School

SAN PEDRO RELOCATION CENTER Grade Level G10

GRADES 1 to 12 NATIONAL HIGH SCHOOL
DAILY LESSON LOG Teacher ANNABELLE T. MADRID Learning Area SCIENCE
Teaching Dates and Time WEEK 1 - FEBRUARY 10-14, 2025 Quarter THIRD

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learner's demonstrate an understanding how gases behave based on the motion and relative distances between gas particles

B. Performance Standards

C. Learning Competencies/ Investigate the relationship between:

Objectives (Write the LC code for 1. volume and pressure at constant temperature of a gas;
each)

II. CONTENT INTRODUCTION: BEHAVIOR OF

CHECKING & ITEM ANALYSIS COMPLETION OF OUTPUT/REMEDIAL BOYLE'S LAW
GASES
III. LEARNING RESOURCES
A. References

1. Teacher's Guide pages JHS GRADE10 PIVOT-4A Learners Science Teachers Guide. PP. 261- 267
Material pages

2. Learner's Materials pages JHS GRADE 10 Science PIVOT-4A

Learners Material pages
3. Textbook pages

https://www.youtube.com/watch?
https://www.youtube.com/watch? v=eR49g3ubTBg
4. Additional Materials from v=VTMu-VD4xY8 Animated Boyle’s law
Learning Resource (LR) portal https://www.youtube.com/watch? https://www.grc.nasa.gov/www/k-
v=eY1R3B-Icac 12/airplane/aboyle.html
https://www.youtube.com/watch?
v=69u5_LFPH44
B. Other Learning Resources https://www.youtube.com/watch? Grade 10 Science Worktext pages 1-
v=z5bbUFhyuhY 2
https://www.youtube.com/watch?
IV. PROCEDURES v=O15KQEJZxTI
 As a way of starting up the lesson for
this week, the teacher will conduct a The teacher will present 2 pictures
A. Reviewing previous lesson or sort of motivation which is related to and let the students name it. Tell
presenting the new lesson Distribution of papers for checking. Daily Class routinary activities the topic and serves as an something about the picture. Identify
introduction. The activity is entitled the measurable property of gases
“Getting to know Gases.” that are associated with each picture.

The teacher will present a question Allow a few minutes for the students
B. Establishing a purpose Returning to the owners for To accomplish the required written and students will enumerate some to share their answers. The teacher
for the lesson recheking. works and performance tasks instances where mass, volume, should take note of the responses
temperature and pressure are shown. given by the students.

After the check-in activity, the The teacher will present a scenario
teacher will show a video clip about and asked the following questions:
C. Presenting examples/instances the properties of Gases. 1.What are the variables given in the
of the new lesson https://www.youtube.com/watch? diagram?
v=VTMu-VD4xY8 2.How does one variable affect the
other variable?

In this phase of the lesson, the

D. Discussing new concepts and Clarifications and questions to the Remediation activity related the least The teacher will allow students to teacher will present an animated
practicing new skills #1 answers. mastered competencies watch the video clip and ask some pictures. Let the students observed
questions. each presentation and answer the
given questions:

To expand the discussion, the teacher

will conduct a short lecture about The teacher will present a short
E. Discussing new concepts and “How do Gases Behave” and video about Boyle’s Law and discuss
practicing new skills #2 “Important Fundamental Properties it. https://www.youtube.com/watch?
of Gases.” v=eR49g3ubTBg

The teacher will allow the students to The students will solve the given
F. Developing mastery (leads to Collection of papers for item-analysis. identify the fundamental properties problem by applying the
formative assessment) of gases based on the statements mathematical formula .
given.

G. Finding practical applications

of concepts and skills in daily living Item Analysis
 H. Making generalizations and The answers will be presented and
abstractions about the lesson checked in the class.

The teacher will let the students

answer the 10-items “Fill in the
Blanks” ito summarize and explain
I. Evaluating learning Recording of Papers. Submission of outputs the concepts learned by students. The students will answer the 5-item
Students will apply their knowledge Self assessment test.
about the Fundamental Properties of
Gases.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment ___ out of ___ students ___ out of ___ students ___ out of ___ students ___ out of ___ students

B. No. of learners who require additional activities

for remediation ___ students require additional activities ___ students require additional activities ___ students require additional activities ___ students require additional activities

C. Did the remedial lessons work? No. of learners ___ students were able to catch up with ___ students were able to catch up with the ___ students were able to catch up with ___ students were able to catch up with
who have caught up with the lesson the lesson lesson the lesson the lesson
D. No. of learners who continue to require ___ students need to continue ___ students need to continue ___ students need to continue
___ students need to continue remediation
remediation remediation remediation remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal and 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:

