SHS Core Physical Science

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TANGLAG NATIONAL HIGH SCHOOL

Tanglag, Rosario La Union
SHS DAILY LESSON LOG

DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: June 5, 2017 Date: June 6, 2017 Date: June 7, 2017 Date: June 8, 2017 Date: June 9, 2017
TOPIC Course Introduction How the elements found in the How the elements found in the How the elements found in the
universe were formed universe were formed universe were formed
LEARNING COMPETENCY/ LC: LC: LC: LC:

OBJECTIVES 1. Give evidence for an  Give evidence for an  Give evidence for and
explain the formation explain the formation describe the formation
of the light elements in of the light elements in of heavier elements
the Bigbang theory. the Bigbang theory. during star formation
S11/12PS-IIIa-1 S11/12PS-IIIa-1 and evolution.
S11/12PS-IIIa-2
SLO: At the end of the lesson, SLO: At the end of the lesson, SLO: At the end of the lesson,
the students should be able to: the students should be able to: the students should be able to:
1. Identify the elements 1. Identify the elements 1. Differentiate lighter to
produced in the produced in the heavier elements
Bigbang Theory Bigbang Theory based on their
2. Elaborate the process 2. Elaborate the process characteristics.
of the formation of of the formation of 2. Discuss how heavier
light elements. light elements. elements are formed.
3. Solve radioactivity 3. Solve radioactivity 3. Create a timeline on
decay. decay. the creation of heavier
elements.
LEARNING RESOURCES:
LEARNING DELIVERY Activity: Activity: Activity:

MODE:  Review the students  Think- Pair-Share.  Simulating Day. Using
(4 A's of Learning) on the Big bang Learners will discuss how the phet simulation
1 SHS: Sasay, Husay, Sarili
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theory through a elements were formed. learners will determine

Video Presentation. the characteristics of
heavy metals
Analysis: Analysis: Analysis:
 Using the Think, Pair,  Learners will present their  Essential Question:
Share protocol, ask output in front. “Why do lighter
students to reflect on elements first formed
the selection. From
their sharing, draw out
one of the theses of
the text: how being
made of stardust
makes us both cosmic
– we are as much a
part of the universe as
the stars – and yet
helps us realize that
we are not the center
of the universe.
Abstraction: Abstraction: Abstraction:
 Discussion on How  Panel Discussion.  Discussion on the
the elements found in “Radioactive Decay” process of the
the universe were creation of heavier
formed through elements.
Socratic Approach.
Application: Application: Application:
 Students will create  Learners will solve the  Think-Pair-Share.
an output that radioactivity of Learners will create a time
discusses the origin of different materials. of the creation of light and
one of the man-made heavy elements and try to
elements. In their compare them.
output, they must:

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 discuss the element’s

basic characteristics
 give a brief timeline
leading up to the
element’s discovery
 Students may present
their output in the form
of a poster,
powerpoint, a report
or essay, video, or
infographic.
ASSESSMENT  Output presentation  Output presentation  Output presentation
(Format and Results)  Recitation  Recitation  Recitation
REMARKS
(Reflection for the teacher:  Did not finish the  Continuation of lesson  Lesson 2 was carried
on the teaching learning lesson due to lack of 1. but failed to finish the
episodes) time. lesson due to lack of
time.
Prepared by: Checked by: Noted:
RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

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Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1 st
TOPIC NON- WORKING HOLIDAY How the elements found in the How the elements found in the How the elements found in the
(Independence Day) universe were formed universe were formed universe were formed

OBJECTIVES 2. Give evidence for an  Give evidence for and  Write the nuclear
explain the formation describe the formation fusion reactions that
of the light elements in of heavier elements take place in stars,
the Bigbang theory. during star formation which lead to the
S11/12PS-IIIa-1 and evolution. formation of new
S11/12PS-IIIa-2 elements. S11/12PS-
IIIa-3
1. Identify the elements 1. Differentiate lighter to 1. Define nuclear fusion
produced in the heavier elements reaction
Bigbang Theory based on their 2. Identify materials
2. Elaborate the process characteristics. produced in nuclear
of the formation of 2. Discuss how heavier fusion
light elements. elements are formed. 3. Relate nuclear fusion
3. Solve radioactivity 3. Create a timeline on to the formation of
decay. the creation of heavier stars.
elements.
LEARNING RESOURCES:
LEARNING DELIVERY Activity: Activity: Activity:
MODE:  Think- Pair-Share.  Simulating Day. Using  Movie Review.
(4 A's of Learning) Learners will discuss the phet simulation Learners will watch a
how elements were learners will movie clip about the
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formed. determine the formation of stars.

characteristics of
heavy metals
 Learners will present  Essential Question:  Diagram Making.
their output in front. “Why do lighter Learners will be group
elements first formed into several team and
will create a diagram
about the movie clip
presented to them
Abstraction: Abstraction: Abstraction:
 Panel Discussion.  Discussion on the  Presentation of output
“Radioactive Decay” process of the and discussion.
creation of heavier Socratic Method.
elements.
 Learners will solve the  Think-Pair-Share.  Essential Question:
radioactivity of Learners will create a Why do first elements
different materials. time of the creation of was created in the
light and heavy stars?
elements and try to
compare them.
ASSESSMENT  Output presentation  Output presentation  Output presentation
(Format and Results)  Recitation  Recitation  Recitation
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)

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TOPIC How the idea of the atom, How the idea of the atom,
along with the idea of the along with the idea of the
elements evolved elements evolved
OBJECTIVES  describe the ideas of  point out the main  cite the contributions  explain how the
the Ancient Greeks on ideas in the discovery of J.J. Thomson, concept of atomic
the atom. S11/12PS- of the structure of the Ernest Rutherford, number led to the
IIIb-5 atom and its Henry Moseley, and synthesis of new
 describe the ideas of subatomic particles. Niels Bohr to the elements in the
the Ancient Greeks on S11/12PS-IIIb-8 understanding of the laboratory. S11/12PS-
the elements structure of the atom. IIIb-11
S11/12PS-IIIb-6 S11/12PS-IIIb-9  write the nuclear
 describe the  describe the nuclear reactions involved in
contributions of the model of the atom and the synthesis of new
alchemists to the the location of its elements. S11/12PS-
science of chemistry. major components IIIb-11
S11/12PS-IIIb-7 (protons, neutrons,
and electrons).
S11/12PS-IIIb-10

