Daily Lesson Log

1. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
June 4 - June 8, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning
Competencies/Objectives
Write the LC code for each.
Learners be able to describe the
distribution of active volcanoes,
earthquake epicentres and major
mountain belts.
S9ES-Ia-j-36.1
Learners will describe the
different types of plate
boundaries.
S9ES-Ia-j-36.2
II. CONTENT
PLATE TECTONICS DISTRIBUTION OF
VOLCANOES, EARTHQUAKE
EPICENTERS & MOUNTAIN
RANGES
DIFFERENT TYPES OF
PLATE BOUNDARIES
DIFFERENT TYPES OF PLATE
BOUNDARIES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 3 – 7 pp. 8 – 12 pp.13 - 19
2. Learner’s Material pages pp. 3 – 7 pp. 9 – 13 pp. 14 - 20
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources POWERPOINT FROM
INTERNET SOURCE
POWERPOINT FROM
INTERNET SOURCE
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Discuss why we have formation of
volcanoes, mountain ranges, rift
valleys on the different parts of the
world.
Introduce to the class the concept
about the relationship among the
locations of volcanoes, earthquake
epicentres and mountain ranges
The students will be provided
discussion on the different types
of plate’s movements and they
will interact as to what possible
landmark will result on those
types of movements
B. Establishing a purpose for the
lesson
What are the possible reason of the
movements of the Earth’s layer/crust
and what will be the possible effects
The students will be given a map and
will determine based on the given
legend how the different
The students will realize that Earth’s
crust are moving and behave in
different manner and that some types

2. *EXPLORE of these movements geographical landforms were formed
and distributed on the different
locations
of geographical land transformations
will exist or happen
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Explain the factors why do plate
tectonics happen, and the effect of
the convection current underneath
which causes the crust to move and
changing the appearance of the
landmass
Discuss the importance of the
distribution of the different
landforms of volcanoes, mountain
ranges and valleys, the epicentre
location so that students will
understand how to prepare
whenever volcanic eruptions occur
or when an earthquake happens
Explain to the class the three
kinds of plate boundaries and
its movement: the divergent,
convergent and transform
boundaries
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
Present a graphical presentation of
the Earth’s interior and discuss the
components of the layers of the
Earth so as the students will
understand the properties of each
layer
Discuss further that the places where
most of the earthquakes originated
and some mountains and volcanoes
were formed determines the
boundaries of each lithospheric
plate.
Convergent boundaries are two
plate where the movement is
meeting each other and this
creates mountain ranges.
Divergent boundaries are two
plates that split apart which in
turn creates rift valleys
Transform or fault boundaries are two
plates that slip fast each other which
will create fault lines. Plates are
composed of two types, continental
and oceanic. Several other
transformations will also happen in the
oceanic plates
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Recall and ask the students some
reasons why the Earth’s layer is
constantly changing, what drives this
changes and what will happen to the
Earth’s layer after thousands of
years to come
Evaluate the students learning what
they had understood of the
distribution of the different land
transformations that can be found on
the different parts of the world.
Present different sample pictures of
land/geographic landmass that show
different effects of the different plate
boundaries and let the students
determine what boundaries it
represents
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
The students will appreciate their
understanding of the creations of
volcanoes, mountain ranges and
knowing the epicentre of an
earthquake so that when incidents
happen like an earthquake or
volcanic eruption, they can manage
to prepare themselves during
emergency
The students will realize that
because of these movements of
the plates, several types of
landmass will happen to
transforms from its original
state, they will further
understand the possible effects
of this boundary movements as
to the changes it will bring to the
Earth’s crust
H. Making generalizations and
abstractions about the lesson
Students will positively conclude
that the Earth is continuously
changing and that different
transformations will happen which
will creates different landmass
Plate boundaries are part of the
Earth’s lithospheric crust, and
because of the convection current
underneath, these plates behave in
different manner and thus creating
something new on the crust of the

3. Earth
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
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? No.of learners who have
caught up with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

4. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
June 11 - June 15, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning
Competencies/Objectives
Write the LC code for each.
Explain the different processes that
occur along the plate boundaries
S9ES-Ia-j-36.3
Explain the different processes that
occur along the plate boundaries
S9ES-Ia-j-36.3
Explain the different processes that
occur along the plate boundaries
S9ES-Ia-j-36.3
Describe the possible causes of
plate movements
S9ES-Ia-j-36.5
Describe the possible causes of plate
movements
S9ES-Ia-j-36.5
II. CONTENT CONVERGENT BOUNDARY DIVERGENT BOUNDARY DIVERGENT BOUNDARY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp 12-14 pp 16-20 pp 22-23
2. Learner’s Material pages pp. 14 - 16 pp. 17 - 18 pp. 19 - 21
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources POWERPOINT FROM
INTERNET SOURCE
POWERPOINT FROM
INTERNET SOURCE
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Ask the students what they have
learned about plate movements,
what causes them and their possible
effects to the environment
Students will be asked to share
their knowledge what are the
different plate movements, what will
happen when plate moves
Present to them new lesson topic
about occurrence of different
geologic landforms due to the
different movements along the plate
boundaries
Present to them
videos/powerpoint slides to
concretize their understanding
about transformations along the
boundaries of plates
B. Establishing a purpose for the
lesson
*EXPLORE
Present a video clip about
converging boundaries
Present a video clip about diverging
boundaries
Perform the Activity presented
in the book and let the students
understand the concept about
the movement of the plates of
the Earth
Present a video clip about
transform/sliding boundaries
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and Perform Activity illustrated in the Perform Activity presented in the book

5. practicing new skills #1
*EXPLAIN
book to let the student understand
how convergent boundary works
about how plates move in a
transform/sliding movement
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
Conduct Formative Assessment
regarding topics about Convergent
Boundaries
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Determine what the possible
outcomes are when two kinds of
boundaries will happen to separate
ways
Conduct Formative Assessment about
topics discussed in Divergent and
Transform Boundaries
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Cite instances about the importance
of the different plates that are
colliding between oceanic and
continental plate
Reflect on the real world what
can possibly happen when two
opposing layers will slide at
each other, what could be its
major effect
H. Making generalizations and
abstractions about the lesson
Have the students make
generalizations about the impact that
possibly happen when two kinds of
plate collide, what dangers it can
bring.
Have the students make
generalizations about the effects
and result to landforms when two
plate boundaries happen to split.
Have the students make
generalizations about determining the
result of two sliding land masses,
what precautions shall be done to
avoid great damages.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
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? No.of learners who have
caught up with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching

6. strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

7. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
June 18 - June 22, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning
Competencies/Objectives
Write the LC code for each.
Explain the different processes that
occur along the plate boundaries
S9ES-Ia-j-36.3
Explain the different processes that
occur along the plate boundaries
S9ES-Ia-j-36.3
Explain the different processes that
occur along the plate boundaries
S9ES-Ia-j-36.3
Describe the possible causes of
plate movements
S9ES-Ia-j-36.5
Describe the possible causes of plate
movements
S9ES-Ia-j-36.5
II. CONTENT
Processes and Landforms
along Plate Boundaries
Processes and Landforms
along Plate Boundaries
Processes and Landforms
along Plate Boundaries
Processes and Landforms
along Plate Boundaries
Processes and Landforms along
Plate Boundaries
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 17-23 pp.24-26 pp. 27-30
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources POWERPOINT FROM
INTERNET SOURCE
POWERPOINT FROM
INTERNET SOURCE
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Ask the students what they have
learned about plate movements,
what causes them and their possible
effects to the environment
Students will be asked to share
their knowledge what are the
different plate movements, what will
happen when plate moves
Present to them new lesson topic
about occurrence of different
geologic landforms due to the
different movements along the plate
boundaries
Present to them
videos/powerpoint slides to
concretize their understanding
about transformations along the
boundaries of plates
B. Establishing a purpose for the
lesson
*EXPLORE
Present a video clip about
converging boundaries
Present a video clip about diverging
boundaries
Present a video clip about
transform/sliding boundaries
C. Presenting Examples/
instances of the new lesson
Present and let students view a
certain video showing plate
movements

