School Teacher Grades 1 to 12 DAILY LESSON LOG Teaching Dates and Time Baybay City NHS Juan de la Cruz Grade Level Learning Area Quarter October 7-10, 2024 8 Science 2 8-Matulungin: 8:00-8:50 8-Magalang: 8:50-9:40 8 Masipag: 1:00-1:50 8-Madasalin: 1:50-2:40 Day 1 I. OBJECTIVES A. Content Standards B. Performance Standards Learning Competencies/ Objectives. Write the LC code for each. II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resources (LR) portal B. Other Learning Resources Day 2 Day 4 Day 5 Please see attached MELCs Explain how typhoon develops and how it is affected by land masses and bodies of water (no code) Understanding Typhoon LM, pp137-138 Video on Yolanda landfall https://youtu.be/hSiLa_muuIA?si=aMxpU0nBUt4aFI3s Effect of Landmass to Typhoon: https://youtu.be/Hhi-ek1vEHs?si=96hWLxY0nAjyzvbF Coriolis Effect video source: https://youtu.be/HlyBpi7B-dE?si=abvt8DMdQ2rpUOJZ Improvised Tropical Cyclone interactive material IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson (Elicit) Day 3 Present a video showing a place recently devastated by a typhoon. Please see separate Teaching Guide for Catch-Up Friday B. Establishing a purpose for the lesson (Engage) C. Presenting examples/instances of the new lesson (Engage) Discussing new concepts and practicing new skills # 1 (Explore) D. E. Discussing new concepts and practicing new skill # 2 (Explore) Ask the following questions: 1. What was the video all about? 2. How do you feel while watching the video? 3. Have you experienced being affected by a typhoon? Ask the ff. questions: 1. What do you usually do before, during, and after a typhoon? 2. What government agency is authorized to give storm signals and updates about typhoon? Present the topic and objectives Creative presentation through role play on what to do before, during, and after a typhoon Refer to LM page #. -Hot and Cold Water Experiment) Refer to LM page #. -Hot and Cold Water Experiment) -Plastic lid movement observation) -Plastic lid movement observation) F. Developing mastery (Leads to Formative Assessment 3) (Explain) G. Finding practical applications of concepts and skills in daily living (Elaborate) H. Making generalizations and abstractions about the lesson (Elaborate) Processing of the conducted the activity. Processing of the conducted the activity. Making of Typhoon model ; Group activity Making of Typhoon model ; Group activity Lead the learners to understand the concept on how typhoon develops by asking questions Lead the learners to understand the concept on how typhoon develops by asking questions I. Evaluating learning (Evaluate) Station Rotation. Present the agreed rubrics. Station Rotation. Present the agreed rubrics. . . J. Additional activities for application or remediation (Extend) V. REMARKS In a table form, categorize tropical cyclones based on their wind speed. In a table form, categorize tropical cyclones based on their wind speed. 8 Matulungin to continue Procedure D All sections to proceed Part IV letter E All sections to proceed Part IV letter G Carried out All other sections to proceed to Procedure E VI. REFLECTION A. B. C. D. E. F. G. No. of learners who earned 80% on the formative assessment. No. of learners who require additional activities for remediation. Did the remedial lessons work? No. of learners who have caught up with the lesson. No. of learners who continue to require remediation. Which of my teaching strategies worked well? Why do these work? What difficulties did I encounter that my principal or supervisor can help me solve? What innovation or localized materials did I use/discover that I wish to share with other teachers? Prepared by: 8-Matulungin: 38/38 8-Magalang: 40/40 8 Masipag: 38/38 8-Madasalin: 40/40 None None None None No need for a remedial lesson No need for a remedial lesson No need for a remedial lesson No need for a remedial lesson None None None None The use of appropriate video because it allows the learners to relate on the concept being introduced. The use of appropriate video because it allows the learners to relate on the concept being introduced. Station rotation where learners work in a group and collaborate Hoping for a readily installed TV set so it could not consume teachers' time setting up projector and projection screen Hoping for a readily installed TV set so it could not consume teachers' time setting up projector and projection screen Improvisation and learning by doing. This allows learners to think critically and collaborate with the group members. Hoping for more readily available supplies in improvising learning materials My role-playing activity where my learners enjoy doing the activity. Differentiated activity. The differentiated activity. Improvised Tropical Cyclone interactive material Improvised Tropical Cyclone interactive material JUAN DE LA CRUZ JUAN DE LA CRUZ JUAN DE LA CRUZ JUAN DE LA CRUZ DR. BEA ROQUE 10/7/24 DR. BEA ROQUE 10/8//24 DR. BEA ROQUE 10/9/24 DR. BEA ROQUE 10/10/24 None Checked by: Date: Note: Sample: words of this font style mean encoded Sample: words of this font style mean handwritten For techy teachers, all entries can be encoded. Refer to the DM No. 093, 2024 for the options in preparing LP.
