Aurelio Arago Memorial National High GRADE

SCHOOL 12
DAILY School LEVEL
LESSON LOG TEACHER Criscel R. De Chavez SUBJECT EARTH AND LIFE SCIENCE
(QUARTER 1)

Teaching Dates, DATE TIME SECTION DATE TIME SECTION

Time and Section September 11,2023 7:30-9:30 HUMSS 12 HIRAYA September 12, 10:00-12:00 HUMSS 12 HIRAYA
2023
September 12, 7:30-9:30 ABM 12 Executive 07:30-9:30 ABM 12 Executive
2023 September 15,
10:00-12:00 HE 12 Bordeaux 2023 07:30-9:30 HE 12 Bordeaux
September 13,
2023 September 14,
2023
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards The students understanding of the formation of the universe and the solar system. The students understanding of the formation of the
universe and the solar system
B. Performance Standards The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may
experience
C. Learning MELC State the different hypotheses explaining the MELC Describe the different hypotheses explaining the origin of the solar
Competencies/Objectives origin of the universe. S11/12ES-Ia-e-1 system. S11/12ES-Ia-e-2
(with Codes)
I. ORIGIN AND STRUCTURE OF THE EARTH
II. CONTENT A. Universe and Solar System
III. LEARNING RESOURCES
A. References
1. Teachers’ Guide Pages None None
2. Learners’ Materials Pages None None
3. Textbook Pages None None
4. Additional Materials From Self-Learning Module and Activity Sheets Self-Learning Module and Activity Sheets
Learning Resource (LR)
Portal
B. Other Learning Resources DLP, powerpoint presentation of the topic, laptop DLP, powerpoint presentation of the topic, laptop
IV. PROCEDURES
 A. Reviewing previous lesson ● Students will recall their learnings in junior high school  Teacher will present a video presentation regarding the universe.
or presenting the new lesson regarding the solar system.  Learners will be watching a video clip and will present their idea on the
board.
Key questions:
HOTS: "What will happen to a planet without GHG?"

"What is the importance of H2O in maintaining the temperature of a

planet?"

 "Why do Venus and Mars has no Global Magnetic Field?"

B. Establishing a purpose for Acquire: Acquire:
the lesson ● Teacher will show the picture of the milky way. ● Learners will be watching a video clip and will present their idea on
● Teacher will discuss the structure, composition, age, the board.
cycle and expanding of a universe Key questions:
Key questions: HOTS: "What will happen to a planet without GHG?"
HOTS: "Why does the universe needs to expand?"
HOTS: "How does the Doppler effect explain the "What is the importance of H2O in maintaining the temperature
expansion of the universe?" of a planet?"
C. Presenting
HOTS: "Relate heat to the expansion of the
examples/Instances
universe" "Why do Venus and Mars has no Global Magnetic Field?"
of the new lesson

D. Discussing new concepts Application: Application:

and practicing new skills # 1 The teacher will distribute the article about the 3 theories of the Habitable or Not? Using the checklist provided, learners will evaluate unknown
universe. The learners will read and collaborate to each other. planets and moons if they are habitable.
E. Discussing new concepts Application: .
and practicing new skills # 2 Leaners will collaborate with each other and discuss the theories
F. Developing mastery and hypothesis of the origin of the solar system.
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning

J. Additional activities for

application or remediation
V. Remarks:
VI. Reflection:
A. No. of learners who earned 80%
on the formative assesment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediations
E. Which of my teaching strategies
work 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?

CRISCEL R. DE CHAVEZ CRISCEL R. DE CHAVEZ

Prepared by: Teacher Teacher

JEROME C. PANED JEROME C. PANED

Head Teacher IV, OIC-SHS Assistant Principal Head Teacher IV, OIC-SHS Assistant Principal
Inspected by:

ANDRELYN D. MACADAEG PhD ANDRELYN D. MACADAEG PhD

Principal III Principal III
 GRADE
SCHOOL Aurelio Arago Memorial National High 12
DAILY LEVEL
School
LESSON LOG TEACHER Criscel R. De Chavez SUBJECT EARTH AND LIFE SCIENCE
(QUARTER 1)