8. D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Based on their observation in the
video presentation, the students will
make narrative how landmasses
transform in different plate boundary
movements.
Give explanation how landforms
are created based on a
particular plate tectonic activity,
and let the class acquire ideas
based on the concept given
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
The students will perform several
activities that will lead to their
conclusion how the Earth’s crust
changes due to plate tectonic.
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment
regarding topics about Convergent
Boundaries
Conduct Formative Assessment about
topics discussed in Divergent and
Transform Boundaries
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Cite instances about the importance
of the different plates that are
colliding between oceanic and
continental plate
Determine what the possible
outcomes are when two kinds of
boundaries will happen to separate
ways
Reflect on the real world what can
possibly happen when two opposing
layers will slide at each other, what
could be its major effect
H. Making generalizations and
abstractions about the lesson
Have the students make
generalizations about the impact that
possibly happen when two kinds of
plate collide, what dangers it can
bring.
Have the students make
generalizations about the effects
and result to landforms when two
plate boundaries happen to split.
Have the students make
generalizations about determining the
result of two sliding land masses,
what precautions shall be done to
avoid great damages.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
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? No.of learners who have
caught up with the lesson.
D. No.of learners who continue

9. to require remediation
E. Which of my teaching
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

10. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
June 25 – June 29, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning
Competencies/Objectives
Write the LC code for each.
The students will be able to describe
the internal structure of the Earth
The students will be able to discuss
the possible causes of plate
movement and the behaviour of
seismic waves
The students will be able to
enumerate the lines of evidence that
support the plate movement inside the
Earth
II. CONTENT Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 36-38 pp. 39-40 pp. 41-43
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download
Powerpoint Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Review topics about the different
geologic land transformation that
result in the different types of plate
boundaries and their movements.
Present to the class introductory
topic regarding the internal
structure of the Earth and its
composition and how it affects the
movement of the Earth’s crust.
Present to the class video
presentation, powerpoint topics
relating to the internal structure
of the Earth.
B. Establishing a purpose for the
lesson
*EXPLORE
Ask the students what are the
possible layers that composes the
Earth’s structure and how does it
affects the changes in the crust.
Discuss the different layers in the
Earth’s interior and illustrate the
different characteristics of each layer
and the reason why it makes the
Earth’s crust changing in time.
Present several templates or
powerpoint presentation topics related
to the Earth’s interior and present
some video presentation.
C. Presenting Examples/ Discuss the significance of the
seismic waves which is also the
Elaborate further the composition of
each of the Earth’s layer, its

11. instances of the new lesson reason why there are movements in
the Earth’s crust, and why they are
being produced.
characteristic and the kind of
materials it composed.
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Investigate how seismic waves
behaves and internalize the
characteristic of each wave:
primary, secondary & surface
waves
Internalize the different Earth’s
interior composition, the
characteristic of the materials
composition on each layer, and
how seismic waves behave in
each layer
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
Present video presentation that
details about the interior
composition of the planet Earth,
and let the class identify the
composition of each layer
Explain and elaborate the presence
of seismic waves in the event of the
plate movements of the Earth’s layer,
how it affects the things that are on
top of the Earth’s crust
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Pre-Assessment to the
students for their know how
regarding seismic waves and the
different Earth’s internal structure
Conduct Formative Assessment about
topics discussed about different
Seismic waves and the Earth’s
internal structure
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Think of ways how seismic waves
are affecting our activities as they
are produced when there are
possible movement in the Earth’s
structure.
What are the significant reasons
why Earth’s internal structure
will be familiarize and observed,
does it affect our living here on
Earth?
H. Making generalizations and
abstractions about the lesson
The students will generalize that
every part of the world will
experience the effect of seismic
waves because the Earth’s layer
are moving and that eventually
produces several kinds of seismic
waves
The students will evaluate that
Earth’s structures varies from
one another, however each
layer is interacting to one
another.
I. Evaluating learning Conduct Formative Assessment
regarding the discussed topics in the
Internal Layers of the Earth
Conduct Summative Test for the
discussed topics and gauge/evaluate
the learners’ achievement &
understanding of the lesson
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned

