DLL johnard.docx

1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Discuss what is matter Discuss the special property of
solid
Discuss the special properties
of liquid
Discuss the special
properties of gasses
Discuss pure substance as
one of the classification
off matter
A. Content Standard The learners should demonstrate understanding about the matter in terms of its phases and properties.
B. Performance Standard The learner should be able to observe keenly signs of changes that may affect his/her health and safely.
C. Learning
Competency/Objectives
Write the LC code for each.
S5MT – If – 4
II. CONTENT Properties of Matter
III. LEARNING
RESOURCES
Science Book
A. References
1. Teacher’s Guide pages pp. 177 – 178 pp.178 pp. 179 pp. 179 pp.182 – 184
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Ask: What is matter? Review what is matter? Review the special property
of solid?
Review the different
special property of
liquids
Quick talk: how is matter
being classified
B. Establishing a purpose for
the lesson
Say: phases of matter, namely,
solid, liquid, and gas has special
property.
PICTURE ANALYSIS:
Giving example of solid
Ask: give example of liquid Ask: give example of
gas
Say: matter can be
sorted according to
their properties.
DAILY LESSON LOG
School LICOAN INTEGRATED SCHOOL Grade Level 7
Teacher JOHNARD FRANCIS L. NOGADAS Learning Area SCIENCE
Teaching Date and Time NOVEMBER 14-18, 2022 Quarter SECOND

2
C. Presenting
examples/Instances of
the new lesson.
Show pictures of the different
examples of solid, liquid, and
gas
Present a different example of
solid
Present different example
of liquid
Say: gases have no
definite shape and
volume. They out in
whatever space is
available, or fill the
space of the container
Tri Talk:
1. Ask the pupils to
work in threes:
2. let them do the
activity in loop
on p. 182 and let
them share their
answers
D. Discussing new concepts
and practicing new skills
# 1
Ask the students to classify
each picture according to
whether they are solid, liquid,
or gas. Let them discuss the
observable properties of each
group of object
Ask the students to identify
the observable properties of
solid
Ask the students to identify
the observable properties of
liquid
Ask the students to
observe what will
happen when you spray
a perfume in the class
Discuss with the
student the result of
the activity.
Introduce and
discuss the term
element.
E. Discussing new concepts
# 2
Discuss what is matter Discuss what is the property of
solid
Discuss the special
property of liquid
Discuss the special
property of gas
. compare and contrast
element from
compound
F. Developing mastery
(leads to Formative
Assessment 3)
Ask the students to give an
example of matter
example of solid
example of liquid
Ask the students to give
an example of gas.
Oral Recitation: ask the
students to give one
element they familiar
with

3
G. Finding practical
application of concepts
and skills in daily living
Discuss the reason why specific
materials is being used in
specific purpose
Where can we observe these
special properties of solid in
our daily living?
Where can we observe
these special properties of
liquid in our daily living?
Where can we observe
these special properties
of gas in our daily
living?
Discuss useful
elements and
compound in our daily
lives.
H. Making generalizations
and abstractions about
the lesson
Helps students to generalize about the different special properties of solid, liquid, and gas.
Also, to generalize about the classification of matter.
I. Evaluating learning Answer the seat work about
different special properties of
solid.
Answer the seat work
about different special
properties of liquid.
Answer the seat work
about different special
properties of gas.
Group Activity: ask the
group to construct a
graphs showing how
matter are classify>
J. Additional activities for
application or remediation Research in advance the different types of elements in the periodic table.
IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% in the
evaluation

4
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. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
Checked by: JOHNARD DFRANCIS L. NOGADAS
JUNALYN PULOT J.O Teacher
Head Teacher

5
DAILY LESSON
LOG
School LICOAN INTEGRATED SCHOOL Grade Level 10
Teacher JOHNARD FRANCIS L. NOGADAS Learning Area SCIENCE
Teaching Dates and Time NOVEMBER 14 – 18, 2022 Quarter SECOND
I. OBJECTIVES At the end of the session the learners are expected to:
1. Describe the location of the genes in the chromosomes and explain their role in specific trait.
2. Illustrate how human traits are inherited using different patterns of inheritance.
3. Perform the monohybreed cross using a Punnet square.
4. Apply the genetic probability using the Punnet square.
5. Show appreciation of inherited traits,
A. Content Standard The learners demonstrate an understanding of how genetic information is organized in genes on chromosomes and the
different pattern of inheritance.
B. Performance Standard
C. Learning Competency
/Objectives
Write the LC code for each. S9LT-Id-28-/S9LT-Id-29
II. CONTENT Location of the genes in the
chromosomes.
Non-Mendelian Inheritance:
Incomplete Dominance
Codominance Multiple Alleles Weekly Quiz
III. LEARNING
RESOURCES
Science Book
A. References

