021DAILY LESSON LOG

School: OSLOB NATIONAL NATIONAL HIGH SCHOOL Grade Level: GRADE 12

Teacher HAZEL D. GUMAPON Learning Area DISASTER READINESS AND RISK REDUCTION
Teaching Dates APRIL 20, 2022 Quarter 3
Teaching Time 10:45 – 11:45 AM Section 12 GAS- BREAD AND PASTRY

Monday Wednesday Wednesday Thursday Friday

I. LEARNING COMPETENCY Identify various potential earthquake hazards (DRR11/12-If-g-1,)
Analyze the effects of the different earthquake hazards. (DRR11/12-Id-19
A. Content Standards The learners demonstrate understanding of potential earthquake hazards.
B. Performance Standards Develop a family emergency preparedness plan to guide them on what to do before, during, and after an earthquake.
C. Learning Objectives K – Identify the possible different effects of a major earthquake.
S – Relate the different effects with associated earthquake hazards.
A – Identify and explain the different earthquake-related hazards that can affect the home and community.
EARTHQUAKE HAZARDS AND RISK REDUCTION METHODS
E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources SLM in DRRR Q1-Module 11: Vulnerability in Disaster
DRRR Teacher’s Guide

F. PROCEDURES
A. Review previews lesson or Ask learners these questions: Show a video clip that shows historical disastrous event
presenting a new lesson 1. Have you experience earthquake in the past? happened in our country.
2. Can you describe what you felt during the
earthquake?
3. What you did , and what effects you saw after the
earthquake.
B. Establishing a purpose for the Show the Specific Learning Outcomes for the lesson Q1: What can you say about the video clip?
lesson through powerpoint presentation
C. Presenting examples/ Q1: What would happen if a very strong typhoon Emphasize how the Philippines is one of the most
instances of new lesson passes through a highly populated city? hazardous countries in the world, having more than 20
tropical cyclones in a year, earthquakes everyday, and
more than 20 active volcanoes found all over the
 country.

Q2: What if instead, the strong typhoon passed through Activity 1: Introduce the basic definition of hazard
an uninhabited island without people, would this still and disaster. Differentiate hazard and disaster.
result in a disaster? Why? Why not?
D. Discussing new concepts Activity 1: CASE 1! Activity 2: Beyond our Imagination!
and practicing new skills #1 Place a pingpong ball and an egg on the edge of egg Observing and studying the different images on pages 11 and
tray. Shake the tray in a vigorous manner. 12.
Place a new hardboiled egg on the edge of the egg tray. Q1. What do you observe?
Shake the egg tray again this time in a slow and gentle Q2. When do you consider a community is capable and efficient
manner. to reduce disaster risk?
Q1: Compare what will happen to pingpong ball and the
egg?
E. Discussing new concepts The demonstration shows the concept of vulnerability. Finding places with higher vulnerabilities inside the campus,
and practicing new skills #2 Both elements (egg and pingpong ball) were exposed to Q1. What are the possible problems that you were able to identify?
the same shaking by both falling off the egg tray. But only Q2: As a concerned student of DRRR, what possible solutions to the
the vulnerable element ( the egg) suffered damage/ loss problem can you suggest?
whereas the element that was not vulnerable did not
suffer any damage/ loss. Both the egg and pingpong ball
were susceptible but only the egg was vulnerable.
F. Developing mastery Assessment: Answer “What’s new” Situation 1 and 2 on pg. 8 Assessment: Answer pg.19 of your module
(Leads to formative and 9 of your module.
assessment)
G. Finding practical How will you prevent disaster risk in your daily living? How will you prevent disaster risk in your daily living?
applications of concepts
and skills in daily living
H. Making generalizations and Q1. What are the effects of hazard? Describe how did Rutherford’s achieve in his work on subatomic
abstractions about the Q2. What are the factors affecting vulnerability of one’s particles of matter?
lesson community?
I. Evaluating learning Answer pg. 15 in your module 8. Answer pg. 15 in your SLM
Scoring Rubrics Scoring Rubrics
15 – complete and correct answers 15 – complete and correct answers
12 – complete but 3mistakes with wrong spelling 12 – complete but 3mistakes with wrong spelling
10 – 5 mistakes 10 – 5 mistakes
5 – 10 mistakes 5 – 10 mistakes
0 – no correct answer 0 – no correct answer
J. Additional activities for
application or remediation
G. REMARKS
 H. REFLECTION
A. No. of learners who earned
70% on the formative
assessment
B. No of learners who require
additional activities for
remediation
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 this 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: HAZEL D. GUMAPON Checked by: CASSIUS CAESAR Z. AUDIENCIA II Noted by: JOSE GLENN L. NIERE
DRRR Teacher School Principal Oslob PSDS
 DAILY LESSON LOG

