School Rolando R. Andaya Sr. Memorial High School
DAILY
LESSON LOG
Teacher/Department Ariane I. Lagatic (SHS)
Teaching Dates and Time
November 29,2019 M-Th / (11B) 1:30-2:30
pm (11 Chamomile) /3:30-4:30 Lavender
Grade Level
Learning Area
Quarter/Semester
11A&11B
PHYSICAL SCIENCE
3RD Quarter/2nd
Semester
Session 1
November 22,2018
Thursday
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
ELICIT
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
How the concept of the atom evolved from Ancient Greek to the present
Make a creative representation of the historical development of the atom or the chemical element in a timeline
1.Describe the ideas of the Ancient Greeks on the atom -S11/12PS-IIIa-b-5
2. Demonstrate activity entitled “His and Her Story of Atom”.
3. Appreciate the early ideas of atom that change through time.
How the idea of the atom, along with the idea of the elements evolved
pp. 35-48
pp.30-42
CG. Page 2/Slide presentation page 1-59 c/o Professor Rucha from Bicol University
Biology (Tarbuck and Lutgens), Science (Thompson and Turk), internet resources, NASA/IAU/PAS power pointsarbuck, Lutgens, and Tasa.
Earth An Introduction to Physical Geology 11thed, 2014, p 122, activity sheets adopted from: http://sciencenetlinks.com/lessons/historyatom-ancient-greeks/,ppt adopted from https://www.slideshare.net/AbbieMahinay/lesson-3-atomos-aristotle-and-alchemy-chemistrybefore-modern-history
PROCEDURES
“4 Pictures One word”
The Student will guess the picture projected on a screen
Students will compare and contrast the parts of the cell and that of the atom. Students will group according to their color and will answer the
following question through game using the Horse Race Central.
Ask the students the following question by integrating the concept of biology (cell)and chemistry(atom);
C. Presenting Examples/
instances of the new lesson
EXPLORE
D. Discussing new concepts
and practicing new skills #1
1. What is cell?
2. What is atom?
3. Can you identify the three parts of the cell and the parts of the atom?
4. What is the difference between cell and atom?
5. Can cell reproduced? Can atom reproduced?
6. Is human made of atoms?
7. How do atoms relate to organisms?
Students will perform the activity entitled “Time Travel: Greece, 5th century B.C.E.
“Imagine now, if you will, that you are able to travel back in time to the 5thcentury B.C.E. You find yourselves in ancient Greece in
the presence of Leucippus and Democritus, the two philosophers credited with originating the concept of the atom. You have the
privilege to observe the two men as they work on and discuss their ideas about the atom.”
Ask students:
What do you see?
What are these men like?
Why are they talking about concepts?
What do you think their specific ideas are about the atom?
How do you think they have come to these conclusions? What tools, if any, are they using?
What is remarkable about what they are doing?
Students will be group into five and will be able to perform the activity entitled “ SHOW ME YOUR STORY” Student will be graded according
to the rubrics
Students will divide into five (5) groups. Each group will be able to perform task
Group One: “CONCEPTUALIZE ME”: The students will read the article entitled “The Greek concept of Atomos” then will make a concept map
on the five major points of their atomic theory.
Group Two & Three: MAKE ME A POSTER: Students will read the article entitled “Atomism &“Non-Atomistic views of the Greeks”. And will
make poster out of it
Group Four: DRAW ME :Students will draw the contribution of Alchemist provided the activity sheets called “Alchemist in the ancient
civilization”
Group Five: PLAY YOUR ROLE: Students will perform the role of Western Alchemy and their contribution.
D. Discussing new concepts
and practicing new skills #2
EXPLAIN
F. Developing mastery
Discuss the questions in the activity.
1. How do you find your activity?
2. What is the idea of “atomos” according to Greek philosophers?
3. What made Democritus “a man of great learning”?
4. Was Leucippus the first to propose an atomic theory? Explain.
5. In what ways did Democritus advance and broaden the atomic theory?
6. What is the significant contribution of alchemist across different civilization?
Perform the activity entitled “My other half “
Ask them to work with different partners to answer each of the following questions:
a. What are the aspects of Leucippus and Democritus’ idea of atomism?
b. How did other Greek philosophers like Plato and Aristotle think about the elements?
c. What were the three aims of Western alchemy?
d. Give two similar advances in alchemy carried out by different civilizations. e. Give an example of how the contributions of alchemy can be
found in the modern chemistry laboratory.
ELABORATE
G. Finding practical
applications of concepts and
skills in daily living.
Q and A
1. How does atoms benefit in one’s life?
2. Are the ideas of atom before still useful today?
H. Making generalizations and
abstractions about the lesson
Think-pair-Share
Students will think of one word acrostic to summarize the lesson for today
EVALUATE
I. Evaluating Learning
QUIZ BEE-EASY ROUND
1. Earth, Air, Fire, and Water were the fundamental elements propose by ___.
a. Aristotle
b. Democritus
c. Plato
d. Galileo
2. Chemist before is called Alchemy.
a. True
b. False
AVERAGE
3.The idea that things are made up of much smaller things that cannot be changed nor divided.
