Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
Schools Division Office - Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St., NIA Village, Sauyo, Q.C.

DAILY LESSON PLAN

Name: MARIA ROSARIO M. JUNI Level: 7 Subject: SCIENCE
Quarter: SECOND Learning Area: LIVING THINGS AND THEIR ENVIRONMENT Week: 3 Date: Nov. 21-25, 2022
Schedule: 6:00-6:50 MIRASOL 6:50-7:40 WALING-WALING

Day MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date (Nov.21, 2022) (Nov. 22, 2022) (Nov. 23, 2022) (Nov. 24, 2022) (Nov. 25, 2022)
I. OBJECTIVES:
A. Content Standard: The learners demonstrate understanding of the different levels of biological organization.
B. Performance Standard: The learners should be able to employ appropriate techniques using the compound microscope to gather data about very small objects.
C. Learning Competency: Describe the different levels of biological organization from cell to biosphere (S7LT-IIc-3)
D. Specific Objectives: 1. Describe the characteristics 1. Describe the characteristics 1. Identify the different levels 1. Construct a level of 1. Identify concepts related to
of living things of living things of biological organization organization using the levels of biological
2. Differentiate living things 2. Differentiate living things 2. Describe the different levels activity sheet pattern organization
from non-living things from non-living things of biological organization 2. Describe the different levels 2. Arrange in order the levels
3. Appreciate the importance 3. Appreciate the importance from cell to biosphere of biological organization of biological organization
of non-living things to the of non-living things to the 3. Suggest ways of taking care from cell to biosphere from simplest to most
living things living things of the biological 3. Suggest ways of taking care complex
organization from cell to of the biological 3. Answer the quiz correctly
biosphere organization from cell to and honestly
biosphere
II. CONTENT (SUBJECT MATTER):
Topic: LEVELS OF BIOLOGICAL LEVELS OF BIOLOGICAL LEVELS OF BIOLOGICAL LEVELS OF BIOLOGICAL LEVELS OF BIOLOGICAL
ORGANIZATION ORGANIZATION ORGANIZATION ORGANIZATION ORGANIZATION
Sub-topic: Characteristics of Living Activity on Characteristics Levels of Life Organization Activity on Levels of Life Quiz about Levels of
Things of Living Things Organization Biological Organization
Materials Needed:  PPT presentation, projector,  PPT presentation, projector,  PPT presentation, projector,  PPT presentation, projector,  Teacher-made quiz
laptop, activity sheets laptop, activity sheets laptop, activity sheets laptop, activity sheets
III. LEARNING RESOURCES:
References:  Science Grade 7 Learners  Science Grade 7 Learners  Science Grade 7 Learners  Science Grade 7 Learners  Science Grade 7 Learners
Manual. Manual. Manual. Manual. Manual.
 A. Teachers Guide  Biology. Carmelita M.  Biology. Carmelita M.  Biology. Carmelita M.  Biology. Carmelita M.  Biology. Carmelita M.
pages: Capco et.al. Phoenix Capco et.al. Phoenix Capco et.al. Phoenix Capco et.al. Phoenix Capco et.al. Phoenix
B. Learners Module Publishing House. 2010. Publishing House. 2010. Publishing House. 2010. Publishing House. 2010. Publishing House. 2010.
pages
Other Learning Resources:  Images from Google, Canva,  Images from Google, Canva,  Images from Google, Canva,  Images from Google, Canva,  n/a
YouTube video YouTube video YouTube video, YouTube video,
 Science 7 DBOW  Science 7 DBOW  Science 7 DBOW  Science 7 DBOW
IV. PROCEDURES:
A. Reviewing previous  Ask the students about the  Give and example living  Ask the students: “What are  Let the students enumerate in  Let the students review their
lesson or presenting the main function of microscope. things. Ask the students: the characteristics of living order the levels of biological lesson about levels of
new lesson (Elicit) “What makes it alive?” things?” organization. biological organization for 10
minutes.

B. Establishing a purpose  Ask the students, “How do  Infer to the class that one of
for the lesson (Engage) you say that you’re alive?” the characteristics of living
things is having cellular
organization.
C. Presenting  Let the students do the group  Show a picture of human or
examples/instances of activity about living things vs. any living organism to the
the new lesson (Explore) non-living things. class. Ask them, “What makes
up the living organism?”

