GRADE 1 School MALIBAGO NHS Grade Level GRADE 7

to 12 Learning
DAILY Teacher MAUREEN S. LAWSIN T.L.E
Area
LESSON LOG
Teaching Dates and October 24, 2023
Quarter First
Time 11:00-11:45

I. OBJECTIVES ANNOTATIONS
Demonstrate an understanding of conversion of computer Teacher communicates
A. Content Standards
number systems. goals and objectives for
B. Performance Standards The learners convert the number systems in practical student learning, so
scenarios students can see more
Learning: Competency: Apply conversion of easily the connections
Computer Number Systems between what they are
doing in class and what
Objective: they are supposed to
Demonstrate conversion of decimal to binary learn.

Mathematics integration: Applied knowledge of

Conversion, Division, Integer content within and
C. Learning Competencies/ across curriculum
Objectives Values integration: Collaboration and Cooperation teaching areas.
(Write the LC code) among the students

Literacy: Be able to read the lesson that was

Used a range of teaching
presented. strategies that enhance
Be able to rearrange the letters to form a learner achievement in
meaningful phrase. literacy and numeracy
skills.
Numeracy: Be able to apply conversion
II. CONTENT CONVERSION OF COMPUTER NUMBER SYSTEMS:
BINARY
III. LEARNING
RESOURCES
A. References Lesson Exemplar for TLE (ICT) – Week 3
1. Teacher’s Guide Page 5
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
ELICIT
(Review lesson) It teaches the
Activity #1 learners to evaluate
The learners will choose any number that will be flashed information and ensuring
on the screen and answer its corresponding questions. learners learned the
A. Reviewing the previous previous lesson and
lesson or presenting the ready to learn another
new lesson lesson.

B. Presenting
examples/instances of the Presentation of the lesson objective
new lesson

Activity #2 (Group Activity)

 ENGAGE
“UNSCRAMBLE QUEST”
In this part, activates
Scrambled letters: learners' prior knowledge
and build curiosity about
NOCTVER ICDAL ME OT NBIRYA a new topic. Before
discussing the lesson,
Instructions: students challenge to
1. Unscramble: Rearrange the letters to form a preconceived ideas
meaningful phrase. about key concepts
2. Hint: This phrase involves representing values given. Using this
and changing from one form to another. strategy stimulates
3. Write your answer on the strip. students’ interest in a
topic.
Note: Allotted time is 3 minutes only

EXPLORE

Activity # 3 (Individual Activity) Creating an active

C. Discussing new concepts environment
and practicing new skills #1 A. “DIVIDE ME BY 2” Learners learn better in
an environment where
Game Play: they can perform several
1. Divide the number that will be flashed on the hands-on activities.
screen by 2.
2. Use integer quotient obtained as the dividend for
the next step.
3. Continue dividing the quotient by 2 until the It's a hands-on
D. Discussing new concepts quotient becomes 0. approach to learning,
and practicing new skills #2 4. Separate the quotient and the remainder. meaning learners must
5. Write down the remainders in reverse. interact with their
environment in order to
Note: Allotted time is 5 minutes only adapt and learn.

B. “BINARY BREAKOUT” (Group Activity)

Game Play:
1. Convert decimal to binary.
2. Each group will be given binary cards to show their
answers.

Note: Allotted time is 2 minutes only for each decimal

number.

EXPLAIN
Encourage learners
F. Developing mastery What can you say about the activities? to think beyond literal
(leads to Formative Is it challenging? Why? questions. Higher-order
Assessment) questions promote
How to convert decimal number to binary? critical thinking skills
because these types of
questions expect
students to apply,
G. Finding practical ELABORATE analyze, synthesize, and
applications of evaluate information
concepts and Why converting decimal to binary is important? instead of simply
skills in daily Give an example of a real-world situation where recalling facts.
living converting decimal to binary is necessary?
H. Making generalizations Feedback ought to
and abstractions about the be analytical, to be
lesson suggestive, and to come
at a time when learners
are interested in it. The
What are the steps to convert decimal to binary? mere repetition of tasks
by learners—whether
manual or intellectual—is
 likely to lead to improved
skills or keener insights.