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SLO: At the end of the lesson, SLO: At the end of the lesson, SLO: At the end of the lesson, SLO: At the end of the lesson,
the students should be able to: the students should be able to: the students should be able to: the students should be able to:
1. Identify Ancient 1. Describe the basic 1. Identify the 1. Identify nuclear
Philosophers and their structure of an atom contributions of the reactions involve in
contribution in and its sub atomic different science in the synthesis of a new
conceptualizing atom. particles. understanding the element.
2. Discuss the 2. Draw an atom and its structure of an atom.
importance of Ancient subatomic particles.
knowledge to modern
Science.
LEARNING RESOURCES: Exploring Life Through Science- Physical Science (Phoenix Exploring Life Through Science- Physical Science (Phoenix
Book Company) Book Company)
LEARNING DELIVERY Activity: Activity: Activity/Analysis: Activity:
MODE:  “Research Work”.  Learners will draw the  Learners will research  “MOVIE TIME.”
(4 A's of Learning) Learners will try to structure of an atom the story behind the Learners watch a
research the ancient on the board. discovery of the short movie about
philosophers who are different parts of the nucleosynthesis
involved in the atom.
conceptualizing the
modern structure of
the atom.
 Panel Discussion.  Using the drawring on  Essential Question:
the board learners will “how the concept of
identify its part. atomic number led to
the synthesis of new
elements in the
laboratory?”
Abstraction: Abstraction: Abstraction/Application: Abstraction:
 Learners will present  Discussion- Socratic  “ACTING MO SHOW  Socratic Method will
their work using Method. MO.” Learners will be used in the
Graphic Organizers. relay what they have discussion of nuclear

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Socratic Method in research through a reactions.

discussion will be also short skit.
used.
 “Classroom Debate”.  Learners will answer  Learners will identify
Essential Question: the prepared the nuclear reactions
Which ancient worksheet. given to them.
philosopher matters  Sample:
most in  Potassium
conceptualizing the  Symbol= _____
structure of the atom  Z= _______
and why?”  A= ______
ASSESSMENT  Recitation  Worksheets  Output presentation  Recitation
(Format and Results)  Output Presentation  Recitation
REMARKS
episodes)


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TOPIC NON-WORKING HOLIDAY How the idea of the atom, How the idea of the atom,
along with the idea of the along with the idea of the
elements evolved elements evolved
LEARNING COMPETENCY/ LC: LC: LC:
OBJECTIVES  cite the contributions  explain how the  cite the contribution of
of J.J. Thomson, concept of atomic John Dalton toward
Ernest Rutherford, number led to the the understanding of
Henry Moseley, and synthesis of new the concept of the
Niels Bohr to the elements in the chemical elements.
understanding of the laboratory. S11/12PS- S11/12PS-IIIb-13
structure of the atom. IIIb-11  explain how Dalton’s
S11/12PS-IIIb-9  write the nuclear theory contributed to
 describe the nuclear reactions involved in the discovery of other
model of the atom and the synthesis of new elements. S11/12PS-
the location of its elements. S11/12PS- IIIb-14
major components IIIb-12
(protons, neutrons,
and electrons).
S11/12PS-IIIb-10

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1. Identify the 1. Identify nuclear 1. Describe the
contributions of the reactions involve in contribution of Dalton
different science in the synthesis of a new
understanding the element.
structure of an atom. 2. Solve equations in
nuclear reactions
involve in the
synthesis of a new
element.
LEARNING DELIVERY Activity/Analysis: Activity: Activity:
MODE:  Learners will research  “MOVIE TIME.”  “MOVIE TIME.”
(4 A's of Learning) the story behind the Learners watch a Learners watch a
discovery of the short movie about short movie about the
different parts of the nucleosynthesis discovery of dalton
atom. Analysis: Analysis:
 Essential Question:  Panel discussion.
“how the concept of Essential Question:
atomic number led to “How did Dalton’s
the synthesis of new discovery affects our
elements in the understanding about
laboratory?” atom?”
Abstraction/Application: Abstraction: Abstraction:
 “ACTING MO SHOW  Socratic Method will  Socratic Method will
MO.” Learners will be used in the be used in the
relay what they have discussion of nuclear discussion of
research through a reactions. contribution of dalton.
short skit.

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Application: Application:
 Learners will identify  PODCASTING.
the nuclear reactions Learners will create
given to them. podcast to describe
 Sample: the Atomic Theory of
 Potassium Dalton.
 Symbol= _____
 Z= _______
A= ______
ASSESSMENT  Output presentation  Output presentation  Recitation
(Format and Results)  Output presentation
REMARKS
episodes)


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Date: July 3, 2017 Date: July 4, 2017 Date: July 8, 2017 Date: July 9, 2017 Date: July 10, 2017
TOPIC How the properties of How the properties of
matter relate to their matter relate to their
chemical structure chemical structure
LEARNING COMPETENCY/ LC: LC:
OBJECTIVES  determine if a molecule is polar or non polar given its  determine if a molecule is polar or non polar given its
structure (2 hours) structure (2 hours)
 relate the polarity of a molecule to its properties  relate the polarity of a molecule to its properties
 describe the general types of intermolecular forces (3  describe the general types of intermolecular forces (3
hours) hours)
SLO: At the end of the lesson, SLO: At the end of the lesson, SUMMATIVE TEST SLO: At the end of the lesson,
1. Describe quantum 1. Differentiate electron 1. Discuss the early
numbers. configuration and attempts to Arrange
2. Determine the orbital distribution. Elements.
quantum numbers of 2. Distribute electrons of 2. Identify Element’s
an element. the give element using group and family
electron configuration 3. Discuss the
and orbital importance of
distribution. arranging the
elements.
LEARNING DELIVERY Activity: Activity: Activity: Activity:
MODE:  Learners will discuss  HARDEST GAME.  (Review) Learners will  “Puzzle Game.”
(4 A's of Learning) to their classmate the Learners will play a review the past Leaners will solve the
exact location of their game that would lesson using the puzzles given to

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houses. show the different guide question them.