Teaching Dates, DATE TIME SECTION DATE TIME SECTION

Time and Section September 25,2023 7:30-9:30 HUMSS 12 HIRAYA September 26, 10:00-12:00 HUMSS 12 HIRAYA
2023
September 26, 7:30-9:30 ABM 12 Executive 07:30-9:30 ABM 12 Executive
2023 September 29,
10:00-12:00 HE 12 Bordeaux 2023 07:30-9:30 HE 12 Bordeaux
September 27,
2023 September 28,
2023
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
II. Content The three main categories of rocks.
Standards
III. Performance Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience
Standards
C. Learning MELC Identify common rock-forming minerals using their MELC Identify common rock-forming minerals using their physical and
Competencies/Objectives physical and chemical properties. chemical properties.
(with Codes) S11/12ES-Ia-9 S11/12ES-Ia-9
CONTENT The three main categories of rocks The three main categories of rocks
IV. LEARNING
RESOURCES
D.References
5. Teachers’ Guide Pages None None
6. Learners’ Materials Pages None None
7. Textbook Pages None None
8. Additional Materials From Self-Learning Module and Activity Sheets Self-Learning Module and Activity Sheets
Learning Resource (LR)
Portal
E. Other Learning Resources DLP, powerpoint presentation of the topic, laptop DLP, powerpoint presentation of the topic, laptop
V. PROCEDURES
A. Reviewing previous lesson Begin the lesson by discussing the different types of rocks Ask students to share their knowledge about the physical and
 or presenting the new lesson and minerals students are familiar with. chemical properties of minerals.

B. Establishing a purpose for Show a video clip featuring stunning rock formations and Conduct a quick "Guess the Mineral" game where students are shown
the lesson minerals to capture students' attention and spark their close-up images of different minerals and have to guess their names.
C. Presenting curiosity.
examples/Instances
of the new lesson
Activity : Mineral Research Project
Activity : Mineral Research Project Materials: Internet access, research materials (books, articles, etc.)
D. Discussing new concepts Materials: Internet access, research materials (books, Instructions:
and practicing new skills articles, etc.) 1. Assign each student a specific mineral to research.
#1 Instructions: 2. Instruct students to gather information about the physical
1. Assign each student a specific mineral to research. and chemical properties, occurrence, and uses of their
2. Instruct students to gather information about the assigned mineral.
E. Discussing new concepts physical and chemical properties, occurrence, and 3. Students should create a presentation or report summarizing
and practicing new skills uses of their assigned mineral. their findings.
#2 3. Students should create a presentation or report 4. Provide time for students to present their research to the
F. Developing mastery summarizing their findings. class.
(leads to Formative 4. Provide time for students to present their research Rubric:
Assessment 3) to the class. - Accuracy and depth of research: 10 points
G. Finding practical Rubric: - Clarity and organization of presentation / report : 5 points
application of concepts - Accuracy and depth of research: 10 points Assessment Questions:
and skills in daily living - Clarity and organization of presentation / report : 5 1. How can the physical properties of minerals affect their
points uses in various industries?
Assessment Questions: 2. What are the common chemical properties that can be
1. How can the physical properties of minerals affect found in rock-forming minerals?
their uses in various industries?
2. What are the common chemical properties that
can be found in rock-forming minerals?

H. Making generalizations Use visual aids, such as diagrams or charts, to explain the Use visual aids, such as diagrams or charts, to explain the chemical
and abstractions about the chemical properties of minerals and their role in identifying properties of minerals and their role in identifying specific types of rocks
lesson specific types of rocks.
I Evaluating learning Conduct a hands-on activity where students simulate the Conduct a hands-on activity where students simulate the process of
process of mineral formation by creating their own crystals mineral formation by creating their own crystals using common
using common household materials. household materials.
 J. Additional activities for Assign a project where students have to create a mineral Assign a project where students have to create a mineral identification
application or remediation identification guidebook, showcasing their understanding of guidebook, showcasing their understanding of the topic.
the topic.

VI. Remarks:
VII. Reflection:
A. No. of learners who earned 80% on the
formative assesment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work?
D. No. of learners who continue to require
remediations
E. Which of my teaching strategies work
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?

CRISCEL R. DE CHAVEZ CRISCEL R. DE CHAVEZ

Prepared by: Teacher Teacher

JEROME C. PANED JEROME C. PANED

Head Teacher IV, OIC-SHS Assistant Principal Head Teacher IV, OIC-SHS Assistant Principal
Inspected by:

ANDRELYN D. MACADAEG PhD ANDRELYN D. MACADAEG PhD

Principal III Principal III
 Aurelio Arago Memorial National High GRADE
SCHOOL 12
DAILY School LEVEL
LESSON LOG TEACHER Criscel R. De Chavez SUBJECT Physical Education
(QUARTER 1)

