2016
I - OBJECTIVES
bonds it forms; and their uses,
2. Relate these properties
2. Recognize the general to their uses. 2. Relate the structures
classes and uses of of alkanes, alkenes, and
organic compounds. alkynes to their
properties.

II- CONTENT THE VARIETY OF CARBON THE VARIETY OF CARBON THE VARIETY OF CARBON
COMPOUNDS COMPOUNDS COMPOUNDS

3.1 Carbon Atoms 3.1 Carbon Atoms 3.1 Carbon Atoms

3.2 Organic Compounds 3.2 Organic Compounds 3.2 Organic Compou

Science 9 (Learner’s Science 9 Learner’s Module Science 9 ( Learner’s

Module) and Science 9 and Science 9 (Teacher’s Module) and Science 9
- (Teacher’s Guide) Guide) (Teacher’s Guide)
III - LEARNING RESOURCES

D. References
pp. 103 pp. 107 pp. 108
17. Teacher’s Guide pages
pp. 127 pp. 132 pp. 135
18. Learner’s Materials pages

19. Textbook pages

paper and pen, pentel paper and pen, pentel pen, paper and pen, pentel
20. Additional Materials from Learning
pen, manila paper manila paper, bond paper, pen, manila paper
Resource (LR) portal

Ask the ff: key questions: Demonstration by teacher Focus student thinking
What are organic with written observations on content ask:
compounds? by students.
What are the uses of What are hydrocarbon
Engage organic compounds? Students ask open-ended compounds?
questions.

Performed Activity No.1 Performed Activity No.2 Performed Activity No.3

 Checked by:

MARILYN A. TUPLANO EMY ROSE I. VERGARA

Principal Teacher I

School CABCAB NATIONAL HIGH SCHOOL Grade Level 11 – FAITH

LOVE
Grades 1 to 12/Daily Lesson Log

Teacher EMY ROSE I. VERGARA Learning Area EARTH & LIFE SCIENCE

Teaching Dates & Time October 03-07,2016 2:00-3:00 Quarter Second Quarter
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Attended one day The learners should be Teachers’ Month Day The learners should be able The learners should be Annex 1B to Deped Order No. 42, s.
training in ICT able to: Celebration to: able to: 2016

1. Explain how the 1. Describe the process of 1. Conduct a survey of

information in the DNA genetic engineering the current uses of
I - OBJECTIVES allows the transfer of genetically modified
genetic information and organisms.
synthesis of proteins.
2. Evaluate the benefits
and risks of using GMOs.

II- CONTENT III. PERPETUATION OF

DNA STRUCTURE III. PERPETUATION OF LIFE
LIFE

Science (Fundamentals of Reporting System Group Reporting

Biology 1
- PowerPoint Presentation PowerPoint Presentation
Curriculum Guide
III - LEARNING RESOURCES
Fundamentals of Biology 1
PowerPoint Presentation

E. References

21. Teacher’s Guide pages

22. Learner’s Materials pages

pp. 41-45
23. Textbook pages
paper and pen, pentel paper and pen, pentel pen, paper and pen, pentel
24. Additional Materials from Learning
pen, manila paper manila paper, bond paper, pen, manila paper
Resource (LR) portal

Define the following terms: Focus student thinking

on content:
selective breeding
What are some reasons Ask students if they
inbreeding know what genetically
that cause organisms to
adapt to their modified foods (GMFs)
hybridization
environment? are. If they can, let them
give examples of GMFs.
clone
Elicit Ask them if they know
genetic engineering how these GMFs were
produced. Tell them that
genome this process will be made
clearer in this lesson.
gene theraphy
 Checked by:

MARILYN A. TUPLANO EMY ROSE I. VERGARA

Principal Teacher I

9 - MASIGASIG
School CABCAB NATIONAL HIGH SCHOOL Grade Level MABILIS
MAGITING
Grades 1 to 12/Daily Lesson Log
Teacher EMY ROSE I. VERGARA Learning Area EARTH AND LIFE SCIENCE

October 10-14, 2016 7:30-8:30

Teaching Dates & Time 8:30-9:30 Quarter Second Quarter
3:00-4:00
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The Learners should be The learners should be The learners should be able The learners should be able The learners should be
able to… able to… to… to… able to…
Annex 1B to Deped Order No. 42, s.
1. Recognize the uses of 1. Give the common uses 1. Use the mole concept to 1. Use the mole concept to 1. Measure the mass 2016
express mass of substances; express mass of substances;
common alcohols; of acetone, and formalin, of an object;
2. Determine the percentage 2. Determine the percentage
2. Identify similarities in 2. Relate the structures composition of a compound composition of a compound
2. Record the mass
the structures of different of acetone, and formalin given its chemical formula given its chemical formula with the correct
kinds of alcohols; to the carbonyl and vice-versa. and vice-versa. number of significant
I - OBJECTIVES
compounds where they figures; and
3. Relate these belong.
similarities to the 3. Relate the mass of
common properties they the object to the
have. nuber of pieces per
item.