6
1. Teacher’s Guide pages
2. Learner’s Materials
pages
pp. 51-52 pp.32-33 pp. 36-37 pp. 39
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource https://www.google.com.ph/webhp?
sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-
8#q=radio+waves
https://www.google.com.ph/we
bhp?sourceid=chromeinstant&i
on=1&espv=2&ie=UT
F-8#q=infrared+waves
https://www.google.com.
ph/webhp?sourceid=chr
ome-
instant&ion=1&espv=2&i
e=UTF-
8#q=ultraviolet+waves
IV. PROCEDURES
new lesson
Recall the concepts of heredity. Ask the students to
present their family
picture.
Review what
incomplete dominance
is.
Differentiate the difference
between incomplete
dominance and codominance.

7
B. Establishing a purpose for
the lesson
Show a picture of a DNA. Ask them if there are
similarities and differences
in the physical features
among family members.
Show a red and white
colored shirt and ask
the students if red and
white combines, can a
pink color be
produced.
C. Presenting
the new lesson
Discuss the parts of a DNA Discuss the incomplete
dominance using a punnet
square.
Discuss the
codominance using a
punnet square.
Discuss the multiple allele
using a punnet square
D. Discussing new concepts
# 1
Group Activity
E. Discussing new concepts
# 2
Perform Activity 6 in LM Perform Activity 1 in LM Perform Activity 2 in
LM
Perform Activity 3 in LM

8
(leads to Formative
Assessment 3)
Discuss the answer in the activity
given.
Discuss the answer in the
activity given.
Discuss the answer in
the activity given.
Discuss the answer in the
activity given.
Ask the students the role of the
genes in the human development.
Ask the students in how
related in plant breeding.
Ask students how blood
transfuse works.
H. Making
generalizations and
abstractions about the
lesson
Re-discuss the parts of a DNA
using the template of nitrogen
bases.
Re-discuss the concept of
using the activity
provided.
Re-discuss the
concept of
codominance using
the activity provided.
Re-discuss the concept of
multiple allele using the
activity provided.
I. Evaluating learning Answer in the activity. Answer in the Activity. Answer in the activity Short Quiz (see
attachment)
Short Quiz (see
attachment)
J. Additional activities for
application or remediation Presentation of Group Activity
V. REMARKS

9
VI. REFLECTION 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.
earned 80% in the
evaluation
require additional
C. Did the remedial lessons
the lesson
continue to require
remediation
Why did these work?
encounter which my
principal or supervisor
can help me solve?
to share with other
teachers?
Prepared by:
Checked by: JOHNARD DFRANCIS L. NOGADAS
JUNALYN PULOT J.O Teacher
Head Teacher

10
VI.OBJECTIVES
D. Content Standard The learners demonstrate an understanding of the image formed by the different types of mirrors and lenses.
E. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
F. Learning
DAILY LESSON LOG
School Southville 5-A National High School Grade Level 10
Teacher Ms. Michelle V. Morauda Learning Area SCIENCE
Teaching Date and Time Quarter FOURTH

11
Write the LC code for each. S10FE-IIg-50
• Pre-assess students’
knowledge about
reflection of light in
mirrors.
• Determine the height,
width, and the distance
from the mirror of the
image formed by plane
mirrors.
• Compare the actual
height, width and the
distance from the mirror
of the object with that of
the image formed by
plane mirror.
S10FE-IIg-50
• Compare the angle of
reflection and the
angle of incidence.
• State one of the laws
of reflection.
S10FE-IIg-50
• Describe the
image formed by
plane mirror.
• Show an
understanding of
reversal effect in
mirrors by writing
laterally inverted
letters and words.
S10FE-IIg-50
• Identify the
relationship
between the
number of
images formed
and the angle
between the two
mirrors.
• Use the
gathered data to
derive the
formula for
determining the
number of
images formed
when two
mirrors are kept
at a certain
angle.
S10FE-IIg-50
Differentiate a
concave and convex
mirror.
VII. CONTENT REFLECTION OF LIGHT IN MIRRORS
Reflection of Light in Plane
Mirror
(Activity 1 Mirror, mirror, on the
wall….)
Reflection of Light in Plane
Mirror
(Activity 2 Angle of Incidence
vs. Angle of Reflection)
Reflection of Light in
Plane Mirror
(Activity 3 Mirror Left-Right
Reversal)
Reflection of Light in
Plane Mirrors ( Activity
4 Who wants to be a
millionaire?)
Curved Mirror
VIII. LEARNING
RESOURCES
C. References
5. Teacher’s Guide pages 136-137 138-139 139-140 140-141 141-142