D. Discussing new concepts  Using the PPT presentation,  Explain how to do the  Using the PPT presentation,  Explain how to do the activity.
and practicing new skills discuss and process student’s activity. discuss and process student’s
(Explain) output. output.
E. Developing Mastery  Ask the students about the  Let the students do the  Let the students describe  Let the students do the  Explain to the class the
(Engage) characteristics of living activity. each level in the biological activity. instruction of the quiz.
organism. organization.  Let the students answer the
quiz.
F. Finding practical  Ask the students, “What is  Ask the students, “What is  Ask some suggestion to the  Ask some suggestion to the
application of concepts the importance of non-living the importance of non-living class on how to take care the class on how to take care the
& skills in daily living things to the living things to the living biological organization from biological organization from
organisms? organisms? cell to biosphere. cell to biosphere.
(Engage)
G. Making generalization &  Let the students share what  Let the students share what  Let the students share what  Let the students share what
abstractions about the they have learned to the class they have learned to the class they have learned to the class they have learned to the class
lesson (Elaborate) about today’s lesson. about today’s lesson. about today’s lesson. about today’s lesson.
H. Evaluating Learning  Let the students do the  Students output in the  Let the students answer a  Students output in the  Students output in the quiz.
(Evaluate) seatwork. activity. seatwork. activity..
I. Additional activities for  Bring materials for  What are the levels of  Bring materials for  Be ready for a quiz about  Make an advance reading
application/ tomorrow’s activity. biological organization? tomorrow’s activity. levels of biological about cell and its parts.
remediation/ Agreement organization next meeting.
(Extend)
V. REMARKS:
VI. REFLECTIONS:
 A. No. of learners who *** No. of cases who got a score: _____ and ____ above _____ and _____ below
earned 75% in the ____ Mirasol ____ Waling-Waling ____ Mirasol ____ Waling-Waling
evaluation
B. No. of learners who *** For students who scored _____ and below: ____ Mirasol ____ Waling-Waling
require additional
activities for
remediation who scored
below 75%
C. Did the remedial lesson *** No. of learners who caught up with the lesson: ____ Mirasol ____ Waling-Waling
work? *** After remediation/re-teaching, no. of students who scored ____ and above: ____ Mirasol ____ Waling-Waling
D. No. of learners who *** No. of students who scored ______ and below: ____ Mirasol ____ Waling-Waling
continue to require
remediation
E. Which of my teaching *** Pointers why it worked well:
strategies worked well? 1.
Why did this work? 2.
F. What difficulties did I *** Assistance from my:
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: Noted by:

MARIA ROSARIO M. JUNI ANNABELLE S. CRUZ GILORE E. OFRANCIA, MTM

Teacher II HT V, Science Dept. Principal IV
 Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
Schools Division Office - Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St., NIA Village, Sauyo, Q.C.

DAILY LESSON PLAN

Name: MARIA ROSARIO M. JUNI Level: 10 Subject: SCIENCE
Quarter: SECOND Learning Area: FORCE, MOTION AND ENERGY Week: 3 Date: Nov. 21-25, 2022
Schedule: 7:40-8:30 Thallium 8:50-9:40 Magnesium 10:30-11:20 Radon