rules in distributing provided into them.
elcetrons.
Analysis: Analysis: Analysis: Analysis:
 Essential Question:  Essential Question:  Learners will  Essential Question:
“How do you “What is the determine the What are the impacts
determine the exact connection of the electron distribution of the early
location of a place? In game into the and its location, knowledge in
connection to this how distribution of shape and spin. elements?”
will you describe the electrons?”
location of the
electrons into the
atom?”
 Teacher will explain  Learners will discuss  Test proper  Article Analysis.
the Quantum numbers the different rules/  Checking of Papers Learners will discuss
using Socratic Method principle in distributing how the periodic table
of discussion. the electrons: was divided according
 Aufbau to characteristics and
 Pauli properties.
 Hunds
 Learners will  Learners will present  PINOY HENYO game.
determine the their output. Leaners will determine
quantum numbers of a what kind of element
given element based on
characteristics and
properties
ASSESSMENT  Output presentation  Output presentation  Output presentation  Recitation
(Format and Results)  Recitation  Output presentation
REMARKS

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episodes)


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LEARNING COMPETENCY/ LC: LC:
OBJECTIVES  determine if a molecule is polar or non polar given its  determine if a molecule is polar or non polar given its
structure (2 hours) structure (2 hours)
 relate the polarity of a molecule to its properties  relate the polarity of a molecule to its properties
 describe the general types of intermolecular forces (3  describe the general types of intermolecular forces (3
hours) hours)
SLO: At the end of the lesson, SLO: At the end of the lesson, SUMMATIVE TEST SLO: At the end of the lesson,
3. Describe quantum 3. Differentiate electron 4. Discuss the early
numbers. configuration and attempts to Arrange
4. Determine the orbital distribution. Elements.
quantum numbers of 4. Distribute electrons of 5. Identify Element’s
an element. the give element using group and family
electron configuration 6. Discuss the
and orbital importance of
distribution. arranging the
elements.
MODE:  Learners will discuss  HARDEST GAME.  (Review) Learners will  “Puzzle Game.”
(4 A's of Learning) to their classmate the Learners will play a review the past Leaners will solve the
exact location of their game that would lesson using the puzzles given to

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houses. show the different guide question them.

rules in distributing provided into them.
elcetrons.
 Essential Question:  Essential Question:  Learners will  Essential Question:
“How do you “What is the determine the What are the impacts
determine the exact connection of the electron distribution of the early
location of a place? In game into the and its location, knowledge in
connection to this how distribution of shape and spin. elements?”
will you describe the electrons?”
location of the
electrons into the
atom?”
 Teacher will explain  Learners will discuss  Test proper  Article Analysis.
the Quantum numbers the different rules/  Checking of Papers Learners will discuss
using Socratic Method principle in distributing how the periodic table
of discussion. the electrons: was divided according
 Aufbau to characteristics and
 Pauli properties.
 Hunds
 Learners will  Learners will present  PINOY HENYO game.
determine the their output. Leaners will determine
quantum numbers of a what kind of element
given element based on
characteristics and
properties
ASSESSMENT  Output presentation  Output presentation  Output presentation  Recitation
(Format and Results)  Recitation  Output presentation
REMARKS

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episodes)


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LEARNING COMPETENCY/ LC: LC: LC:
OBJECTIVES  determine if a molecule is polar or non polar given its  determine if a  Describe the general
structure (2 hours) molecule is polar or types of intermolecular
 relate the polarity of a molecule to its properties non polar given its forces (S11/12PS-IIIc-
 describe the general types of intermolecular forces (3 structure (2 hours) d-17)
hours)  relate the polarity of a  Give the type of
molecule to its intermolecular forces
properties in the properties of
 describe the general substances
types of (S11/12PS-IIId-e-18)
intermolecular forces  Explain the effect of
(3 hours) intermolecular forces
on the properties of
substances
(S11/12PS-IIId-e-19)

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the students should be able to: the students should be able to: the students should be able to: the students should be able to:
1. Discuss the early 1. Define 1. Define 1. Describe the
attempts to Arrange electronegativity electronegativity general types of
Elements. 2. Find the 2. Find the intermolecular
2. Identify Element’s electronegativity of electronegativity of forces
group and family elements in the elements in the 2. Give the type of
3. Discuss the periodic table periodic table intermolecular
importance of 3. Explain the VSEPR 3. Explain the VSEPR forces in the
arranging the theory theory properties of
elements. substances
3. Explain the effect
of intermolecular
forces on the
properties of
substances
MODE:  Learners will discuss  LAB. Polarity  Learners will  Experiment/
(4 A's of Learning) to their classmate the Experiment . Have determine the polarity Demonstration
exact location of their the learners of the following 1. Floating paper clip
houses. hypothesize why compounds based on 2. Methanol and
certain combinations electronegativity Water--Hydrogen
mix better than others. differences and bonding
Ask them to group the molecular geometry.
samples together
according to how well
they mix.
 Learners should be
able to predict the
results of the
experiment as they
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mix oil and water.

They should recall
simple chores they do
at home such as
washing out oil from
pans.
 Essential Question:  Essential Question:  Show diagrams of a  Gather observations
“How do you “How do matters healthy red blood cell, from the experiments
determine the exact interact?” a sickle cell, and and demonstrations.
location of a place? In  “How do elements phospholipids. Relate how these
connection to this how interact?”  The teacher may also phenomena are
will you describe the explore emulsifiers theorized to be due to
location of the and surfactants as an intermolecular forces
electrons into the extension. of attraction.
atom?”
Abstraction: Abstraction: Abstraction: Abstraction:
 Teacher will explain  Have the learners  Panel Discussion. Ask  Socratic Method.
the Quantum numbers familiarize themselves the learners to come Lecture Proper
using Socratic Method with the periodic table. up with other
of discussion. Let them find the EN applications of
value of several polarity.
elements. Have them
determine the most
electronegative
element and the least
electronegative
element.
 Aufbau
 Pauli
 Hunds

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Application: Application: Application: Application:

 Learners will  Learners will create a  Evaluation.  InfoGraphics.
determine the model of the different  Determine the Learners will create
quantum numbers of a molecular structure. following: infographics about the
given element A. Molecular geometry intermolecular forces.
B. Bond polarity
between atoms
C. Polarity of the
molecule
ASSESSMENT  Output presentation  Output presentation  Worksheets  Recitation
(Format and Results)  Recitation  Output presentation  Output presentation
REMARKS
episodes)