Assessment for Learning

EVALUATE (Formative Assessment)
Assess a learner’s
DIRECTIONS: Convert decimal number to binary. comprehension and
understanding of a skill
1. 7 or lesson during the
2. 8 learning and teaching
3. 9 process. It allows
4. 10 teachers to monitor
I. Evaluating learning
5. 11 learners on a day-to-day
basis and modify their
teaching based on what
the learners learned.
This assessment
provides learners with
the timely, specific
feedback that they need
to adjust their learning.

EXTEND
J. Additional activities
Help learners prepare
Directions: Answer the question below. Write your answer for the next class
for application or
on a ½ crosswise piece of paper. session.
remediation
1. What is an Octal Number System?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
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 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:

MAUREEN S. LAWSIN BRENDA M. AGNER

Subject Teacher Department Head/ MT-1

Noted :

MARIA THERESA T. TIOZON

School Principal
Group 1
1. What is matter?
2. What are the physical states of matter?

Group 2
3. Describe the arrangement of particles in:
 a. Solid -
b. Liquid -
c. Gas -

Group 3
4. Describe the characteristics of:
a. Solid -
b. Liquid -
c. Gas –

viscosity – the property of fluids by which they offer resistance to

flow or to change in the arrangement of their molecules

compressibility – the property of a material to be pressed or

squeezed so as to become smaller or fills less space
Matter – is anything that has mass and occupies space

Volume – is the space occupied by an object

Activity 1
“Which is matter, which is not?”
Among the materials listed, which do you think is classified as matter? Put a check (√) under the
appropriate column in Table 1. With your group mates, discuss the reason to explain your answer for
each sample. Write your answer in the last column.
1. Prayer
2. Checking of attendance
3. groupings
4. group- syringe
5. group- jumbled letters

1. Push the plunger of the syringe until it reaches to zero.

Can you push the plunger all the way through the syringe? Why or why
not?

2. This time,suck water from the container up to the 30-mL level of the syringe. Cover
tightly the tip of the syringe with your thumb and push the plunger. Did the plunger
move or were you able to push the plunger? What do you feel as you push the
plunger?

3. Empty water from the plunger. Pull the plunger of the syringe until it reaches the 30
mL mark of the syringe. What is inside the plunger?
Press your thumb on the tip of the plunger and use your other thumb to push the
plunger once. Can you push the plunger all the way through the syringe while your
thumb presses on the tip of the plunger? Why or why not?
 GRADE 1 to School MALIBAGO NHS Grade Level GRADE 8
12 Learning
DAILY Teacher GENAVIA CORBES-SABULAO SCIENCE
Area
LESSON LOG
Teaching Dates and November 26, 2018/
Quarter THIRD
Time 7:30- 8:30; 9:45-11:45
I. OBJECTIVES
The learners demonstrate an understanding of the identity of a substance
A. Content Standards
according to its atomic structure.
B. Performance Standards
 The learners should be able to determine the number of protons, neutrons,
C. Learning Competencies/
and electrons in a particular atom.
Objectives
(Write the LC code) S8MT-IIIe-f-10
II. CONTENT Atomic Structure
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 131-132
2. Learner’s Materials pages p. 191-195
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES ELICIT

A. Reviewing previous lesson or Choose any of the shapes below and answer its corresponding question.
presenting the new lesson (Power point presentation)

B. Establishing a purpose for the ENGAGE

lesson
Presentation of the lesson objective

Group work. Loop a word.

N E U T R A L I A N
E L E C T R O N E F
C. Presenting examples/instances of N U C L E U S U B L
the new lesson O E A E L S T R O D
T G G A Q R T O M W
O R A A O A T O M R
R M I N T J R D E Y
P T O B I I S H T S
I R U C O L V A S I
P O S I T I V E A P

D. Discussing new concepts and EXPLORE

practicing new skills #1
A. Video Presentation

Activity 1 Comparing Subatomic Particles

E. Discussing new concepts and B. Video Presentation

practicing new skills #2

Activity 2 Count Me In!

Using the Periodic Table of Elements, complete the chart below.

(Group)

Table 1 Atomic Structure Worksheet

Element Symbol Atomic No. Mass No. Protons Neutrons Electrons
Iron 26 56
Bromine 35 35
Iodine 127
Sulfur 16 32
F. Developing mastery (leads to
 EXPLAIN
1. How do you determine the atomic number? Mass number?
2. How do you determine the number of protons, electrons and neutrons in
Formative Assessment 3)
a neutral atom?