Teaching Dates, DATE TIME SECTION

Time and Section September 11,2023 10:00-12:00 HUMSS 12 PUHON

September 14, 2023 10:00- 12:00 HE 12 HILTON

September 15, 2023 10:00-12:00 STEM 12 Supernova

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A.Content Standards The learner demonstrates understanding of dance in optimizing one’s health; as requisite for physical activity assessment performance,
and as a career opportunity.
B. Performance Standards The learner leads dance events with proficiency and confidence resulting in independent pursuit and in influencing others positively
C.Learning Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet PEH12FH-Ig-i-6
Competencies/Objectives (with
Codes)
II. CONTENT
III. LEARNING RESOURCES
F. References
9. Teachers’ Guide Pages None
Learners’ Materials Pages None
Textbook Pages None
Additional Materials From Self-Learning Module and Activity Sheets
Learning Resource (LR)
Portal
G.Other Learning Resources DLP, powerpoint presentation of the topic, laptop
IV. PROCEDURES
A. Analysis After completing each activity, students will analyze their self-assessment results, barrier rankings, and diet evaluation to identify
patterns and areas for improvement. They will reflect on their individual strengths and weaknesses in relation to HRF and develop
strategies to address any identified areas of concern.
B. Abstraction Students will synthesize the information gathered from the activities and draw conclusions about their overall health-related fitness
status, barriers to physical activity, and dietary habits. They will identify common themes and trends among their peers and compare
 their results to national health guidelines.
C. Application Students will be given a real-life problem related to the objective, such as designing a fitness program for a sedentary individual or
creating a healthy meal plan for a busy professional. They will apply their knowledge of HRF assessment, barriers to physical activity, and
diet evaluation to develop practical solutions to the problem.
D. Assessment Teachers can assess student learning through various methods such as
-Observation of student participation and engagement during activities
-Analysis of completed assessment forms, worksheets and food diaries
-Class discussion and oral presentations of reflections and recommendations
-Quizzes or written assessment on the concepts and principles covered in the lesson.
E. Assignment Students can be tasked to create a personal fitness and nutrition plan based on their self-assessment results and analysis. They should
include specific goals, strategies to overcome barriers, and a detailed plan for incorporating physical activity and healthy eating into their
daily lives. Students can also be asked to track their progress over a period of time and provide regular updates on their journey towards
improved health-related fitness.
V. Remarks:
VI. Reflection:
A. No. of learners who earned 80% on the
formative assesment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work?
D. No. of learners who continue to require
remediations
E. Which of my teaching strategies work
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: CRISCEL R. DE CHAVEZ

Teacher

JEROME C. PANED
Head Teacher IV, OIC-SHS Assistant Principal
Inspected by:

ANDRELYN D. MACADAEG PhD

Principal III
 Aurelio Arago Memorial National High GRADE
SCHOOL 12
DAILY School LEVEL
LESSON LOG TEACHER Criscel R. De Chavez SUBJECT Physical Education
(QUARTER 1)

Teaching Dates, DATE TIME SECTION

Time and Section September 18,2023 (Kapakyanan Festival) 10:00-12:00 HUMSS 12 PUHON

September 21, 2023 10:00- 12:00 HE 12 HILTON

September 22, 2023 10:00-12:00 STEM 12 Supernova

V. OBJECTIVES
A. Content Standards The learner demonstrates understanding of dance in optimizing one’s health; as requisite for physical activity assessment performance,
and as a career opportunity.
B. Performance Standards The learner leads dance events with proficiency and confidence resulting in independent pursuit and in influencing others positively
C. Learning Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet PEH12FH-Ig-i-6
Competencies/Objectives (with
Codes)
VI. CONTENT
VII. LEARNING RESOURCES
D.References
A. Teachers’ Guide Pages
B. Learners’ Materials
Pages
C. Textbook Pages
D. Additional Materials
From Learning Resource
(LR) Portal
E. Other Learning Resources
VIII. PROCEDURES
A. Analysis Sent out students for their Folk dance practice

B. Abstraction

C. Application
 D. Assessment

E. Assignment

V. Remarks:
VI. Reflection:
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work?
D. No. of learners who continue to require
remediations
E. Which of my teaching strategies work
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: CRISCEL R. DE CHAVEZ

Teacher

JEROME C. PANED
Head Teacher IV, OIC-SHS Assistant Principal
Inspected by:

ANDRELYN D. MACADAEG PhD

Principal III
 Aurelio Arago Memorial National High GRADE
SCHOOL 12
DAILY School LEVEL
LESSON LOG TEACHER Criscel R. De Chavez SUBJECT EARTH AND LIFE SCIENCE
(QUARTER 1)