12. 80% 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
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

13. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
July 16 – July 20, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning
Competencies/Objectives
Write the LC code for each.
Explain the different processes that
occur along the plate boundaries
S9ES-Ia-j-36.3
Identify the different processes that
occur along the plate boundaries and
its effect
S9ES-Ia-j-36.3
Describe the possible causes of plate
movements
S9ES-Ia-j-36.5
II. CONTENT
Processes and Landforms
along Plate Boundaries
Processes and Landforms
along Plate Boundaries
Processes and Landforms
along Plate Boundaries
Processes and Landforms
along Plate Boundaries
Processes and Landforms along
Plate Boundaries
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 35-37 pp.38-40 pp. 41-42
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources POWERPOINT FROM
INTERNET SOURCE
POWERPOINT FROM
INTERNET SOURCE
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Ask the students what they have
learned about plate movements,
what causes them and their possible
effects to the environment
Students will be asked to share
their knowledge what are the
different plate movements, what will
happen when plate moves
Present to them new lesson topic
about occurrence of different
geologic landforms due to the
different movements along the plate
boundaries
Present to them videos/powerpoint
slides to concretize their
understanding about transformations
along the boundaries of plates
B. Establishing a purpose for the
lesson
*EXPLORE
Present a video clip about
converging boundaries
Present a video clip about diverging
boundaries
Present a video clip about
transform/sliding boundaries
C. Presenting Examples/
instances of the new lesson
Present and let students view a
certain video showing plate
movements

14. D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Based on their observation in the
video presentation, the students will
make narrative how landmasses
transform in different plate boundary
movements.
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
The students will perform several
activities that will lead to their
conclusion how the Earth’s crust
changes due to plate tectonic.
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment
regarding topics about Convergent
Boundaries
Present video presentation to
provide more concrete ideas to
learners about the interaction of
the Earth’s plate based on the
types of boundaries involved
Conduct Formative Assessment about
topics discussed in Divergent and
Transform Boundaries
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Cite instances about the importance
of the different plates that are
colliding between oceanic and
continental plate
Determine what the possible
outcomes are when two kinds of
boundaries will happen to separate
ways
Reflect on the real world what can
possibly happen when two opposing
layers will slide at each other, what
could be its major effect
H. Making generalizations and
abstractions about the lesson
Have the students make
generalizations about the impact that
possibly happen when two kinds of
plate collide, what dangers it can
bring.
Have the students make
generalizations about the effects
and result to landforms when two
plate boundaries happen to split.
Have the students make
generalizations about determining the
result of two sliding land masses,
what precautions shall be done to
avoid great damages.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
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? No.of learners who have
caught up with the lesson.

15. D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

16. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
July 23 – July 27, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning
Competencies/Objectives
Write the LC code for each.
The students will be able to describe
the internal structure of the Earth
The students will be able to discuss
the possible causes of plate
movement and the behaviour of
seismic waves
The students will be able to
enumerate the lines of evidence that
support the plate movement inside the
Earth
II. CONTENT Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 36-38 pp. 39-40 pp. 41-43
2. Learner’s Material pages pp. 30-32 pp.33-35 pp. 36-38
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download
Powerpoint Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Review topics about the different
geologic land transformation that
result in the different types of plate
boundaries and their movements.
Present to the class introductory
topic regarding the internal
structure of the Earth and its
composition and how it affects the
movement of the Earth’s crust.
Present to the class video
presentation, powerpoint topics
relating to the internal structure
of the Earth.
B. Establishing a purpose for the
lesson
*EXPLORE
Ask the students what are the
possible layers that composes the
Earth’s structure and how does it
affects the changes in the crust.
Discuss the different layers in the
Earth’s interior and illustrate the
different characteristics of each layer
and the reason why it makes the
Earth’s crust changing in time.
Present several templates or
powerpoint presentation topics related
to the Earth’s interior and present
some video presentation.
C. Presenting Examples/ Discuss the significance of the
seismic waves which is also the
Elaborate further the composition of
each of the Earth’s layer, its

