SCIENCE
Daily
Lesson Log
Teacher
Teaching Dates
Teaching Time
Session 1
Grade Level
Learning Area
Quarter
Session 2
I. Learning Targets/
Specific Objectives
A. Content Standards
The learners demonstrate an understanding of
B. Performance Standards
The learners shall be able to
C. Learning Competencies/ Objectives (L.C.
Code)
The learners shall:
Specific (Daily) Objective/s
II. Learning Content
III. Learning Resources
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pp.
4. Additional Materials from LR portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing
previous lesson
or presenting the
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the
new lesson
Elicit:
(The activities in this section will
evoke or draw out prior concepts or
prior experiences from the students)
Engage:
(The activities in this section will
stimulate their thinking and help them
access and connect prior knowledge
as a jumpstart to the present lesson.)
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Session 3
Session 4
D. Discussing new
concepts &
practicing new
skills #1
E. Discussing new
concepts &
practicing new
skills #2
Explore:
(In this section, students will be given
time to think, plan, investigate, and
organize collected information; or the
performance of the planned/prepared
activities from the students’ manual
with data gathering with Guide
Questions)
Explain:
F. Developing
mastery
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making
generalizations
and abstraction
(In this section, students will be
involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able
to answer the Guide Questions
leading to the focus concept or topic
for the day.)
Elaborate:
(This section will give students the
opportunity to expand and
solidify/concretize their understanding
of the concept and/or apply it to a
real-world situation)
Evaluation:
I. Evaluating
Learning
J. Additional
activities for
application and
remediation
V. REMARKS
(This section will provide opportunities
for concept check test items and
answer key which are aligned to the
learning objectives – content and
performance standards and address
misconceptions- if any)
Extend:
(This section gives situation that
explains the topic in a new context, or
integrate it to another
discipline/societal concern)
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons 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?
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F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/discover which
I wish to share with other teachers?
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SCIENCE
Daily
Lesson Log
I. Learning Targets/
Specific Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives (L.C.
Code)
Specific (Daily) Objective/s
II. Learning Content
III. Learning Resources
A. References
1. Teacher's Guide Pages
Teacher
GERRY CHEL L.
AGA
Teaching Dates July 1, 2019
Teaching Time 10:00-9:00 am
Grade Level Grade 9
Learning Area Science
Quarter 1st
The learners demonstrate an understanding of the prevention, detection, and treatment of diseases affecting the circulatory
and respiratory systems
The learners shall be able to 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
The learners shall: infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems;
a. Identify common diseases and disorders associated with the respiratory system and with the circulatory systems.
b. Relate the negative effects of cigarettes smoking in circulatory and circulatory systems.
c. Compose a short poem about how one’s lifestyles can affect the functioning of the respiratory and Circulatory
systems.
RESPIRATOREY AND CIRCULATORY SYSTEM WORKING WITH THE OTHER ORGAN SYSTEM
Refer to page 12 to 15
Refer to page 18-23
2. Learner's Materials Pages
3. Textbook Pp.
4. Materials
Laptop-PPT, OHP, Meta cards, pentel pen, Cartolina
B. Other Learning Resources
IV. PROCEDURE
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A. Reviewing previous
lesson or presenting
the new lesson
Elicit:
(The activities in this section will
evoke or draw out prior concepts or
prior experiences from the students)
B. Establishing a
purpose for the
lesson
Engage:
C. Presenting
examples/ instances
of the new lesson
D. Discussing new
concepts & practicing
new skills #1
(The activities in this section will
stimulate their thinking and help them
access and connect prior knowledge
as a jumpstart to the present lesson.)
Explore:
(In this section, students will be given
time to think, plan, investigate, and
organize collected information; or the
performance of the planned/prepared
activities from the students’ manual
with data gathering with Guide
Questions)
E. Discussing new
concepts & practicing
new skills #2
-What was our topic last meeting?
-Who can explain the function of Respiratory and circulatory systems?
-Enumerate the parts of Respiratory and circulatory systems?
PICTURE SHOW!
(the student will say something on the picture shown in the projector)
-What do you will be our topic this morning? Who can guess?
“WHAT’S A WORD”
- A variation of a famous application game, known as “ four pics-one word”. Students will use their analytical
thinking in answering each set of puzzles.
Guide questions:
1. What ideas is common in each set of pictures?
2. What are the negative lifestyles that are depicted in the pictures?
3. How can lifestyle affect the functioning of the circulatory and respiratory systems?
4. How can these negative lifestyles be changed?
5. What might happen if a person goes on with a negative lifestyle such as what were seen in the activity?
With the same groupings, the student will perform a group activity on “Cigarette Smoking is Dangerous to your
health”.
-Each group will have a brainstorming activity about the effects of the cigarette smoking on person’s respiratory and
circulatory systems within 2 minutes using meta plan strategy.
-then the teacher will provide meta cards wherein they will write their answer on the cards and will paste it on the
meta plan strategy/organizer posted in the board.
Each group will explain the negative effects of cigarette smoking on the circulatory and respiratory systems.
Explain:
F. Developing mastery
G. Finding practical
applications of
concepts and skills in
daily living
(In this section, students will be
involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be
able to answer the Guide Questions
leading to the focus concept or topic
for the day.)
Elaborate:
(This section will give students the
opportunity to expand and
solidify/concretize their
understanding of the concept and/or
apply it to a real-world situation)
The teacher will check the answers of the group and discuss the different disease associated with the circulatory and
respiratory systems.
The class will be divided into 3 groups and each group will perform the following within 5 mins.:
Group 1- How does lifestyle affect the Respiratory and Circulatory systems? Present it through a role playing.
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Group 2- Enumerate the diseases associated with the respiratory system and circulatory systems using graphic
organizer.
Group 3- How will you give importance your Circulatory and Respiratory systems in a form of slogan and poster
making.
Then, each group will present their output in 2 minutes.
H. Making
generalizations and
abstraction
Evaluation:
I. Evaluating Learning
J. Additional activities
for application and
remediation
(This section will provide
opportunities for concept check test
items and answer key which are
aligned to the learning objectives –
content and performance standards
and address misconceptions- if any)
Extend:
(This section gives situation that
explains the topic in a new context, or
integrate it to another
discipline/societal concern)
Compose a short poem about how one’s lifestyles can affect the functioning of the respiratory and Circulatory
systems.
Cut out different examples of unhealthy lifestyles from old magazines or newspapers, and create a collage out of the
cut outs in a long bond paper size.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons 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 innovation or localized materials did I use/discover which I
wish to share with other teachers?
Prepared by:
GERRY CHEL L. AGA
Science Teacher
Checked by:
PRESCILLA B. CALINGA
Asst. School Head
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Noted by:
CARLOSIA T. AGUSTIN
School Head
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