School: CAŇANG-MARCELO LUNA NATIONAL HIGH SCHOOL Grade Level: GRADE 8

Teacher VIOLETA L. RENDON Learning Area SCIENCE 8
Teaching Dates MARCH 21 - 25, 2022 Quarter 3
Teaching Time 8:45 - 9:45 Section LOVE

Monday Wednesday Wednesday Thursday Friday

I. LEARNING COMPETENCY Determine the number of protons, neutrons, and electrons in a particular atom. (MELC Week 5-6 S8MT-IIIe-f-10)
A. Content Standards The particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures.
B. Performance Standards The identity of a substance according to its atomic structure
C. Learning Objectives K – 1. Identify the subatomic particles associated with mass number .
2. Identify the electric charge of an atom and its subatomic particles.
S – 1. Determine the number of neutrons from the mass number .
2. Interpret shorthand notations for isotopes and atoms.
A – Realize the importance of atoms in our lives.
D. CONTENT PLUM PUDDING AND NUCLEAR MODELS OF THE ATOM THE NUMMBER OF SUBATOMIC PARTICLES IN ATOMS, IONS
AND ISOTOPES
E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources SLM in Science 8 Q3-Module 3: Atoms – Inside Out SLM in Science 8 Q3-Module 3: The Atoms – Inside Out
F. PROCEDURES
A. Review previews lesson or What are the properties of subatomic particles of an How did Rutherford’s achieve in his work on
presenting a new lesson atom? subatomic particles of matter?
B. Establishing a purpose for the What are the fundamental properties of electricity? What are the charges of subatomic particles?
lesson Where each one located in an atom?
C. Presenting examples/ Activity 1: Small but Terrible! Activity 1: FIND ME!
instances of new lesson Use your Periodic Table of Elements
What are in the periodic table?
I want you to familiarize the elements in the periodic
table as well as its symbols.
 Direction: Please look at pg. 10 of your SLM. Direction: Answer the ff. questions
Q1. Have you eaten a watermelon? Did you notice 1. What is the element with an atomic number of 15?
the seeds that are embedded inside the fruit? 2. How many protons does the atom of this element
Q2. Don’t you know that Thomson’s atomic model have?
can be compared to a watermelon fruit with 3. How many electrons are there in an atom of
seeds described as the negatively-charged aluminum (Al)?
particles called electrons? 4. Among the elements in the periodic table, which
Q3. What does the whole watermelon fruit has the smallest number of proton?
represent?
Q4. What do the seeds inside the watermelon fruit
represent?
D. Discussing new concepts Activity 2: Beyond our Imagination! ATIVITY 2: NEUTRAL ATOMS, IONS AND ISOTOPES
and practicing new skills #1 Please proceed to pgs. 11and 12 and read silently. (in pgs. 17 – 20 in SLM)
Q1. What do you observe? What happened to the The teacher discusses of what are neutral atoms, ions
pen when it hit the plastic straw? and isotopes
Q2. Where can you see most of the pen’s markings? What makes isotopes different from ions and neutral
atoms?
E. Discussing new concepts What is Rutherford’s nuclear model? Activity 3: IDENTIFYING ION AS CATION OR ANION
and practicing new skills #2 What is the specific term of particles of an in When can you say that the element is cation or anion?
Rutherford’s team in proposing atomic model? Why?
F. Developing mastery Assessment: Answer Assessment in your notes in Assessment: Answer Assessment in your notes in pgs.
(Leads to formative pgs. 22-24 in your SLM. (Note: This part was not 22-24 in your SLM.
assessment) realized last week)
G. Finding practical How will you apply in our human life situation about What can you do or to help a person having a mild skin
applications of concepts the subatomic particle in our day to day living? disease?
and skills in daily living
H. Making generalizations and Describe how did Rutherford’s achieve in his work Can you give the use of isotopes to us? Does it
abstractions about the on subatomic particles of matter? important? Why?
lesson
I. Evaluating learning Answer pg. 15 in your SLM Read pg. 21 of your SLM and comprehend the
Scoring Rubrics situation given in pg. 22, then answer the question in
15 – complete and correct answers the same pg.
12 – complete but 3mistakes with wrong spelling Scoring Rubrics:
10 – 5 mistakes 15 points: Discussions do not have misconceptions; with
5 – 10 mistakes complete scientific evidence.
0 – no correct answer 10 points: Discussions do not completely show scientific
evidence.
5: Discussions do not show complete scientific evidence;
with misconceptions.
0: There is no discussion.
J. Additional activities for
 application or remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned
70% on the formative
assessment
B. No of learners who require
additional activities for
remediation
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 this 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: VIOLETA L. RENDON Checked by: MICHAEL ANGELO S. MAGALSO Noted by: JOSE GLENN L. NIERE
Science Teacher OIC – School Principal Oslob PSDS