17. instances of the new lesson reason why there are movements in
the Earth’s crust, and why they are
being produced.
characteristic and the kind of
materials it composed.
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Investigate how seismic waves
behaves and internalize the
characteristic of each wave:
primary, secondary & surface
waves
Internalize the different Earth’s
interior composition, the
characteristic of the materials
composition on each layer, and
how seismic waves behave in
each layer
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
Present video presentation that
details about the interior
composition of the planet Earth,
and let the class identify the
composition of each layer
Explain and elaborate the presence
of seismic waves in the event of the
plate movements of the Earth’s layer,
how it affects the things that are on
top of the Earth’s crust
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Pre-Assessment to the
students for their know how
regarding seismic waves and the
different Earth’s internal structure
Conduct Formative Assessment about
topics discussed about different
Seismic waves and the Earth’s
internal structure
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Think of ways how seismic waves
are affecting our activities as they
are produced when there are
possible movement in the Earth’s
structure.
What are the significant reasons
why Earth’s internal structure
will be familiarize and observed,
does it affect our living here on
Earth?
H. Making generalizations and
abstractions about the lesson
The students will generalize that
every part of the world will
experience the effect of seismic
waves because the Earth’s layer
are moving and that eventually
produces several kinds of seismic
waves
The students will evaluate that
Earth’s structures varies from
one another, however each
layer is interacting to one
another.
I. Evaluating learning Conduct Formative Assessment
regarding the discussed topics in the
Internal Layers of the Earth
Conduct Summative Test for the
discussed topics and gauge/evaluate
the learners’ achievement &
understanding of the lesson
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned

18. 80% 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
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

19. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
July 30 – August 3, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning
Competencies/Objectives
Write the LC code for each.
Explain the different processes that
occur along the plate boundaries
S9ES-Ia-j-36.3
Explain the different processes that
occur along the plate boundaries
S9ES-Ia-j-36.3
Explain the different processes that
occur along the plate boundaries
S9ES-Ia-j-36.3
Describe the possible causes of
plate movements
S9ES-Ia-j-36.5
Describe the possible causes of plate
movements
S9ES-Ia-j-36.5
II. CONTENT
Processes and Landforms
along Plate Boundaries
Processes and Landforms
along Plate Boundaries
Processes and Landforms
along Plate Boundaries
Processes and Landforms
along Plate Boundaries
Processes and Landforms along
Plate Boundaries
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 17-23 pp.24-26 pp. 27-30
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources POWERPOINT FROM
INTERNET SOURCE
POWERPOINT FROM
INTERNET SOURCE
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Ask the students what they have
learned about plate movements,
what causes them and their possible
effects to the environment
Students will be asked to share
their knowledge what are the
different plate movements, what will
happen when plate moves
Present to them new lesson topic
about occurrence of different
geologic landforms due to the
different movements along the plate
boundaries
Present to them
videos/powerpoint slides to
concretize their understanding
about transformations along the
boundaries of plates
B. Establishing a purpose for the
lesson
*EXPLORE
Present a video clip about
converging boundaries
Present a video clip about diverging
boundaries
Present a video clip about
transform/sliding boundaries
C. Presenting Examples/
instances of the new lesson
Present and let students view a
certain video showing plate
movements