The learners demonstrate an understanding of:

1. the type of bonds that carbon forms that result in the diversity of carbon compounds.
J. Content Standards
2. the unit mole, that quantitatively measures the number of very small particles of matter.

The learners shall be able to analyse the percentage composition of different brands of two foods products and decide on the products
K. Performance Standards
appropriate percentage composition.

L. Learning Competencies/Objectives
S9MT-IIi-19 S9MT-IIi-19 S9MT-IIi-19
(Write the LC Code for each) S9MT-IIg-17 S9MT-IIh-18

II- CONTENT ORGANIC COMPOUNDS ORGANIC COMPOUNDS MOLE CONCEPT MOLE CONCEPT MOLE CONCEPT

SCIENCE 9 (LEARNER’S SCIENCE 9(LEARNER’S Fundamentals of Biology I Fundamentals of Biology I Any Integrated Science
MODULE /TEACHER’S MODULE)/TEACHER’S GUI or Physical science
GUIGE You tube downloaded/ You tube downloaded/ Book
III - LEARNING RESOURCES Any integrated Science or video/animations video/animations
Physical Science Book

F. References
PP. 113 PP. 114 PP. 116 PP.116 PP. 118
25. Teacher’s Guide pages
PP. 138 pp. 140 PP. 145 pp.145 PP. 147
26. Learner’s Materials pages
Science and
technology I by Lianko
27. Textbook pages
pp.30
 Checked by: MARILYN A. TUPLANO EMY ROSE I. VERGARA
Principal Subject Teacher

11 - FAITH
School CABCAB NATIONAL HIGH SCHOOL Grade Level LOVE
Grades 1 to 12/Daily Lesson Log

Teacher EMY ROSE I. VERGARA Learning Area EARTH AND LIFE SCIENCE

October 10-14, 2016 2:00-3:00

Teaching Dates & Time Quarter Second Quarter
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The Learners should be The learners should be The learners should be able The learners should be able The learners should be
able to… able to… to… to… able to…
Annex 1B to Deped Order No. 42, s.
1. Define what a plant 1. Explain the different 1. Discuss plant form and 1. Explain the different 1. Describe and 2016
function. characteristics that all plants
is… metabolic process explain the effects
share.
involved in the plant 2. Explain the morphology of what life would be
2. Describe the structure organ systems. plants based on different 2. Appreciate the without plants on
I - OBJECTIVES and function of the plant classification. importance of plants to all Earth.
different plant organs. life forms.
2. Discuss the
importance of
hydrophonics.

The learners demonstrate an understanding of:

1. plant form and function;
M. Content Standards
2. plant growth and development.

The learners shall be able to design a setup on propagating plants using other methods such as hydroponics and aeroponics.
N. Performance Standards

O. Learning Competencies/Objectives S11/12LT-IVae-

S11/12LT-IVae-24 S11/12LT-IVae-24
(Write the LC Code for each) S11/12LT-IVae-23 S11/12LT-Vae-23 24

II- CONTENT HOW PLANTS SURVIVE HOW PLANTS SURVIVE HOW PLANTS SURVIVE HOW PLANTS SURVIVE HOW PLANTS SURVIVE

You tube downloaded Earth and Life Science Fundamentals of Biology I Fundamentals of Biology I Fundamentals of
Book Biology I/Earth and
Video Animations You tube downloaded/ You tube downloaded/ Life Science Book
Focus on Life Science
III - LEARNING RESOURCES
Power Point Presentation video/animations video/animations
Focus on Life science
Focus on Life Science Focus on Life Science Focus on Life Science

A. References

A. Teacher’s Guide pages

B. Learner’s Materials pages

pp. 300 pp. 310 pp. 324 pp. 326
C. Textbook pages
Live specimen of the Pictures of different forms Manila Paper, marking
D. Additional Materials from Learning different organs of plants of plants. pen, masking tape
Resource (LR) portal e.g. (roots, stems, leaves)

IV - PROCEDURES
Checked by: MARILYN A. TUPLANO EMY ROSE I. VERGARA
Principal Subject Teacher