A.Non-atomistic views of atom
B.Atomism
C.Alchemy
D. Western Alchemy
4. Early ideas assigned certain symbols to match metals with the heavenly bodies such as the Sun and Moon.
EXTEND
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Indians
Chinese
Mesopotamians
All of these
DIFFICULT
5. Which of the following was not part of the ideas of Leucippus and Democritus?
a. The universe is made up of either atoms or a void.
b. An object is made of small, indivisible parts which influence the object’s properties.
c. The universe is made up of four elements that combine and separate to cause change.
d. The universe changes because atoms move about, combine, collide and separate.
6.List some application of studying atoms in our daily life
7. Give the similarity and differences between cell and atom.
Reading of related text outside of class: Lead to Gold, Sorcery to Science
A. No.of learners who earned 80%
on the formative assessment
B. No.of learners who require
additional activities for remediation.
Prepared by:
Noted by:
ARIANE I. LAGATIC
Subject Teacher
LILIBETH B. ROMAN
School head
Review with Flash Cards
Flash cards are a simple and effective way to study. Students can use them to self-quiz or to challenge a partner. Flashcards can be created for any important vocabulary,
terms, or topics.
Get creative and ask students to devise pictures or symbols to help them remember the given term or topic. Throughout the year, ask students to take notes on note cards so
that the flashcards are ready to use.
Game Show Review
Students love competition. Jeopardy! games can be created in PowerPoint, as a Google presentation, or by just simply using flashcards. In fact, there are several templates
in Google docs for Jeopardy!. The same concept can be used to create an “Are you smarter than ...” game or a contest of “Who Wants to Be a Millionaire.” =
Student-Generated “Quiz” Questions
Allow students to create questions and answers to challenge classmates. One variation of this activity is to assign a certain number of questions on a given topic to be added
to a collaborative project. Use a Google doc template to go paperless and provide an opportunity for collaboration.
Topic or Question of the Day
Post one review question or problem every day for the last few weeks of school. Encourage students to keep track of the questions and answers in their notebooks.
Another idea is for students to submit their answers in a secret ballot style. Reveal the correct answer at the next class meeting.
Review Organizers
Create interesting graphic organizers to help students organize important information with more aesthetic appeal Sometimes all it takes is a simple stray-from-the-norm
approach to help engage students. Check out these organizer ideas.
Pictionary Review Game
Just like students love the game show concept, they never seem to turn down a chance to write on the board. Write a topic, concept or vocabulary word on an index card.
Students work as teams to draw hints on the board without the use of spoken or written words.
Students As Teachers
Allow students to do the instructing. Assign one topic to a single student, pair or group. Set the standards for the presentation such as the requirement of a visual or a certain
time limit for presenting. As the audience, students can take notes on the lesson so they receive information on all of the assigned topics.
Students As Graders
Copy anonymous student essays or sampler essays and rubrics and put students to work. Allowing students an opportunity to assess others’ work can give them an idea of
what works and what doesn’t work especially in writing.
Scavenger Hunt
Give students a list of review topics and send them to their notebooks to seek the answers. This allows for review and also helps to teach the value of keeping good notes. An
alternative would be to allow students to partner up or work in teams.
Review with Foldables
The graphic organizer meets origami. Foldables are a hands-on way for students to organize information and there are endless ways to manipulate paper. In a basic sense,
foldables require students to put a general topic on the outside and more detailed information on the inside. They are great with any subject.
For some great foldable ideas click here. You can also check out the TeachHUB blog on Teacher Foldable Fun!
Review Stations
Break review into sections such as time periods, chapters or units. Provide review questions and allow students a certain amount of time at each station. Stations could
include helpful materials such as notes, books, articles, etc.
Tic-Tac-Toe Review Game
This activity can be used with the whole class, but probably works better with small groups. In any case, you need two groups and each group is assigned either X or O. Draw
the a tic-tac-toe board on paper or the board. Students earn the ability to place their X or O marker on the game board if they answer a teacher-read question correctly.
Any of the above ideas can be manipulated to work with different class sizes, content areas and grade levels. You may choose to use a review activity for fun or give students
credit for correct answers and participation. And remember, review for a tests doesn’t have to be boring.
hree friends (Sara, Amira, and Gozen) live in the small city of Shahrabad, which is located in a beautiful mountain valley. The bottom of the
valley has a small river running through it. The walls of the valley have land that includes forests and farms. The friends have lived there
since they were young and they know that earthquakes sometimes happen there. They have only felt one small earthquake, but their
parents and grandparents have told stories about some strong earthquakes that have happened in the area. Sometimes, during extreme
weather like heavy snow or rain, the road that comes into Shahrabad from a nearby city is closed because rocks have fallen on the road or
the road has washed away.
Sara and Amira live next to each other on farms located on slopes in the valley. Sara's farm used to have a natural spring at a crack
between two rocks that produced drinking water for both Sara's and Amira's families, but the spring stopped producing water about a year
ago. Recently, a neighbor has started complaining that some parts of his land have become very soggy and soaked with water, especially
near the bottom of the valley.