SCHOOL:
DAILY
LESSON LOG
I.
TEACHER:
TEACHING
DATES AND
TIME
TARLAC NATIONAL HIGH SCHOOL
DATE
O2/ 26/ 2020
KATHERINE B. REGIO
SECTION
8
MADRE DE
CACAO
GRADE LEVEL:
8
LEARNING AREA:
SCIENCE
QUARTER:
FOURTH
TIME
1 PERIODS
( 1 Hours)
LEARNING STANDARDS
a.
Content Standard
b.
Performance Standard
c.
Learning Competency
d.
Learning Objectives
II.
The learners demonstrate an understanding of:
1. the concept of a species
2. the species as being further classified into a hierarchical taxonomic system
The l earners should be able to:
report (e.g., through a travelogue) on the activities that communities engage in to protect and
conserve endangered and economically important species
S8LT-IVh20
classify organisms using the hierarchical taxonomic system;
a.
b.
c.
Describe the difference between monocot and dicot in terms of their structure
Compare the characteristics of monocot and dicot
Appreciate the importance of flowering plant
CONTENT
A.
Subject Matter/Topic:
Angiosperm ( monocot and Dicot)
B.
Concepts:
The flowering plants, also known as angiosperms, Angiospermae, or Magnoliophyta, are the most
diverse group of land plants, with 64 orders, 416 families, approximately 13,000 known genera and
300,000 known species. Like gymnosperms, angiosperms are seed-producing plants.
III.
LEARNING RESOURCES
A.
References
1. Teacher’s Guide pp.
2. Learner’s Guide pp. 245-247
3. Textbook pages
B. Other Learning Resources
C.
IV.
ELICIT
DAILY ROUTINE
Science Learning Module
Science and technology biology II textbook
Exploring life through science biology by John Donnie A Ramos and Anna Cherylle Morales-Ramos


Prayer
Checking of attendance
PROCEDURES
5 Minutes
MATERIALS
TEACHERS TASK
STUDENTS
TASK/ACTIVITY


LED TV
POWERPOINT PRESENTATION
Recall about kingdom Plantae?
What are the two major groups of plants in kingdom Plantae?
What were the other names for vascular and non – vascular plant?
The student will answer vascular and non-vascular plant.
The student will answer Tracheophytes and Bryophytes
DIAGRAM
ASSESSMENT
ENGAGE
Students will give their varied answers based from what they have learned.
5 Minutes
MATERIALS
TEACHERS TASK
“ICE BREAKER”
Teacher explains the procedure
STUDENTS
TASK/ACTIVITY
If Teacher say “flowering”, student remain standing but if teacher say “
plant”, student seat down
Flowering!
Plant!
Plant!
Flowering!
DIAGRAM
ASSESSMENT
EXPLORE
Students perform and enjoy the task with the supervision of the teacher.
10 Minutes
MATERIALS


LED TV
POWERPOINT PRESENTATION
PICTURES/FLASHCARDS OF PLANT LEAVES AND ROOTS
TEACHERS TASK
Teacher divides the learners into 3 groups, and then introduces the activity
to the students.
Teacher distributes the materials and allows the students to work
collaboratively under his/her supervision.
Teacher explains further the procedure of the Activity #1: Group me!
Students will listen attentively and brainstorm with their group mates to
come up with the task at hand.
STUDENTS
TASK/ACTIVITY
Student will compare the leaves as well as the roots from different plants.
Student will group this plants, leaves and roots into two according to basis of
classification on how differ from each other and how similar which each
other.
Representative from the group will name the plants that you and your group
mates have grouped together and how you classify them
DIAGRAM
EXPLAIN
ASSESSMENT
20 Minutes
MATERIALS
TEACHERS TASK
Correct identification of the differences








LED TV
POWERPOINT PRESENTATION
JIGSAW PUZZLE
COLOR
MANILA PAPER
GLUE
TAPE
MARKER
PLASTIC ENVELOP KIT
Divide the students into three groups. Instruct the class regarding their
group activity.
Teacher distributes the materials and allows the students to work
collaboratively under his/her supervision.
STUDENTS
TASK/ACTIVITY
DIAGRAM
ASSESSMENT
ELABORATE
5 Minutes
MATERIALS
TEACHERS TASK
STUDENTS
TASK/ACTIVITY
DIAGRAM
EVALUATION
ASSESSMENT
10 Minutes
MATERIALS
TEACHER’S TASK
STUDENTS
TASK/ACTIVITY
ASSESSMENT
GROUP ACTIVITY: Complete and Describe ME
Procedures:
1. With the same group, assemble the jigsaw puzzle.
2. Color each parts of plant with crayons.
3. Attach them into the manila paper provided using tape.
4. Label which one monocot and dicot.
5. Describe and write down their differences in the provided sheet.
A representative from the group will report their output in front.
.
Students by group perform the task at hand with the supervision of the
teacher.
They are expected to follow the procedure correctly to obtain valid data.


LED TV
POWERPOINT PRESENTATION
The teacher may give additional information or correct misconception
cited by the students to enhance further learning of the lesson.
The students should be able to identify how such situations affect their day
to day life
Students share their thoughts of learning to the class


LED TV
POWERPOINT PRESENTATION
Provide and explain the answer to their evaluation
Check their own work, identify their mistakes and finally have an
understanding about the lesson
students may refer to the rubric posted by the teacher on the board
Majority of the class will get passing score on the evaluation provided.
EXTEND
5 Minutes
MATERIALS
TEACHERS TASK
STUDENTS
TASK/ACTIVITY
DIAGRAM
ASSESSMENT
V.

LED TV
POWERPOINT PRESENTATION
Within curriculum: Botany
Branch of science that deals with the study of plants, including their
structure, properties and biochemical processes
Across curriculum:
monocot and dicot plants
Economics provide source of income to people
Medicine developed to prevent and cure some disease
Psychology: Maslow’s hierarchy of need which is physiological need is food
The students should be able to realize and appreciate the importance of
angiosperm in economic, medicine and uses in day to day life of people
REMARKS
VI.
REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who
scored below 80%
C. Did the remedial lesson work? No. of learners who have caught up with
the lesson.
D. No of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovations or localized materials did I used/ discovered which I
wish to share with other teachers?
Prepared by:
KATHERINE B. REGIO
Teacher I
Observed by:
JUDY M. POLICARPIO.,Ph.D.
HT VI, Science Department
NOTED:
EPIFANIA B. DUNGCA.,Ed.D.
Principal IV