12
6. Learner’s Materials
pages
173-175 175-177 177-178 178-180 180-181
7. Textbook pages
from Learning
Resource (LR)portal
http://www.physicsclassroom.c
om/class/refln/Lesson-
2/ImageCharacteristics
http://www.rpi.edu/dept/phys/
ScIT/InformationTransfer/reflr
efr/rr_sample/rrsample_05.ht
ml
http://www.physicsclassro
om.com/class/refln/Lesson
-2/Image-Characteristics
http://www.physicsclass
room.com/class/refln/Le
sson-2/Right-
AngleMirrors
http://www.physicsclass
room.com/class/refln/Le
sson-2/Other-Multiple-
Mirror-Systems
http://www.physicsclas
sroom.com/class/refln/
Lesson-3/TheAnatomy-
of-a-CurvedMirror
D. Other Learning Resource
IX. PROCEDURES
K. Reviewing previous
new lesson
Ask the students to answer the
pre-assessment (LM
pp.169172)
Recall the characteristics of
the image formed in plane
mirror.
Review the law of
reflection.
Review the image
formed by plane mirror.
Review what a mirror is
and what it is used for.
L. Establishing a purpose
for the lesson
Review students’ prior Ask a student to stand in
front of a plane mirror. The
You may ask the
students supposed
To introduce the lesson,
the teacher

13
knowledge about light.
Ask the following questions:
• What is the nature of
light?
• What is reflection?
teacher may ask the
following questions.
1. Is your image
exactly the same
size as you are?
Where is it
apparently found?
2. Raise your left
hand. What hand
does your image
raise?
there are two mirrors at
a right angle, what do
you think will happen to
your image?
may ask the following
questions:
• Have you seen
your image on
the two sides of
clear spoon? If
yes, you may
ask a follow-up
question.
• What do you
notice about
your image on
each of the two
sides of the
spoon?
• How will you
compare your
image from the
two sides of the
spoon?
M. Presenting
the new lesson.
Ask the students to write the
word “AMBULANCE” in a sheet
of paper in the same manner as
it is written in the ambulance
car. Ask them also to bring the
sheet in front of the mirror and
read the word “AMBULANCE”.
Solicit answers to the students
why it is written that way.
To learn more about the
reflection of light, the teacher
may show a video clip.
(https://www.youtube.com/wat
ch?v=vt-SG7Pn8UU)
Show a video clip.
https://www.youtube.com/
watch?v=BPJ5CsGqtjU
https://www.youtube.com/
watch?v=QsjbesdhM3w
Show a video clip.
https://www.youtube.co
m/watch?v=ra1SozRvrh
E&t=79s
Show a video clip on
how light rays are
reflected on a concave
and convex mirror.
m/watch?v=5WwCP0k
U9lE
m/watch?v=KV0ASy7K
E5I
N. Discussing new concepts
# 1
To elicit the concept of
reflection, divide the class into
small groups and let them
Let the students perform
activity 2 Angle of Incidence
vs. Angle of Reflection (LM pp
Divide the class into small
groups and let them
perform Actvity 3 Mirror
Let the students
perform Activity 4 Who
Wants to be a
The teacher may pass
around spherical
mirrors labeled as

14
perform activity 1 Mirror, mirror,
on the wall…. (LM pp 173-174)
Note: Remind the students to
handle the mirror with care
because some mirrors have
sharp edges.
176-177)
Note: Remind the students to
handle the mirror with care
because some mirrors have
sharp edges.
Warn the students to avoid
pointing laser to someone’s
eye.
Left-Right Reversal Millionaire? (LM pp 178-
179)
Class discussion on the
data they have gathered
in the activity.
The teacher facilitates
the discussion to clarify
students’
misconception.
Note: Remind the
students to handle the
mirror with care
because some mirrors
have sharp edges.
concave and convex
mirror. Ask the students
to tell the differences in
terms of the shape and
images formed.
O. Discussing new concepts
# 2
Let each group discuss their
observation in the activity.
The teacher clarifies students’
misconception regarding the
activity. The teacher may show
a video for the students to have
a deeper understanding about
the characteristics of the image
formed by plane mirror.
(https://www.youtube.com/watc
h?v=Poq3u7BFhqk)
Call a representative for each
group to present the result of
the activity.
The teacher clarifies students’
misconceptions regarding the
activity.
Group discussion You may let the
students make a table
of other angles and let
them answer how many
images are formed.