ANNABELLE T. MADRID GLENDA S. PALMA ENRIQUE R. MALIMATA

Master Teacher II Head Teacher VI/Science Department Principal IV
 SAN PEDRO RELOCATION CENTER
School Grade Level G10
GRADES 1 to 12 NATIONAL HIGH SCHOOL
DAILY LESSON LOG Teacher ANNABELLE T. MADRID Learning Area SCIENCE
Teaching Dates and Time WEEK 2 - FEBRUARY 17-21, 2025 Quarter THIRD

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learner's demonstrate an understanding how gases behave based on the motion and relative distances between gas particles

B. Performance Standards

C. Learning Competencies/ Investigate the relationship between:

Objectives (Write the LC code for 1. volume and pressure at constant temperature of a gas;
each)

II. CONTENT HANDS-ON ACTIVITY ON BOYLE'S PERFORMANCE TASKS ON BOYLE'S

BOYLE'S LAW PRACTICE EXERCISE CHARLES' LAW
LAW LAW
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 263-267 pp. 263-267 pp. 263-267 Science Teachers Guide. PP.

2. Learner's Materials pages Science 10 learner’s Material pages

pp. 362-369 pp. 362-369 pp. 362-369 371-374
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources Grade 10 Science Worktext pages 1-

https://www.bing.com/videos/riverview/relatedvideo?q=cartesian%20diver%20experiment&mid=8C1416FD8C5A8B8DA6518C1416FD8C5A8B8DA651&ajaxhist=0
2

IV. PROCEDURES

The teacher will present 2 pictures

A. Reviewing previous lesson or Recall the different properties of Recall the mathematical equation of and let the students name it. Tell
presenting the new lesson gases Recall the concepts of Boyle"s Law Boyle's Law and the relationship something about the picture. Identify
between pressure and volume the measurable property of gases
that are associated with each picture.
 The Teacher will present a Cartesian Diver
model to the students to relate the
pressure and volume Allow a few minutes for the students
B. Establishing a purpose https://www.bing.com/videos/riverview/ The teacher will present the to share their answers. The teacher
for the lesson relatedvideo?q=cartesian%20diver objectives for today's lesson. should take note of the responses
%20experiment&mid=8C1416FD8C5A8B8 given by the students.
DA6518C1416FD8C5A8B8DA651&ajaxhist
=0

The teacher will distribute Activity The students will solve the given
C. Presenting examples/instances sheets to each group. The students for Performance Task The teacher will give an instruction
problem by applying the mathematical Giving Instructions #1
of the new lesson will read the procedure. formula . about the activity about Charles Law

D. Discussing new concepts and Perform Activity : Compute the following Let the students read first the
practicing new skills #1 Boyle’s Law problems on page 368 information in the activity sheet
of the LM. given

Discuss the relationship between

volume and pressure of gas at Let the student express the
E. Discussing new concepts and constant temperature as stated by relationship of volume The teacher will allow the students
practicing new skills #2 Robert Boyle. and pressure at to ask questions about the lesson.
Write the mathematical equation to constant temperature
show the relationship. through an equation.

The student will solve the given The students will solve the given
F. Developing mastery (leads to problems in Boyle's Law by applying problem by applying the
formative assessment) the mathematical formula mathematical formula .

G. Finding practical applications Cite some examples of a real life

of concepts and skills in daily living application of Boyle's Law
 H. Making generalizations and
abstractions about the lesson

I. Evaluating learning The students will rated based on their The answers will be presented and Output will collected and checked. The students will answer the 5-item
group activity checked in the class. Self assessment test.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment ___ out of ___ students ___ out of ___ students ___ out of ___ students ___ out of ___ students

B. No. of learners who require additional activities

for remediation ___ students require additional activities ___ students require additional activities ___ students require additional activities ___ students require additional activities

C. Did the remedial lessons work? No. of learners ___ students were able to catch up with ___ students were able to catch up with the ___ students were able to catch up with ___ students were able to catch up with
who have caught up with the lesson the lesson lesson the lesson the lesson
D. No. of learners who continue to require ___ students need to continue ___ students need to continue ___ students need to continue
___ students need to continue remediation
remediation remediation remediation remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal and 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:

ANNABELLE T. MADRID GLENDA S. PALMA ENRIQUE R. MALIMATA

Master Teacher II Head Teacher VI/Science Department Principal IV
 School
SAN PEDRO RELOCATION CENTER Grade Level G10
GRADES 1 to 12 NATIONAL HIGH SCHOOL
DAILY LESSON LOG Teacher ANNABELLE T. MADRID Learning Area SCIENCE
Teaching Dates and Time WEEK 3-FEBRUARY 24-28, 2025 Quarter THIRD