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LEARNING COMPETENCY/ LC:  explain how the uses LC: LC:
OBJECTIVES  Describe the general of the following  explain how the  explain how the
types of materials depend on properties of the structures of biological
intermolecular forces their properties: above materials are macromolecules such
(S11/12PS-IIIc-d-17)  a. medical implants, determined by their as carbohydrates,
 Give the type of prosthesis structure (S11/12PS- lipids, nucleic acid,
intermolecular forces  b. sports equipment IIId-e-21) and proteins
in the properties of  c. electronic devices determine their
substances  d. construction properties and
(S11/12PS-IIId-e-18) supplies for buildings functions (S11/12PS-
 Explain the effect of and furniture IIId-e-22)
intermolecular forces  e. household gadgets
on the properties of (S11/12PS-IIId-e-20)
substances
(S11/12PS-IIId-e-19)

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the students should be able to: the students should be able to the students should be able to the students should be able to:
1. Describe the general enumerate benefits of knowing discuss on how different 1. Distinguish
types of the properties of the elements materials were discover/ between
intermolecular forces in different fields of science. produced and how it helps the carbohydrates,
2. Give the type of human civilization. proteins, lipids, and
intermolecular forces nucleic acids
in the properties of 2. Summarize the
substances general
3. Explain the effect of characteristics of
intermolecular forces each biomolecule
on the properties of 3. Relate the
substances structures of the
biomolecules with
their properties
LEARNING DELIVERY Activity: Activity: Activity/Analysis: Activity:
MODE:  Experiment/  String Engineering.  Have the learners  Trapezoidal Tangram
(4 A's of Learning) Demonstration Present a dilemma to watch any of the  Cut out puzzle pieces
 Floating paper clip learners of making a following three videos out of thick paper
 Methanol and Water-- piece of string strong showcasing Filipino print-outs. Group the
Hydrogen bonding enough to lift a 3 kg inventions learners in pairs or by
weight. On its current  Filipino Inventor three’s and have them
state, the string can Plastic to Fuel form the different
only lift a portion of  Filipino inventor wins shapes using puzzle
the weight before it gold in international pieces.
breaks. The learners competition
need to figure out how  Pinoy teen behind
to make it stronger biodegradable plastic
Analysis: Analysis: bag Analysis:
 Gather observations  Essential Question:  Essential Question:
from the experiments “Why is it important to “What makes
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and demonstrations. know the properties of biomolecules? Why is

Relate how these the material?” it important to us?”
phenomena are
theorized to be due to
intermolecular forces
of attraction.
 Socratic Method.  Have the learners pick  Have the class  Socratic Method.
Lecture Proper any of the above present their material Lecture Proper.
materials to research using an infographic
on. The activity will be as their visual. Each
done by 2-3 learners group presentation
working as a group. should span only 3-5
The learners will be minutes.
making an infographic
for their chosen
material. Infographics
or information
graphics are a
representation of
information in graphic
format
 InfoGraphics.  Allow the learners  Table Summary
Learners will create enough time in class  Have the learner
infographics about the to do one-on-one summarize their
intermolecular forces. consultation, understanding by
independent research filling up the table
and to write their below. This activity is
reports. You may do done by pairs
this project with the
help of the English
teacher. It may be
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used to teach
research techniques.
During consultation,
have the learners
bring necessary
information/ articles
that they need help
with and to prepare
questions ahead of
time. Guide the
learners on how to
make an outline of
their report as a
method of doing
research.
REMARKS
episodes)


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TOPIC How the properties of How the properties of How chemical changes
matter relate to their matter relate to their take place
OBJECTIVES  explain how the uses explain how the  explain how the  Use simple collision
of the following properties of the structures of theory to explain the
materials depend on above materials are biological effects of concentration,
their properties: determined by their macromolecules such temperature, and particle
 a. medical implants, structure (S11/12PS- as carbohydrates, size on the rate of
prosthesis IIId-e-21) lipids, nucleic acid, reaction (S11/12PS-IIIf-
 b. sports equipment and proteins 23)
 c. electronic devices determine their  Define catalyst and
 d. construction properties and describe how it affects
supplies for buildings functions (S11/12PS- reaction rate (S11/12PS-
and furniture IIId-e-22) IIIf-24)
 e. household gadgets  Recognize that energy is
 (S11/12PS-IIId-e-20) released or absorbed
during a chemical
reaction (S11/12PS-IIIi-
28)

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SLO: At the end of SLO: At the end of the lesson, SLO: At the end of the lesson, SLO: At the end of the lesson, the
the lesson, the the students should be able to the students should be able students should be able to:
students should be discuss on how different to: 1. Use simple collision theory to
able to enumerate materials were discover/ 1. Distinguish explain the effects of
benefits of knowing produced and how it helps the between concentration, temperature
the properties of the human civilization. carbohydrates, and particle size on the rate
elements in different proteins, lipids, and of reaction.
fields of science. nucleic acids 2. Define catalyst and describe
2. Summarize the how it affects reaction rate.
general 3. Recognize that energy is
characteristics of released or absorbed during a
each biomolecule chemical reaction
3. Relate the
structures of the
biomolecules with
their properties
LEARNING RESOURCES: Exploring Life Through Science- Physical Science (Phoenix Exploring Life Through Science- Physical Science (Phoenix Book
Book Company) Company)
LEARNING DELIVERY Activity: Activity/Analysis: Activity: Activity:
MODE:  String Engineering.  Have the learners  Trapezoidal Tangram  Baking soda and Vinegar
(4 A's of Learning) Present a dilemma to watch any of the  Cut out puzzle pieces (Effect of Concentration)
learners of making a following three videos out of thick paper Experiment
piece of string strong showcasing Filipino print-outs. Group the  Gather observations from
enough to lift a 3 kg inventions learners in pairs or by the experiments. Relate
weight. On its current  Filipino Inventor three’s and have them how these reactions (as
state, the string can Plastic to Fuel form the different well as all chemical
only lift a portion of  Filipino inventor wins shapes using puzzle reactions) are theorized
the weight before it gold in international pieces. to be based on the
breaks. The learners competition collision theory of reaction
need to figure out  Pinoy teen behind rates
how to make it biodegradable plastic
stronger

