MALILIPOT NATIONAL HIGH SCHOOL
Malilipot, Albay
MODIFIED DAILY LESSON LOG IN SCIENCE
School:
Teacher:
Teaching Dates
& Time:
MALILIPOT NATIONAL HIGH SCHOOL
Grade Level:
Learning Area:
Quarter:
DAY/DATE
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
(Write the LC code for each)
II. CONTENT/SUBJECT MATTER
III. LEARNING RESOURCES
A. References:
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Other Resources
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
IV. PROCEDURES
A. ELICIT
B. ENGAGE
C. EXPLORE
D. EXPLAIN
E. ELABORATE
F. EVALUATE
G. EXTEND
Teacher’s Reflection
HIGHLIGHT
IV. PROCEDURES
H.
MONDAY-TUESDAY (March 4-5, 2019)
Teacher-Made Differentiated Activity:
THE GREENHOUSE EFFECT DIAGRAM
The teacher integrates art in this activity through the Greenhouse Effect Coloring Sheet to make the learning
experience fun and enjoying for the students. The three sets of guide questions that the students will answer were
prepared to develop critical, creative and other higher order thinking skills considers the diversity in the learning level of
the learners. The coloring sheet used in this activity was downloaded from education.com. The learners will be seated in
such a way that they are grouped according to their learning level.
Post-activity Interaction:
The teacher will present the Greenhouse Effect Diagram through PowerPoint. The teacher will ask the guide
questions, making sure to call students from each group when the question is appropriate for their level of
understanding. (Refer to attached activity sheet.)
I.
J.
HIGHLIGHT
The students will study the diagram of the interaction between sunlight and the atmosphere which will be presented
through PowerPoint.
The teacher will ask:
 How many percent of sunlight are absorbed by the Earth?
 What happened to the other percentage of sunlight that did not reach the Earth’s surface?
 How many percent of the sunlight absorbed by the Earth’s surface are reflected back into the atmosphere?
 What is the percentage of the sunlight that the atmospheric gases and clouds reflect back into the
atmosphere?
 How many percent of sunlight that enters the atmosphere are scattered into the atmosphere?
 Does the sunlight reflected back as heat able to go out of the atmosphere? Why?
 How do the heat trapped into the atmosphere affect the Earth?
Roll the Dice
1. The teacher will post a manila paper with different faces of the dice and their corresponding question about
the lesson.
2.
Strips of paper containing the answers will be posted on different parts of the room.
3.
When the teacher rolls the big dice, the students will look for number of dots in the faces of the dice and the
corresponding question in the manila paper, then walk towards the strip of paper which they think is the
correct answer.
The players will move only towards the strips of paper after the teacher said “Go”.
The players who have chosen the wrong answer will be out of the game.
The dice will be rolled 10 times.
The remaining player/players with the correct answer for the 10th roll of the dice will be the winner/winners.
Biscuits/Cookies will be given to the winner/winners.
4.
5.
6.
7.
8.
Integration in MAPEH
Uses differentiated, appropriate learning
experience that addresses learners’
interest.
Development of critical and creative
thinking skills and other HOTS
Uses appropriate teaching resources,
including ICT
Development of critical and creative
thinking skills and other HOTS
Enhancement of numeracy skill
Uses formative assessment strategy
consistent with curriculum requirement
Classroom management strategy that
engages learners in an activity in a
different physical learning environment
Enhancement of numeracy skills
Expressing One’s Thought:
Suppose you were riding in a public jeep and you have finished eating your burger and drinking your soft drinks. The
jeep has no garbage can. In front of you is a woman and her child who are also eating and are throwing the wrappers
outside of the jeep. What will you do with your wrapper and disposable glass? Why would you do that?
Prepared and submitted by:
NIMFA B. BAROMA
Subject Teacher
Checked by:
LEO B. BUELA
Principal
Integration in Values Education
Development of critical thinking skills
DAY/DATE
V. REMARKS
VI. REFLECTION
(MONDAY) MARCH 4, 2019
The objectives were carried-out.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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. Which innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
The assessment was a game-based activity. The scores of the groups in the game showed that most of the students understand the lesson.
Using games and ICT in presenting the lessons helped a lot in developing concepts and skills in the learners.
Games and integration of art in the activity made learning fun and enjoying and provided meaningful learning experiences.
Prepared and submitted by:
NIMFA B. BAROMA
Subject Teacher
Checked by:
LEO B. BUELA
Principal