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learner's demonstrate an understanding how gases behave based on the motion and relative distances between gas particles

B. Performance Standards

C. Learning Competencies/ Investigate the relationship between:

Objectives (Write the LC code for 1. volume and temperature at constant pressure of a gas;
each)

II. CONTENT CHARLES LAW

CHARLES' LAW CHARLES LAW (Experiment) SUMMATIVE #1
(Problem Solving Activity)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 263-267 pp. 263-267 pp. 263-267
2. Learner's Materials pages pp. 362-369 pp. 362-369 pp. 362-369
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources https://www.bing.com/videos/riverview/relatedvideo?q=cartesian%20diver%20experiment&mid=8C1416FD8C5A8B8DA6518C1416FD8C5A8B8DA651&ajaxhist=0

IV. PROCEDURES

The teacher will ask the students the Recall the concepts discussed Reviewthe concepts discussed
A. Reviewing previous lesson or
presenting the new lesson what are the properties of gases about Gas Laws (Boyle's Law and about Gas Laws (Boyle's Law and
associated in Charles Law Charles Law) Charles Law)
 B. Establishing a purpose The teacher will ask some questions The students will identify the variables
for the lesson to recall the the discussion in the in the given picture and describe their
previous lesson relationship

The teacher will give instruction Giving Instructions for Giving Instructions for Summative
C. Presenting examples/instances about the activity or experiment that The teacher will give an instruction
of the new lesson is needed to perform about the activity about Charles Law Performance Task #1 Test #1

The students will read a short text The students will answer the
D. Discussing new concepts and The students will record the date The teacher will explain the
about Charles Law. This will serve as summative test for 25-30
practicing new skills #1 while performing the experiment
their guide for the activity sheet given. rubrics.
minutes.

The students will answer the guide The papers will be collected and
E. Discussing new concepts and
practicing new skills #2 questions in their notebook and in a distributed to other students for
manila paper checking.

The students will solve the given

F. Developing mastery (leads to problem by applying the mathematical
formative assessment) formula .

The students will answer different

G. Finding practical applications problem-solving using GFSA pattern
of concepts and skills in daily living and showing the derivation of
formula.
 The teacher may ask for a Papers will be checked and
H. Making generalizations and A representative from each group will
abstractions about the lesson present and explain their answer. volunteer student to write their answers will be discussed by the
answer on the board. teacher while checking.

The answers will be presented and The answers will be presented and Answer sheets will collected and
I. Evaluating learning Output will collected and checked.
checked in the class. checked in the class. checked.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment ___ out of ___ students ___ out of ___ students ___ out of ___ students ___ out of ___ students

B. No. of learners who require additional activities

for remediation ___ students require additional activities ___ students require additional activities ___ students require additional activities ___ students require additional activities

C. Did the remedial lessons work? No. of learners ___ students were able to catch up with ___ students were able to catch up with the ___ students were able to catch up with ___ students were able to catch up with
who have caught up with the lesson the lesson lesson the lesson the lesson
D. No. of learners who continue to require ___ students need to continue ___ students need to continue ___ students need to continue
___ students need to continue remediation
remediation remediation remediation remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal and 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:

ANNABELLE T. MADRID GLENDA S. PALMA ENRIQUE R. MALIMATA

Master Teacher II Head Teacher VI/Science Department Principal IV
 SAN PEDRO RELOCATION CENTER
School Grade Level G10
GRADES 1 to 12 NATIONAL HIGH SCHOOL
DAILY LESSON LOG Teacher ANNABELLE T. MADRID Learning Area SCIENCE
Teaching Dates and Time WEEK 4-MARCH 3-7, 2025 Quarter FOURTH

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learner's demonstrate an understanding how gases behave based on the motion and relative distances between gas particles

B. Performance Standards

Investigate the relationship between:

C. Learning Competencies/ 1. volume and pressure at constant
Objectives (Write the LC code for temperature of a gas; Recognized the major categories of niomolecules such as carbohydrates, lipids, proteins and nucleic acids
each) 2. volume and temperature at constant
pressure of a gas

II. CONTENT Biomolecules BIOMOLECULES BIOMOLECULES

UNIT TEST HANDS-ON EXPERIMENT (CARBOHYDRATES ( PROTEIN AND NUCLEIC ACID )
&LIPIDS)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 314-321 pp. 314-321 pp. 321-323