15
P. Developing mastery
(leads to Formative
Assessment 3)
• Compare the distance
from the mirror of the
object with that of the
image.
• How do the height and
width of the object
compare with the height
and width of the image?
How does the angle of
incidence compare with
the angle of reflection?
Ask the students to
describe the image formed
in plane mirror.
(For an online
assessment, the teacher
may create an account in
padlet.com and ask the
students to describe the
image formed by plane
mirror)
Example: You may visit
https://padlet.com/michelle
_morauda/PlaneMirrorIma
geFormation
What happens to the
number of images
formed as you vary the
angle between the
mirrors?
What relationship exists
between the number of
images formed and the
angle between two
mirrors?
Based on the data that
you have gathered,
what is the formula for
determining the number
of images formed by
two mirrors?
How will you
differentiate a concave
from a convex mirror?
Q. Finding practical
Why is the word
“AMBULANCE” written in
reversed?
A periscope is an instrument
for observation over, around or
through an obstacle. Explain
how light travels in a
periscope.
Brainstorming activity
on the application of
reflection of light in
mirrors as in hallways,
parlors, etc.
Ask the students to tell
where they can apply
the concept of concave
and convex mirrors.

16
R. Making generalizations
and abstractions about
the lesson
The distance of the object from
the mirror is the same as the
distance of the image from the
mirror.
The height and the width of the
object is the same as the height
and width of the image as seen
from the plane mirror.
The law of reflection states
that
“The angle of incidence is
equal to the angle of
reflection”
“ The normal line, incident
ray, and the reflected ray lie
on the same plane.”
The image formed by a
plane mirror is always
erect, virtual, laterally
reversed, same size as the
object and found to be
apparently behind the
mirror.
As the between two
mirrors decreases, the
number of images
increases. Conversely,
as the angle between
the mirrors increases,
the number of images
formed decreases.
The number of images is
inversely proportional
A concave mirror is a
curved mirror in which
the reflective surface
bulges away from the
light source.
A convex mirror in
which the reflective
surface bulges towards
the light source.
to the angle between
two mirrors.
360
𝑁= −1
ɵ
Where N = no. of
images ɵ = angle
between
The mirrors placed
parallel facing each
other makes an infinite
number of images.

17
S. Evaluating learning 1. You might have noticed
that emergency vehicles such
as ambulances are often
labeled on the front hood with
reversed lettering (e.g.,
ECNALUBMA). Explain why
this is so.
Answer: Most drivers
will view the ambulance
in their rear-view
mirrors. As such, they
will be viewing an image
of the lettering. Such
images appear
with left-right reversal
and so will be viewed
with the proper
orientation -
AMBULANCE.
2. If Suzie stands 3 feet in
front of a plane mirror, how far
from
Please refer to the
attachment.
Describe the image formed
by plane mirror.
Please refer to the
attachment.
The teacher may post a
pictures and the
students will identify
what type of curved
mirror.
the person will her image be
located?
Answer: Suzie (the
object) is located 3 feet
from the mirror. Suzie's
image will be located 3
feet behind the mirror.
Thus, the distance
between Suzie and the
image will be 6 feet.

18
T. Additional activities for
application or
remediation
Let the students do a
brainstorming activity on other
possible signage. Ask them to
cite the relevance to the
society.
Think of an optical instrument
that employs the concept of
reflection of light.
For additional activity you
can make an assessment
through padlet.com.
You may visit
https://padlet.com/michelle
_morauda/leftrightreversal
V. REMARKS
X. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
J. Did the remedial lessons
the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor can
help me solve?