G. Finding practical ELABORATE

applications of concepts Complete the table below. (Individual)
and skills in daily living
Element Symbol Atomic No. Mass No. Protons Neutrons Electrons

Nitrogen 7
O 16
Pb 207 82

H. Making generalizations and What makes up the atomic number of an atom?

abstractions about the lesson How will you determine the mass number of an atom?

EVALUATE

Using your periodic table, complete the chart below.

Atomic No. Mass No. Element Symbol p+ e- n˚

I. Evaluating learning 23 12

19 K

27

EXTEND

Determine the number of protons, electrons and neutrons, mass

number and atomic mass of the following:
J. Additional activities for application
or remediation 1. Gold
2. Silver
3. Cooper
4. Calcium
5. Magnesium

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

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 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 :

GENAVIA CORBES-SABULAO
Science Educator

Approved :

MARIA THERESA T. TIOZON

School Head
 GRADE 1 to 12 School MALIBAGO NHS Grade Level GRADE 8
DAILY
Learning
LESSON LOG Teacher GENAVIA CORBES-SABULAO SCIENCE
Area
Teaching Dates September 12, 2018/ 7:30- 8:30;
Quarter SECOND
and Time 9:45-11:45
I. OBJECTIVES
The learners demonstrate an understanding of the formation of
A. Content Standards
typhoons and their movement within the PAR.
B. Performance Standards The learners should be able to demonstrate precautionary measures
before, during and after a typhoon, including following advisories,
storm signals and calls for evacuation given by government agencies
in charge.
Trace the path of typhoons that enter the Philippine Area of
C. Learning Competencies/
Objectives Responsibility (PAR) using a map and tracking data.
(Write the LC code) S8ES-IIf-21
II. CONTENT Understanding Typhoons
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 97-98
2. Learner’s Materials pages 144-146
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Exploring Life Through Science 8
IV. PROCEDURES ELICIT

A. Reviewing previous lesson or Group work Arrange the jumbled letters and say something about it.
presenting the new lesson Group 1- HYTPONO Group 3- PIRTOLAC SESIOPDERN
Group 2- LOCNEY Group 4- CAPILTOR SMORT

B. Establishing a purpose for the Why do you think Philippines is prone to typhoons?
lesson
ENGAGE
C. Presenting examples/instances
Name some typhoons that hit Eastern Visayas.
of
the new lesson

D. Discussing new concepts and EXPLORE

practicing new skills #1
A. Activity 2 Tracking a Tropical Cyclone, pp. 144- 146
- Where did Sendong form?
- When did Sendong enter the PAR?
- When did Sendong leave the PAR?
- In what direction did Sendong move?

B. https://www.researchgate.net/figure/Track-of-Super-Typhoon-haiyan-
E. Discussing new concepts and
through-the-Philippine-Area-of-Responsibility-PAR_fig1_275225085
practicing new skills #2
(Tracking the path of super typhoon Yolanda)

F. Developing mastery (leads to

Formative Assessment 3) EXPLAIN

- When did super typhoon Yolanda enter the PAR?

- Where did it had its landfall?
- How many times did it had its landfall?
 - When did it leave the PAR?
- In what direction did it move?
- What are the affected towns/ cities?

ELABORATE
G. Finding practical
applications of concepts What did you do during super typhoon Yolanda?
and skills in daily living How was your life affected by this calamity?
What will you do to avoid the ill effects of natural calamities such as
typhoons?

H. Making generalizations and Why does PAGASA regularly monitors when a tropical cyclone is within
abstractions about the lesson PAR?

EVALUATE

Use the picture of track of TS Urduja to answer the questions below.

I. Evaluating learning

1. When did TS Urduja enter PAR?

2. Where and when did it had its landfall?
3. In what direction did it move?
4. When did it leave the PAR?

EXTEND
Fill up the table on what to do before, during and after a typhoon.
J. Additional activities for BEFORE DURING AFTER
application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
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 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: Noted :

GENAVIA CORBES-SABULAO MARIA THERESA T. TIOZON
Teacher School Head

Approved:

SOCORRO B. AUSA
EPS, Science