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Analysis: bag Analysis: Analysis:

 Essential Question:  Essential Question:  Essential Question:
“Why is it important to “What makes “How do elements
know the properties of biomolecules? Why is behave during chemical
the material?” it important to us?” reactions?”
Abstraction: Abstraction/Application: Abstraction: Abstraction:
 Have the learners  Have the class  Socratic Method.  Lecture proper/ Socratic
pick any of the above present their material Lecture Proper. method
materials to research using an infographic  Introduce the Collision
on. The activity will be as their visual. Each Theory of Reaction
done by 2-3 learners group presentation Rates.
working as a group. should span only 3-5
The learners will be minutes.
making an infographic
for their chosen
material. Infographics
or information
graphics are a
representation of
information in graphic
format
 Allow the learners  Table Summary  Demonstration/Report
enough time in class  Have the learner  To connect the concept of
to do one-on-one summarize their catalysts to society, ask
consultation, understanding by the learners how they
independent research filling up the table may serve as catalysts for
and to write their below. This activity is certain causes. Knowing
reports. You may do done by pairs what a catalyst does to a
this project with the chemical reaction, the
help of the English learners may apply the
teacher. It may be same principle on social

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used to teach issues. Work together

research techniques. with the English and
During consultation, Social Science teacher
have the learners for this project. Situations
bring necessary may be related to the
information/ articles school’s needs, the local
that they need help government or the
with and to prepare international community.
questions ahead of Allow enough time for the
time. Guide the learners to work on the
learners on how to project. Brochures, flyers,
make an outline of posters, debate, etc. are
their report as a possible output for this
method of doing activity
research.
REMARKS
episodes)


Region I

Date: July 31, 2017 Date: August 1, 2017 Date: August 2, 2017 Date: August 3, 2017 Date: August 4, 2017
TOPIC How the properties of How chemical changes How chemical changes
matter relate to their take place take place
chemical structure
LEARNING LC: LC: LC: LC:
COMPETENCY/  explain how the  Use simple collision  Calculate the amount of  describe how energy is
OBJECTIVES structures of theory to explain the substances used or harnessed from different
biological effects of concentration, produced in a chemical sources:
macromolecules temperature, and particle reaction (S11/12PS-IIIf- a. fossil fuels
such as size on the rate of h25) b. biogas
carbohydrates, lipids, reaction (S11/12PS-IIIf-  Calculate the percent c. geothermal
nucleic acid, and 23) yield of a reaction d. hydrothermal
proteins determine  Define catalyst and (S11/12PS-IIIh-26) e. batteries
their properties and describe how it affects  Determine the limiting f. solar cells
functions (S11/12PS- reaction rate (S11/12PS- reactant in a reaction and g. biomass
IIId-e-22) IIIf-24) calculate the amount of (S11/12PS-IIIi-29)
Recognize that energy is product formed
released or absorbed (S11/12PS-IIIh-27)
during a chemical
reaction (S11/12PS-IIIi-
28)

Region I
SLO: At the end of the SLO: At the end of the lesson, the SLO: At the end of the lesson, SLO: At the end of the lesson,
lesson, the students should students should be able to: the students should be able to: the students should be able to:
be able to: 1. Use simple collision theory 1. Calculate the amount 1. Describe the different
1. Distinguish to explain the effects of of substances used sources of energy
between concentration, temperature and produced in a 2. Give a brief summary of
carbohydrates, and particle size on the chemical reaction how energy is produced
proteins, lipids, rate of reaction. 2. Calculate the percent from different sources
and nucleic acids 2. Define catalyst and yield of a reaction 3. Differentiate between
2. Summarize the describe how it affects 3. Determine the limiting renewable and non-
general reaction rate. reactant in a reaction renewable sources of
characteristics of 3. Recognize that energy is and calculate the energy
each biomolecule released or absorbed amount of product 4. Outline the pros and
3. Relate the during a chemical reaction formed cons of the different
structures of the sources of energy
biomolecules with
their properties
LEARNING RESOURCES: Exploring Life Through Science- Physical Science (Phoenix Book Exploring Life Through Science- Physical Science (Phoenix Book
Company) Company)
MODE:  Trapezoidal  Baking soda and Vinegar  Effect of concentration  Short discussion of what
(4 A's of Learning) Tangram (Effect of Concentration)  In performing learners know about
 Cut out puzzle Experiment Experiment 1, guide then electricity (peer teaching)
pieces out of thick  Gather observations from learners on how to  Picture analysis of the
paper print-outs. the experiments. Relate minimize error during the showing the different
Group the learners in how these reactions (as reaction between sources of energy in the
pairs or by three’s well as all chemical Na2S2O3 and HCl. Philippines and the
and have them form reactions) are theorized percentages of each
the different shapes to be based on the source.
using puzzle pieces. collision theory of reaction
rates
 Essential Question:  Essential Question:  Essential Question:  Think-Pair-Share.

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“What makes “How do elements “What is the importance Essential Question:

biomolecules? Why behave during chemical of balancing the “Base on the picture
is it important to us?” reactions?” chemical equation? presented, explain how
Defend your answer.” modern society has
become dependent on
electricity?”
Abstraction: Abstraction: Abstraction: Abstraction:
 Socratic Method.  Lecture proper/ Socratic  Learners will determine  Using the internet, the
Lecture Proper. method the relationship/ratio of learners will research one
 Introduce the Collision the following chemicals. source of energy to
Theory of Reaction e.g. research and report on
Rates.  Fossil fuel (coal,
petroleum, natural gas)
 Electrochemical
(batteries)
 Hydroelectric
 Wind power
 Solar power
 Introduce the Collision  Geothermal
Theory of Reaction  Hydrothermal
Rates through Socratic  Biomass
method
 Introduce the transition
state theory.
Application: Application: Application: Application:
 Table Summary  Demonstration/Report  Challenge the learners  Written assessment
 Have the learner  To connect the concept of to look for practical  Enumerate renewable
summarize their catalysts to society, ask applications of their and non-renewable
understanding by the learners how they knowledge on factors sources of energy.
filling up the table may serve as catalysts for affecting chemical  Give two advantages and
below. This activity is certain causes. Knowing reactions. Expect disadvantages of one
done by pairs what a catalyst does to a answers like cutting source of electricity of