19
N. What innovation or
to share with other
teachers?
I. OBJECTIVES
DAILY LESSON LOG
School Southville 5-A National High School Grade Level 10
Teacher Ms. Michelle V. Morauda Learning Area SCIENCE
Teaching Date and Time Quarter FOURTH

20
A. Content Standard The learners demonstrate an understanding of the image formed by the different types of mirrors and lenses.
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
C.Learning
Write the LC code for each. S10FE-IIg-50
• Describe the location,
size, and orientation of
the images formed by
curved mirrors.
• Appreciate the
importance of concave
and convex mirrors in
everyday life.
S10FE-IIg-51
Construct ray diagrams
to determine the
location, orientation,
size and type of
images formed by
curved mirror.
S10FE-IIg-51
Determine the
image size and
distance
operationally.
II. CONTENT REFLECTION OF LIGHT IN MIRRORS
Images Formed by Curved
Mirrors
Image Formed by Curved
Mirrors through Ray Diagram
The Mirror Equation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
141-144 145-147 148-50
2. Learner’s
Materials pages
182-184 185-189 190-194

21
3. Textbook pages
from
Learning
Resource
(LR)portal
B. Other Learning
Resource
http://www.physicsclassroom.c
om/class/refln/Lesson3/Reflection-
of-Light-andImage-Formation
http://www.physicsclassroom.
com/class/refln/Lesson-
3/RayDiagrams-Concave-
Mirrors
http://www.physicsclassro
om.com/class/refln/Lesson
-3/The-Mirror-Equation
XI. PROCEDURES
lesson or presenting
the new lesson
Review the differences
between a concave and a
convex mirror.
Recall the image formed by
curved mirrors.
Recall the image formed
by curved mirrors through
ray diagram.
B. Establishing a
purpose for the
lesson
Tell the students that based on
their previous discussion that a
concave and a convex mirror
formed different images.
Tell the students that another
way of describing the image
formed by curved mirrors is
through ray diagram.
Tell the students ray
diagrams provide useful
information about the
image formed but it does
not provide the information
in quantitative form.
C. Presenting
examples/Instances
of the new lesson.
The teacher will show a video
clip of the images formed by a
concave and convex mirror.
The will present the four
principal rays in curved
mirrors that is used in ray
diagramming. (Refer to LM pp
185-186)
Note: Instruct the students to
use four rays as much as
Introduce the mirror
equation. (Refer to LM
p.190)
Show a sample problem.
Note: To avoid mistake in
the problem solving part,

22
possible but tell them that at
least two rays are needed to
locate the image.
make sure that the sign
conventions were made
clear among students.
(Refer TG p.145)
D. Discussing new
concepts and
practicing new skills
# 1
Activity 5 Images Formed by
Curved Mirrors (LM pp 182184)
Let the students present their
observation. The teacher
facilitates the discussion to
clarify students’ misconception.
activity 6 Are you L-O-S-T
after Reflection? (LM pp
187188)
Note: Emphasize the
accuracy of measurement of
the focal point, F and center of
curvature, C.
Instruct the students to use
different colors of ink for
incident and reflected ray.
To ensure mastery on the
concept of mirror
equation, let the students
answer the problem
solving (LM pp. 192-193)
Boardwork
E. Discussing new
concepts and
practicing new skills
# 2
Let the students make a
concept map on the
difference of the images
formed on a concave and
convex mirror.
(leads to Formative
Assessment 3)
What happens to the size and
location of the image when you
bring the object nearer to the
concave mirror? Convex
mirror?
How does the location of the
object affect the
characteristics and location of
the image formed in a
concave mirror? Convex
mirror?
Give more problem
solving.

23
application of
concepts and skills in
daily living
Cite practical applications of
H. Making
generalizations and
abstractions about
the lesson
The size of the image increases
and the location moves farther
when you bring the object near
the concave mirror.
The images formed by a
concave mirror can be real or
virtual depending on the
location of the object.
The images formed by convex
mirrors are virtual.
To generalize the topic on
image formation through ray
diagram, the teacher may ask
the students the location,
orientation, size and type of
image formed in curved
mirrors given different object
location.
The mirror equation
applies to both concave
and convex mirror.
However, for all locations
of objects in front of the
convex mirror, the image
always appears as if it is
located behind the mirror.
The image formed by a
concave mirror may be
real or virtual depending
on the object location.
I. Evaluating learning Answer guide questions
Activity 5.
Answer the guide questions in
activity 6.
Refer to the attachment.
J. Additional activities
for application or
remediation
You may create an online quiz
through padlet.com and ask the
students the application of
VI. REMARKS
VI. REFLECTION
earned 80% in the
evaluation

24
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
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to share
with other teachers?

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