2. Learner's Materials pages Science 10 learner’s Material pages Science 10 learner’s Material pages Science 10 learner’s Material pages
447-450 457-461 465-475
3. Textbook pages
4. Additional Materials from Learner's Packet (LeaP) Learner's Packet (LeaP)-
Learning Resource (LR) portal Biomolecules

B. Other Learning Resources https://byjus.com/biology/cholesterol/

https://byjus.com/biology/amino-acids/

IV. PROCEDURES

Reviewthe concepts discussed about Have the students recall the lessons
A. Reviewing previous lesson or Gas Laws (Boyle's Law and Charles Ask the student the knowledge they recall the macromolecules specific about Protein synthesis about the 2
presenting the new lesson Law) learned in Grade 9 organic chemistry ? elements types of nucleic acid and the function
of proteins
 Let the students identify the different
molecular tructures and models of What are the foods that
biomolecules by supplying the missing are rich in carbohydrates?
B. Establishing a purpose The lesson objectives will be
letters Lipids? Why are these
for the lesson Unlocking of difficulties: biomolecules, provided in the LAS
molecules essential to our
carbohydrates, lipids, proteins, and nucleic
acid
body?

Unlocking of difficult terms

Students will determine the - Carbohydrates Picture Analysis.The students will
C. Presenting examples/instances
of the new lesson
Giving Instructions for Unit Test macromolecules' specific elememts of - Monosaccharides be given pictures and will analyze
the four biomolecules - Disaccharides what is common among them
- polysaccharides

Students will perform the Activity on

the chemical composition of foods “Getting to know Definition, structure, types and
D. Discussing new concepts and The students will answer the Unit A. Testing the Presence of Stach Carbohydrates” examples will be provided in the
practicing new skills #1 test for 25-30 minutes. B. Testing for the Presence of Fats and Lipids? LAS and the students will study
C. Testing for the Amount of Sugar Group Reporting them.

Discussion of the result and answering How are carbohydrates and lipids
The papers will be collected and of guide questions differ from each other?
E. Discussing new concepts and Which food sample have starch?
practicing new skills #2 distributed to other students for
checking. Which food sample have Fats?

What are the food sample What are the different classification of
F. Developing mastery (leads to shows the presence of carbohydrates? What are the different The student will answer the Learning
classifications of lipids?
formative assessment) carbohydrates? What How do they differ from tasks or questions given
about lipids? one another?

What are the benefits of carbohydrates in our

body? What will happen to the excess
What kind of foods rich in carbohydrates that we obtained from the food
Potato chips and celery are both
fats and lipids should be we eat? Which
G. Finding practical applications
taken in moderation? carbohydrates should we eat? made up of polysaccaride or
of concepts and skills in daily living
Why? What happen in the excess
Jepthah wants to eat a food that high in energy polymers of glucose. Which
before he starts training for his taekwondo
carbohydrates that we eat? competition What kind of would be a better snack?Why?
food will be given to him to ensure the most
energy per pound?
 What do carbohydrates and lipid give to Proteins: Why is protein important in
our body? skin,nails and hair? What are the
Papers will be checked and answers Carbohydrates and lipids is always common food sources of collagen and
H. Making generalizations and will be discussed by the teacher while a part of our lives. It is important keratin? Nucleic
abstractions about the lesson checking.
that we know the nutrients we Acid: Why do siblings resemble each
found in the food we eat other?
.

I. Evaluating learning Answer sheets will be collected and The answers will be presented and The students answer the The students answer the
rechecked. checked in the class. 5-item questions. 5-item questions.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment ___ out of ___ students ___ out of ___ students ___ out of ___ students ___ out of ___ students

B. No. of learners who require additional activities

for remediation ___ students require additional activities ___ students require additional activities ___ students require additional activities ___ students require additional activities

C. Did the remedial lessons work? No. of learners ___ students were able to catch up with ___ students were able to catch up with the ___ students were able to catch up with ___ students were able to catch up with
who have caught up with the lesson the lesson lesson the lesson the lesson
D. No. of learners who continue to require ___ students need to continue ___ students need to continue ___ students need to continue
___ students need to continue remediation
remediation remediation remediation remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal and 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:

ANNABELLE T. MADRID GLENDA S. PALMA ENRIQUE R. MALIMATA

Master Teacher II Head Teacher VI/Science Department Principal IV
 School
SAN PEDRO RELOCATION CENTER Grade Level G10
GRADES 1 to 12 NATIONAL HIGH SCHOOL
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Time WEEK5 MARCH 10-14 Quarter FOURTH

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learner's demonstrate an understanding how gases behave based on the motion and relative distances between gas particles