Region I
chemical reaction, the ingredients to small your choice. Briefly

learners may apply the pieces to decrease explain your answers.
same principle on social cooking time, increasing
issues. Work together temperature to cook food
with the English and faster, proofing dough in
Social Science teacher a warm environment,
for this project. Situations refrigerating food to
may be related to the delay spoilage, reducing
school’s needs, the local rusting by painting metal
government or the to reduce surface area
international community. exposed to air, etc.
Allow enough time for the
learners to work on the
project. Brochures, flyers,
posters, debate, etc. are
possible output for this
activity
(Format and Results)  Recitation  Output presentation  Written Assessment
REMARKS
(Reflection for the
teacher: on the teaching
learning episodes)


Region I

Date: August 7, 2017 Date: August 8, 2017 Date: August 9, 2017 Date: August 10, 2017 Date: August 11, 2017
TOPIC ROBOTICS TRAINING REVIEW 1st Quarter/ Mid-Term Examination
Quiz Bee
LEARNING
COMPETENCY/
OBJECTIVES
LEARNING RESOURCES:
LEARNING DELIVERY Activity/Analysis:
MODE:  The Boat is sinking.
(4 A's of Learning) Learners will create a
group composing of 3
members
 Learners will formulate
Questions composing 3
easy, 2 moderate and 1

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difficult.
Abstraction/Application: 
 Quiz Bee Game
 Introduce the Collision
Theory of Reaction
Rates.
ASSESSMENT  
(Format and Results)
REMARKS
(Reflection for the
learning episodes)


Region I

Date: August 14, 2017 Date: August 15, 2017 Date: August 16, 2017 Date: August 17, 2017 Date: August 18, 2017
TOPIC How chemistry contributes to the understanding of household
How chemical changes take place
and personal care products
LEARNING LC: LC: LC: LC:
COMPETENCY/  Calculate the amount of  describe how energy is  Give common examples  Give common examples
OBJECTIVES substances used or harnessed from different of cleaning materials for of personal care
produced in a chemical sources: the house and for products used to
reaction (S11/12PS-IIIf- a. fossil fuels personal care enhance the appearance
h25) b. biogas (S11/12PSIIIi-j-30) of the human body
 Calculate the percent c. geothermal  From product labels, (S11/12PS-IIIi-j-33)
yield of a reaction d. hydrothermal identify the active  Identify the major
(S11/12PS-IIIh-26) e. batteries ingredient(s) of cleaning ingredients of cosmetics
 Determine the limiting f. solar cells products used at home such as body lotion, skin
reactant in a reaction g. biomass (S11/12PS-IIIi-j-31) whitener, deodorants,
and calculate the (S11/12PS-IIIi-29)  Give the use of other and perfume (S11/12PS-
amount of product ingredients in cleaning IIIi-j-34)
formed (S11/12PS-IIIh- agents (S11/12PS-IIIi-j-  Explain the
27) 32) precautionary measures
indicated in various
cleaning products and
cosmetics (S11/12PS-
IIIi-j-35)

Region I
SLO: At the end of the lesson, SLO: At the end of the lesson, the SLO: At the end of the lesson, SLO: At the end of the lesson,
the students should be able to: students should be able to: the students should be able to: the students should be able to:
1. Calculate the amount 1. Describe the different 1. Identify active and major 1. Create a set of guidelines
of substances used sources of energy ingredients in cleaning in selecting healthy and
and produced in a 2. Give a brief summary of and personal care environmentally safe
chemical reaction how energy is produced products products.
2. Calculate the percent from different sources 2. Explain the mode of 2. Explore and create
yield of a reaction 3. Differentiate between action and precautionary alternative homemade
3. Determine the limiting renewable and non- measures indicated in cleaning and personal
reactant in a reaction renewable sources of various cleaning products care products.
and calculate the energy and cosmetics
amount of product 4. Outline the pros and cons
formed of the different sources of
energy
LEARNING Exploring Life Through Science- Physical Science (Phoenix Book Exploring Life Through Science- Physical Science (Phoenix Book
RESOURCES: Company) Company)
LEARNING DELIVERY Activity: Activity: Activity/Analysis: Activity/Analysis:
MODE:  Effect of concentration  Short discussion of what  The learners will fill the  Overview chemical
(4 A's of Learning)  In performing learners know about table below using the terms. Encourage the
Experiment 1, guide then electricity (peer teaching) products they brought to learners to list down their
learners on how to  Picture analysis of the class. The “Mode of questions whenever they
minimize error during the showing the different Action” in the last encounter terms that are
reaction between sources of energy in the column will be filled out difficult to understand
Na2S2O3 and HCl. Philippines and the AFTER the learners during their research.
percentages of each have conducted Inform them that they will
source. independent research. have a chance to present
Analysis: Analysis: During the activity, those questions during
 Essential Question:  Think-Pair-Share. remind them to observe consultation with you.
“What is the importance Essential Question: the products with
of balancing the “Base on the picture caution, particularly in
chemical equation? presented, explain how smelling and touching as
Defend your answer.” modern society has they may have harmful
effects upon contact.
Region I
become dependent on
electricity?”
Abstraction: Abstraction: Abstraction/Application: Abstraction/Application:
 Learners will determine  Using the internet, the  Ask the learners what  Consultation /
the relationship/ratio of learners will research one products they looked into Independent Research
the following chemicals. source of energy to and the specific and writing
e.g. research and report on information that they  Guide the learners on
 Fossil fuel (coal, needed to get from the how to make an outline
petroleum, natural gas) different products. of their report as a
 Electrochemical  Inform the learners that method of doing
(batteries) they will have to conduct research.
 Hydroelectric independent research to
 Wind power determine the mode of
 Solar power action of the different
 Introduce the Collision  Geothermal ingredients that they
Theory of Reaction  Hydrothermal have seen. Either have
Rates through Socratic  Biomass the groups pick which
method product they would like
 Introduce the transition to work on or assign a
state theory. product to a group.
 Challenge the learners  Written assessment
to look for practical  Enumerate renewable
applications of their and non-renewable
knowledge on factors sources of energy.
affecting chemical  Give two advantages and
reactions. Expect disadvantages of one
answers like cutting source of electricity of
ingredients to small your choice. Briefly
pieces to decrease explain your answers.
cooking time, increasing
temperature to cook food