Day MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date (Nov. 21, 2022) (Nov. 22, 2022) (Nov. 23, 2022) (Nov. 24, 2022) (Nov. 25, 2022)
I. OBJECTIVES:
A. Content Standard: The learners demonstrate an understanding of the different regions of the electromagnetic spectrum.
B. Performance Standard: N/A
C. Learning Competency: Cite examples of practical applications of the different regions of EM waves, such as the use of radio waves in telecommunications (S10-FE-IIc-d-48)
D. Specific Objectives: 1. Identify the different 1.Discuss the practical 1.Discuss the application of X- 1.Create a doodle notes about 1. Identify concepts related to
applications of light waves application of UV radiation in ray on medical diagnosis and electromagnetic spectrum the application of different
(visible light) identifying counterfeit bills engineering (concepts and applications) electromagnetic spectrum
2. Discuss how lasers and fiber and others 2.Discuss the medical and 2.Appreciate the importance of 2. Match the different EM
optics have improved 2.Appreciate the importance of industrial uses of gamma rays microwave and infrared waves to its correct
communications electromagnetic spectrum in 3.Appreciate the importance of waves transmission to real life application
3. Appreciate the importance of our daily life radio wave transmission to activities 3. Answer the quiz correctly
electromagnetic wave in our real life activities and honestly
daily life
II. CONTENT (SUBJECT MATTER):
Topic: ELECTROMAGNETIC WAVE ELECTROMAGNETIC WAVE ELECTROMAGNETIC WAVE ELECTROMAGNETIC WAVE ELECTROMAGNETIC WAVE
Sub-topic: Practical Application of Practical Application of UV Practical Application of X- Electromagnetic Spectrum Quiz about Application of
Light Waves Radiation rays and Gamma rays Doodle Notes Activity different EM Spectrum
Materials Needed:  PPT presentation, projector,  PPT presentation, projector,  PPT presentation, projector,  PPT presentation, projector,  Teacher-made quiz, calculator
laptop, activity sheets laptop, activity sheets laptop, activity sheets laptop, activity sheets,
calculator
III. LEARNING RESOURCES:
References:  Science Grade 10 Learners  Science Grade 10 Learners  Science Grade 10 Learners  Science Grade 10 Learners  Science Grade 10 Learners
Book. Book. Book. Book. Book.
 A. Teachers Guide  You and the Natural World  You and the Natural World  You and the Natural World  You and the Natural World  You and the Natural World
pages: Physics. Navaza, Delia et.al. Physics. Navaza, Delia et.al. Physics. Navaza, Delia et.al. Physics. Navaza, Delia et.al. Physics. Navaza, Delia et.al.
B. Learners Module Phoenix Publishing House. Phoenix Publishing House. Phoenix Publishing House. Phoenix Publishing House. Phoenix Publishing House.
2010. 2010. 2010. 2010. 2010.
pages
Other Learning Resources:  Images from Google, Canva,  Images from Google, Canva,  Images from Google, Canva,  Images from Google, Canva, n/a
YouTube video YouTube video YouTube video YouTube video
 Science 10 DBOW  Science 10 DBOW  Science 10 DBOW  Science 10 DBOW
IV. PROCEDURES:
A. Reviewing previous  Ask the students to  Ask the students to  Ask the students to  Ask the students to  Let the students review their
lesson or presenting the enumerate some applications enumerate some applications enumerate some applications enumerate some applications lesson about EM spectrum for
new lesson (Elicit) of radio waves microwaves of visible light. of UV wave. of X-ray and Gamma rays. 10 minutes.
and infrared.
B. Establishing a purpose  Infer to the class the topic of Infer to the class the topic of  Infer to the class the topic of
for the lesson (Engage) the next reporter. the next reporter. the next reporter.
C. Presenting
examples/instances of
the new lesson (Explore)
D. Discussing new concepts  Let the group assigned  Let the group assigned  Let the group assigned discuss
and practicing new skills discuss the applications of discuss the applications of the applications of X-ray and
(Explain) visible light (light waves). ultraviolet waves. Gamma ray.
E. Developing Mastery  The group assigned will post  The group assigned will post  The group assigned will post  Let the students create a  Explain to the class the
(Engage) questions regarding their questions regarding their questions regarding their doodle note regarding instruction of the quiz.
topic. topic. topic. concepts and applications of  Let the students answer the
electromagnetic spectrum. quiz.
F. Finding practical 
application of concepts
& skills in daily living
(Engage)
G. Making generalization &  Ask the students what they  Ask the students what they  Ask the students what they
abstractions about the have learned about today’s have learned about today’s have learned about today’s
lesson (Elaborate) lesson. lesson. lesson.
H. Evaluating Learning  Answer the seatwork.  Answer the seatwork.  Answer the seatwork.  Students output in the doodle  Students output in the quiz.
(Evaluate) note activity.
I. Additional activities for  Make an advance reading  Make an advance reading  Bring the materials for  Be ready for a quiz about  Make an advance reading
application/ about practical application of about practical application of tomorrows activity. practical application of EM about our next topic.
remediation/ Agreement ultraviolet waves. X-rays and Gamma rays. wave next meeting.
(Extend)
V. REMARKS:
VI. REFLECTIONS:
A. No. of learners who *** No. of cases who got a score: _____ and ____ above _____ and _____ below
earned 75% in the ____ Thallium ____ Magnesium ____ Radon
evaluation
B. No. of learners who *** For students who scored _____ and below: ____ Thallium ____ Magnesium ____ Radon
 require additional
activities for
remediation who scored
below 75%
C. Did the remedial lesson *** No. of learners who caught up with the lesson: ____ Thallium ____ Magnesium ____ Radon
work? *** After remediation/re-teaching, no. of students who scored ____ and above: ____ Thallium ____ Magnesium ____ Radon
D. No. of learners who *** No. of students who scored ______ and below: ____ Thallium ____ Magnesium ____ Radon
continue to require
remediation
E. Which of my teaching *** Pointers why it worked well:
strategies worked well? 1.
Why did this work? 2.
F. What difficulties did I *** Assistance from my:
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: Noted by:

MARIA ROSARIO M. JUNI ANNABELLE S. CRUZ GILORE E. OFRANCIA, MTM

Teacher II HT V, Science Dept. Principal IV