Teaching Dates, DATE TIME SECTION DATE TIME SECTION

Time and Section September 11,2023 7:30-9:30 HUMSS 12 HIRAYA September 12, 10:00-12:00 HUMSS 12 HIRAYA
2023
September 12, 7:30-9:30 ABM 12 Executive 07:30-9:30 ABM 12 Executive
2023 September 15,
10:00-12:00 HE 12 Bordeaux 2023 07:30-9:30 HE 12 Bordeaux
September 13,
2023 September 14,
2023
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards The subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth
B. Performance Standards Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience.
C. Learning Explain that the Earth consists of four subsystems, across Explain that the Earth consists of four subsystems, across whose
Competencies/Objectives whose boundaries matter and energy flow. boundaries matter and energy flow.
(with Codes)
IX. CONTENT
X. LEARNING RESOURCES
A. References
1. Teachers’ Guide Pages None None
2. Learners’ Materials None None
Pages
3. Textbook Pages None None
4. Additional Materials Self-Learning Module and Activity Sheets Self-Learning Module and Activity Sheets
From Learning Resource
(LR) Portal
B. Other Learning DLP, powerpoint presentation of the topic, laptop DLP, powerpoint presentation of the topic, laptop
Resources
XI. PROCEDURES
 A. Reviewing previous lesson 1. Show a visually stunning video or images of the Earth 1. Show a visually stunning video or images of the Earth from space to
or presenting the new lesson from space to captivate students' interest. captivate students' interest.
2. Share interesting facts about the Earth's systems, such as 2. Share interesting facts about the Earth's systems, such as the water
the water cycle or plate tectonics. cycle or plate tectonics.
3. Conduct a class discussion on the importance of 3. Conduct a class discussion on the importance of understanding Earth
understanding Earth and its systems for sustainable living. and its systems for sustainable living.

B. Establishing a purpose for The outcome of this activity will be assessed based on the The outcome will be analyzed based on the quality of research and
the lesson accuracy of the Earth's layers representation and the evidence presented, as well as the clarity and organization of the
correctness of the labeling and explanation. presentation.

C. Presenting
examples/Instances
of the new lesson

D. Discussing new concepts Students will be given a real-life problem, such as the Teachers can assess the learning of students through various methods,
and practicing new skills # 1 impact of deforestation on the Earth's climate system. They such as written tests, quizzes, group projects, and presentations. The
E. Discussing new concepts will be asked to propose solutions and assess the potential assessment should focus on the students' understanding of the Earth and
and practicing new skills # 2 outcomes of implementing those solutions. its systems, as well as their ability to apply the concepts to real-life
situations.
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living

H. Making generalizations and

abstractions about the lesson

V. Evaluating learning

J. Additional activities for

application or remediation
VII. Remarks:
VIII. Reflection:
A. No. of learners who earned 80%
on the formative assesment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediations
E. Which of my teaching strategies
work 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?

CRISCEL R. DE CHAVEZ CRISCEL R. DE CHAVEZ

Prepared by: Teacher Teacher

JEROME C. PANED JEROME C. PANED

Head Teacher IV, OIC-SHS Assistant Principal Head Teacher IV, OIC-SHS Assistant Principal
Inspected by:

ANDRELYN D. MACADAEG PhD ANDRELYN D. MACADAEG PhD

Principal III Principal III
 Aurelio Arago Memorial National High GRADE
SCHOOL 12
DAILY School LEVEL
TEACHER Criscel R. De Chavez SUBJECT Physical Education
LESSON LOG
(QUARTER 1)

Teaching Dates, DATE TIME SECTION

Time and Section September 25,2023 10:00-12:00 HUMSS 12 PUHON

September 28,2023 10:00- 12:00 HE 12 HILTON

September 29,2023 10:00-12:00 STEM 12 Supernova

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of dance in optimizing one’s health; as requisite for physical activity assessment performance,
and as a career opportunity.
B. Performance Standards The learner leads dance events with proficiency and confidence resulting in independent pursuit and in influencing others positively
C. Learning Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet PEH12FH-Ig-i-6
Competencies/Objectives (with
Codes)
II. CONTENT
III. LEARNING
RESOURCES
IV. Refere
nces
E. Teachers’ Guide Pages None
F. Learners’ Materials None
Pages
G. Textbook Pages None
H. Additional Materials Self-Learning Module and Activity Sheets
From Learning Resource
 (LR) Portal
V. Other Learning Resources DLP, powerpoint presentation of the topic, laptop
VI. PROCEDURES
A. Analysis Sent out students for their Folk dance practice

B. Abstraction

C. Application

D. Assessment

E. Assignment

VI. Remarks:
VII. Reflection:
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work?
D. No. of learners who continue to require
remediations
E. Which of my teaching strategies work
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: CRISCEL R. DE CHAVEZ

Teacher
Inspected by:
JEROME C. PANED
Head Teacher IV, OIC-SHS Assistant Principal
ANDRELYN D. MACADAEG PhD
Principal III