Region I
faster, proofing dough in

a warm environment,
refrigerating food to
delay spoilage, reducing
rusting by painting metal
to reduce surface area
exposed to air, etc.
ASSESSMENT  Worksheets  Recitation  Recitation  Recitation
(Format and Results)  Output presentation  Written Assessment  Written Assessment  Written Assessment
REMARKS
(Reflection for the
learning episodes)


Region I

Date: August 21, 2017 Date: August 22, 2017 Date: August 23, 2017 Date: August 24, 2017 Date: August 25 2017
TOPIC How chemistry contributes to How chemistry contributes to the understanding of household
the understanding of and personal care products
NON- WORKING HOLIDAY
household and personal care
products
LEARNING LC: LC:
COMPETENCY/  Give common examples  Give common examples of personal care products used to
OBJECTIVES of cleaning materials for enhance the appearance of the human body (S11/12PS-IIIi-j-
the house and for 33)
personal care  Identify the major ingredients of cosmetics such as body
(S11/12PSIIIi-j-30) lotion, skin whitener, deodorants, and perfume (S11/12PS-
 From product labels, IIIi-j-34)
identify the active  Explain the precautionary measures indicated in various
ingredient(s) of cleaning cleaning products and cosmetics (S11/12PS-IIIi-j-35)
products used at home
(S11/12PS-IIIi-j-31)
Give the use of other
ingredients in cleaning
agents (S11/12PS-IIIi-j-
32)

Region I
SLO: At the end of the lesson, the SLO: At the end of the lesson, SLO: At the end of the lesson,
students should be able to: the students should be able to: the students should be able to:
1. Identify active and major 3. Identify active and major 3. Create a set of guidelines
ingredients in cleaning ingredients in cleaning in selecting healthy and
and personal care and personal care environmentally safe
products products products.
2. Explain the mode of 4. Explain the mode of 4. Explore and create
action and precautionary action and precautionary alternative homemade
measures indicated in measures indicated in cleaning and personal
various cleaning products various cleaning products care products.
and cosmetics and cosmetics
LEARNING Exploring Life Through Science- Exploring Life Through Science- Physical Science (Phoenix Book
RESOURCES: Physical Science (Phoenix Book Company)
Company)
LEARNING DELIVERY Activity/Analysis: Activity/Analysis:
MODE:  The learners will fill the  Overview chemical terms. Encourage the learners to list
(4 A's of Learning) table below using the down their questions whenever they encounter terms that are
products they brought to difficult to understand during their research. Inform them that
class. The “Mode of they will have a chance to present those questions during
Action” in the last column consultation with you.
will be filled out AFTER
the learners have
conducted independent
research. During the
activity, remind them to
observe the products with
caution, particularly in
smelling and touching as
they may have harmful

Region I
Abstraction/Application: Abstraction/Application:
 Ask the learners what  Consultation / Independent Research and writing
products they looked into  Guide the learners on how to make an outline of their report
and the specific as a method of doing research.
information that they
needed to get from the
different products.
 Inform the learners that
they will have to conduct
independent research to
determine the mode of
action of the different
ingredients that they have
seen. Either have the
groups pick which product
they would like to work on
or assign a product to a
group.
ASSESSMENT  Recitation  Recitation
(Format and Results)  Written Assessment  Written Assessment
REMARKS
(Reflection for the
learning episodes)


Region I

Date: August 28, 2017 Date: August 29, 2017 Date: August 30, 2017 Date: August 31, 2017 Date: September 1, 2017
TOPIC How chemistry contributes to How chemistry contributes to the understanding of household
the understanding of and personal care products
NON- WORKING HOLIDAY
household and personal care
products
LEARNING LC: LC:
COMPETENCY/  Give common examples  Give common examples of personal care products used to
OBJECTIVES of cleaning materials for enhance the appearance of the human body (S11/12PS-IIIi-j-
the house and for 33)
personal care  Identify the major ingredients of cosmetics such as body
(S11/12PSIIIi-j-30) lotion, skin whitener, deodorants, and perfume (S11/12PS-
 From product labels, IIIi-j-34)
identify the active  Explain the precautionary measures indicated in various
ingredient(s) of cleaning cleaning products and cosmetics (S11/12PS-IIIi-j-35)
products used at home
(S11/12PS-IIIi-j-31)
Give the use of other
ingredients in cleaning
agents (S11/12PS-IIIi-j-
32)

Region I
SLO: At the end of the lesson, the SLO: At the end of the lesson, SLO: At the end of the lesson,
students should be able to: the students should be able to: the students should be able to:
1. Identify active and major 5. Identify active and major 5. Create a set of guidelines
ingredients in cleaning ingredients in cleaning in selecting healthy and
and personal care and personal care environmentally safe
products products products.
2. Explain the mode of 6. Explain the mode of 6. Explore and create
action and precautionary action and precautionary alternative homemade
measures indicated in measures indicated in cleaning and personal
various cleaning products various cleaning products care products.
and cosmetics and cosmetics
LEARNING Exploring Life Through Science- Exploring Life Through Science- Physical Science (Phoenix Book
RESOURCES: Physical Science (Phoenix Book Company)
Company)
LEARNING DELIVERY Activity/Analysis: Activity/Analysis:
MODE:  The learners will fill the  Overview chemical terms. Encourage the learners to list
(4 A's of Learning) table below using the down their questions whenever they encounter terms that are
products they brought to difficult to understand during their research. Inform them that
class. The “Mode of they will have a chance to present those questions during
Action” in the last column consultation with you.
will be filled out AFTER
the learners have
conducted independent
research. During the
activity, remind them to
observe the products with
caution, particularly in
smelling and touching as
they may have harmful

Region I
Abstraction/Application: Abstraction/Application:
 Ask the learners what  Consultation / Independent Research and writing
products they looked into  Guide the learners on how to make an outline of their report
and the specific as a method of doing research.
information that they
needed to get from the
different products.
 Inform the learners that
they will have to conduct
independent research to
determine the mode of
action of the different
ingredients that they have
seen. Either have the
groups pick which product
they would like to work on
or assign a product to a
group.
ASSESSMENT  Recitation  Recitation
(Format and Results)  Written Assessment  Written Assessment
REMARKS
(Reflection for the
learning episodes)