B. Performance Standards The learners should be able to use any form of media, present chemical reactions involved in biological and industrial processes affecting life and the
environment

C. Learning Competencies/
Recognized the major categories of niomolecules such as carbohydrates, lipids, proteins
Objectives (Write the LC code for and nucleic acids Apply the principles of conservation of mass to chemical reactions
each)

II. CONTENT BIOMOLECULES BIOMOLECULES SUMMARY/REVIEW TYPES OF CHEMICAL REACTION TYPES OF CHEMICAL REACTION
( PROTEIN AND NUCLEIC ACID )(FACE WORKSHEET (MODULAR) (FACE TO FACE) (MODULAR)
TO FACE)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 321-323 pp. 314-321

2. Learner's Materials pages Science 10 learner’s Material pages Science 10 learner’s Material pages
465-475 457-461
3. Textbook pages
4. Additional Materials from Learner's Packet (LeaP)- Biomolecules
Learning Resource (LR) portal
https://
mrjeffsecondaryscience1.weebly.com/
uploads/1/4/3/7/14374246/
B. Other Learning Resources https://byjus.com/biology/amino-acids/ https://byjus.com/biology/cholesterol/ chemical_reactions_worksheet.pdf
https://www.wlwv.k12.or.us/cms/lib8/OR01001812/Centricity/Domain/1341/BiomoleculeReviewWorksheet.pdf
https://depedtambayan.net/grade-10-science-
module-chemical-reaction/#google_vignette
IV. PROCEDURES
Using the Group chat in messenger ask The class will have a recap of the
Have the students recall the lessons a question about the previous topic on Physical and Chemical change.
A. Reviewing previous lesson or about Protein synthesis about the 2 BIOMOLECULES 1. Why are Let the students identify the given
presenting the new lesson types of nucleic acid and the function biomolecules important to our well- examples as Physical or Chemical
of proteins being? changes.
 Ask the students about the main
difference between Physical and
B. Establishing a purpose The lesson objectives will be Have the learners read the material sent to Chemical change. Have the learners read the material
for the lesson provided in the LAS them. sent to them.
The teacher will give the topic and
the lesson objectives.

The worksheet will be created following a

Picture Analysis.The students will methodical approach. Use the teacher- The teacher will mention the relation
C. Presenting examples/instances
of the new lesson be given pictures and will analyze made worksheet to introduce the learners
to the topic (see the attached worksheet). of chemical change to a chemical
what is common among them This activity will urge the learners to review reaction.
everything about the biomolecules.

Definition, structure, types and The students will also learn about
D. Discussing new concepts and examples will be provided in the the chemical equation and its two
practicing new skills #1 LAS and the students will study parts: reactants and products by the
them. teachers brief discussion.

After a short discussion, the students

E. Discussing new concepts and will differentiate reactants from
practicing new skills #2 products and try to identify these two
in the given chemical equation.

The students will answer the

F. Developing mastery (leads to The student will answer the Learning The teacher will also discuss the Individual Activity 1: Bubbles out
formative assessment) tasks or questions given different types of chemical reactions. and Activity 2 : Whats in a Reaction?
In one whole sheet of paper.

Potato chips and celery are both After the discussion, the students will
G. Finding practical applications made up of polysaccaride or identify the type of chemical reaction
of concepts and skills in daily living polymers of glucose. Which would in the given chemical equation.
be a better snack?Why?
 Proteins: Why is protein important in Learners need to post a picture of
skin,nails and hair? What are the common themselves experimenting.
food sources of collagen and keratin?
H. Making generalizations and Nucleic Acid: Why do Ask the students to react with the The teacher will summarize the
abstractions about the lesson siblings resemble each other? activity that was sent to them concepts of Chemical reaction.

I. Evaluating learning The students answer the The students answer the 5-item
5-item questions. Multiple Choice Questions.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment ___ out of ___ students ___ out of ___ students ___ out of ___ students ___ out of ___ students

B. No. of learners who require additional activities

for remediation ___ students require additional activities ___ students require additional activities ___ students require additional activities ___ students require additional activities

C. Did the remedial lessons work? No. of learners ___ students were able to catch up with ___ students were able to catch up with the ___ students were able to catch up with ___ students were able to catch up with
who have caught up with the lesson the lesson lesson the lesson the lesson
D. No. of learners who continue to require ___ students need to continue ___ students need to continue ___ students need to continue
___ students need to continue remediation
remediation remediation remediation remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal and 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:

GLENDA S. PALMA ENRIQUE R. MALIMATA

Head Teacher VI/Science Department Principal IV