Region I

Date: September 4, 2017 Date: September 5, 2017 Date: September 6, Date: September 7, 2017 Date: September 8, 2017
2017
TOPIC How we come to realize that the Earth is not the center of the How we come to realize that the Earth is not the center of the
Universe. Universe.
LEARNING LC: LC:
COMPETENCY/  Recognize(K) different naked-eye astronomical observations  Explain (K) how Plato’s problem of “saving the appearances”
OBJECTIVES on diurnal and annual motions of the sky pattern, precession and the twodomain system constrained the Greek models of
and equinoxes as sense data. [IVa-37] the Universe. [IVa-39]
 Summarize(K) ancient Greek on the three types of terrestrial  Historical models of the Universe from the time of Plato to
motion and the perfection of celestial motion. [IVa-36] the time of Ptolemy; contributions from Plato, Eudoxus,
 Enumerate(K) naked-eye astronomical proofs that the Earth is Aristotle, Aristarchus, Hipparchus, and Ptolemy [IVa-40]
round or spherical. [IVa-38]
SLO: At the end of the lesson, the students should be able to: SLO: At the end of the lesson, SLO: At the end of the lesson,
3. Write a summary of ancient Greek two-domains view the students should be able to: the students should be able to
4. Tabulate of the different material elements and motion 1. Discuss significance of Specify the additional feature of
according to the two-domains view Plato’s problem of the new models required to
5. List the naked-eye astronomical proofs that the Earth is round “saving the match the new observations of
or spherical appearances” to the the annual motion of the sky.
scientific mindset of
the philosophers.
2. Tabulate philosopher
name and the
proposed model of the
Universe and place
them in a time line.
Connect the ancient
models of the

Region I
Universe to their
proponents and
according to the
philosophical biases
and the motion of the
sky observed
LEARNING
RESOURCES:
LEARNING DELIVERY Activity: Activity/Analysis: Activity: Activity/Analysis:
MODE:  Diurnal/daily motion of  See if learners can  Guessing Game. To  Video Presentation.
(4 A's of Learning) the sky provide myths and drive the point, draw in Learners will watch a
 Show the learners a legends about the Moon, the board and have the short film regarding
sequence of pictures of eclipse, etc. Start a students guess what models of the universe.
the sky (either animated discussion on the social they are. Essential Questions:
or in a sequence of still effects these had to the  Tell the students that the  “How do ancient people
pictures) that was time- community (either local or implication of the consider an early idea be
lapsed for 24 hours from national). Ask if the allegory and the analogy reliable?”
the same location. learners can provide stories of Plato provided  “How do this change our
possible explanations of an impetus in finding understanding about the
how the myths and mechanistic universe?
legends came to be explanations why things
appear as such.
Analysis: Analysis:
 Learners will give myths  Tell the students that the
and legends that discuss most basic daily
astronomy. experience or basis for
hypotheses about the
Sky are the diurnal and
annual motion of the sky
as presented last
meeting. Mention the
progression of the

Region I
following basic
observations
Abstraction: Abstraction/Application: Abstraction: Abstraction/Application:
 Summarize the scientific  Ask the learners to  Socratic method. Ask the  Learners will answer the
progress using the story provide naked-eye students for their prepared worksheets.
of “A Night in a observations showing that opinions as to what
Museum.” Scientific the Earth is round. could have been
progress is a process  Give a matching type quiz happening during the
that includes making that connects long period when
mistakes in trying to philosophers with their nothing was written by
discover the right path. philosophical contribution. philosophers. The
Point out that science answer is that there are
requires patience and mathematicians and
diligence philosophers who
improved on the
previous models
 Learners will fill out a  Give a quiz requiring the
diagram with domains student to sketch the
with corresponding model of the Universe as
elements and motions proposed by each of the
found in these domains. following Greek
philosophers: Plato,
Aristotle, Ptolemy
ASSESSMENT  Recitation  Recitation  Written Assessment 
(Format and Results)  Written Assessment  Written Assessment  Recitation
REMARKS
(Reflection for the
learning episodes)

Region I


SHS Core Physical Science

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Region I

TANGLAG NATIONAL HIGH SCHOOL

SHS DAILY LESSON LOG

LEARNING COMPETENCY/ LC: LC: LC: LC:

LEARNING DELIVERY Activity: Activity: Activity:

theory through a elements were formed. learners will determine

2 SHS: Sasay, Husay, Sarili

 discuss the element’s

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

3 SHS: Sasay, Husay, Sarili

SHS DAILY LESSON LOG

LEARNING COMPETENCY/ LC: LC: LC: LC:

formed. determine the formation of stars.

Prepared by: Checked by: Noted:

5 SHS: Sasay, Husay, Sarili

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

6 SHS: Sasay, Husay, Sarili

SHS DAILY LESSON LOG

7 SHS: Sasay, Husay, Sarili

8 SHS: Sasay, Husay, Sarili

Socratic Method in research through a reactions.

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

9 SHS: Sasay, Husay, Sarili

SHS DAILY LESSON LOG

10 SHS: Sasay, Husay, Sarili

11 SHS: Sasay, Husay, Sarili

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

12 SHS: Sasay, Husay, Sarili

SHS DAILY LESSON LOG

13 SHS: Sasay, Husay, Sarili

houses. show the different guide question them.

14 SHS: Sasay, Husay, Sarili

on the teaching learning

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

15 SHS: Sasay, Husay, Sarili

SHS DAILY LESSON LOG

16 SHS: Sasay, Husay, Sarili

houses. show the different guide question them.

17 SHS: Sasay, Husay, Sarili

on the teaching learning

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

18 SHS: Sasay, Husay, Sarili

SHS DAILY LESSON LOG

19 SHS: Sasay, Husay, Sarili

mix oil and water.

21 SHS: Sasay, Husay, Sarili

Application: Application: Application: Application:

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

22 SHS: Sasay, Husay, Sarili

SHS DAILY LESSON LOG

23 SHS: Sasay, Husay, Sarili

and demonstrations. know the properties of biomolecules? Why is

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

26 SHS: Sasay, Husay, Sarili

SHS DAILY LESSON LOG

27 SHS: Sasay, Husay, Sarili

28 SHS: Sasay, Husay, Sarili