20. D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Based on their observation in the
video presentation, the students will
make narrative how landmasses
transform in different plate boundary
movements.
Give explanation how landforms
are created based on a
particular plate tectonic activity,
and let the class acquire ideas
based on the concept given
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
The students will perform several
activities that will lead to their
conclusion how the Earth’s crust
changes due to plate tectonic.
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment
regarding topics about Convergent
Boundaries
Conduct Formative Assessment about
topics discussed in Divergent and
Transform Boundaries
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Cite instances about the importance
of the different plates that are
colliding between oceanic and
continental plate
Determine what the possible
outcomes are when two kinds of
boundaries will happen to separate
ways
Reflect on the real world what can
possibly happen when two opposing
layers will slide at each other, what
could be its major effect
H. Making generalizations and
abstractions about the lesson
Have the students make
generalizations about the impact that
possibly happen when two kinds of
plate collide, what dangers it can
bring.
Have the students make
generalizations about the effects
and result to landforms when two
plate boundaries happen to split.
Have the students make
generalizations about determining the
result of two sliding land masses,
what precautions shall be done to
avoid great damages.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
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? No.of learners who have
caught up with the lesson.
D. No.of learners who continue

21. to require remediation
E. Which of my teaching
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

22. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
August 6 – August 10, 2018 (7:30-8:30)(8:30-9:30) Quarter 1ST
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicentres and mountain ranges.
B. Performance Standard The learners shall be able to demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis and volcanic eruptions.
C. Learning
Competencies/Objectives
Write the LC code for each.
The students will be able to describe
the internal structure of the Earth
The students will be able to
enumerate the lines of evidence
that support the plate movement
inside the Earth
The students will be able to discuss
the possible causes of plate
movement and the behaviour of
seismic waves
II. CONTENT
Interior Layers of the Earth Interior Layers of the Earth Interior Layers of the Earth FIRST QUARTER
PERIODICAL EXAM
FIRST QUARTER PERIODICAL
EXAM
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 36-38 pp. 39-40
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Review topics about the different
geologic land transformation that
result in the different types of plate
boundaries and their movements.
Present to the class introductory
topic regarding the internal
structure of the Earth and its
composition and how it affects the
movement of the Earth’s crust.
Present to the class video
presentation, powerpoint topics
relating to the internal structure of
the Earth.
B. Establishing a purpose for the
lesson
*EXPLORE
Ask the students what are the
possible layers that composes the
Earth’s structure and how does it
affects the changes in the crust.
Present several templates or
powerpoint presentation topics
related to the Earth’s interior and
present some video presentation.
Discuss the different layers in the
Earth’s interior and illustrate the
different characteristics of each layer
and the reason why it makes the
Earth’s crust changing in time.
C. Presenting Examples/ Discuss the significance of the Elaborate further the composition of

23. instances of the new lesson seismic waves which is also the
reason why there are movements in
the Earth’s crust, and why they are
being produced.
each of the Earth’s layer, its
characteristic and the kind of
materials it composed.
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Internalize the different Earth’s
interior composition, the
characteristic of the materials
composition on each layer, and how
seismic waves behave in each layer
Investigate how seismic waves
behaves and internalize the
characteristic of each wave:
primary, secondary & surface
waves
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
Present video presentation that
details about the interior
composition of the planet Earth,
and let the class identify the
composition of each layer
Explain and elaborate the presence
of seismic waves in the event of the
plate movements of the Earth’s layer,
how it affects the things that are on
top of the Earth’s crust
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Pre-Assessment to the
students for their know how
regarding seismic waves and the
different Earth’s internal structure
Conduct Formative Assessment
about topics discussed about
different Seismic waves and the
Earth’s internal structure
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
What are the significant reasons why
Earth’s internal structure will be
familiarize and observed, does it
affect our living here on Earth?
Think of ways how seismic waves
are affecting our activities as they
are produced when there are
possible movement in the Earth’s
structure.
H. Making generalizations and
abstractions about the lesson
The students will generalize that
every part of the world will
experience the effect of seismic
waves because the Earth’s layer
are moving and that eventually
produces several kinds of seismic
waves
The students will evaluate that
Earth’s structures varies from one
another, however each layer is
interacting to one another.
I. Evaluating learning Conduct Formative Assessment
regarding the discussed topics in the
Internal Layers of the Earth
Conduct Summative Test for the
discussed topics and gauge/evaluate
the learners’ achievement &
understanding of the lesson
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned

24. 80% 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
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

25. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
August 13 – August 17, 2018 (7:30-8:30)(8:30-9:30) Quarter 2ND
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the relationship between electricity and magnetism in electric motors and generators.
B. Performance Standard The learner shall be able to assemble a simple model of the relationship between electricity and magnetism.
C. Learning
Competencies/Objectives
Write the LC code for each.
Make a simple device that shows
how a magnetic field exerts a force
on a wire.
Demonstrate the generation of
electricity by movement of a magnet
through a coil.
Explain the operation of a simple
electric motor and generator.
II. CONTENT Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 81-82 pp. 83-85 pp. 86-88
2. Learner’s Material pages pp. 87-88 pp.89-91 pp.92-93 pp.94-95
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Ask the class what is the relevance
of Force, Motion & Energy in their
daily lives. How important is
electricity to our living and the
integration of magnetism as different
instruments were develop using
them.
Conduct Pre-Assessment to
students regarding the topics about
Force, Motion & Energy: Electricity
and Magnetism
Present a discussion regarding
the usefulness, the introduction
how magnetism and electricity
were combined together to work
as one in different gadgets that
were invented today.
B. Establishing a purpose for the
lesson
*EXPLORE
Present a video clip about the
concepts of force, motion & energy
in the field of science.
Provide video presentation related to
the topic of magnetism and electricity
and discuss how the concept of
these two factors work together as
one.
C. Presenting Examples/ Present and let students view a Present video clip of electricity and

26. instances of the new lesson certain video showing the
relationship of force, motion &
energy that integrates with physics
concept.
magnetism concept for further
deepening of knowledge of the
topics.
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
The students will perform several
activities that will lead to their
concreting of knowledge and will
perform activities indicated in the
book.
Perform Activity No. 2.1 reflected in
the Learners Manual.
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment on
the topics about Force, Motion and
Energy.
Conduct Formative Assessment on
the topics about Electricity and
Magnetism.
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Determine different applications
related to force, motion & energy,
and stress how important they are in
the lives of people.
Determine different applications in
real life the importance of electricity
and magnetism in the development
of technologies that are useful in the
lives of people.
H. Making generalizations and
abstractions about the lesson
The students will generalize that
force, motion & energy are
important factors that are integrated
in the daily lives of people as they
perform different activities.
The students will generalize that
electricity & magnetism are two
important concepts that are very
useful in people’s live as they
are part of different technology
inventions and innovations.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.

27. 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
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

28. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
August 20 – August 24, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the relationship between electricity and magnetism in electric motors and generators.
B. Performance Standard The learner shall be able to assemble a simple model of the relationship between electricity and magnetism.
C. Learning
Competencies/Objectives
Write the LC code for each.
The learners should be able to
compare the relative wavelengths of
different forms of electromagnetic
waves
S10FE-IIa-b-47
The learners should be able to cite
examples of practical applications of
the different regions of EM waves
such as the use of radio waves in
telecommunications
S10FE-IIc-d-48
II. CONTENT Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 65-67 68-70
2. Learner’s Material pages 60-63 64-66
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download
Powerpoint Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Give details about the previous
lesson discussed and intervene
some of the topics that were least
understood by the students
Present and discuss topics related
to electromagnetic spectrum and
present power point presentation
illustrating different forms of
electromagnetic waves
B. Establishing a purpose for the
lesson
*EXPLORE
Present to the class the importance
of those electromagnetic spectrum
or waves which are very important to
the application of every devices that
we are using today
Present video presentation or
power point presentation detailing
about the different usage and
examples of electromagnetic
spectrum.
Discuss other applications that
are possibly link to the
modification of Electromagnetic
spectrum, and let the students
distinguish the differences or
similarities of these waves

29. C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Perform Activity 1 as reflected on
Learner’s Material discussing about
Electromagnetic Wave Theory
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
Present the different famous
scientist that were credited for
their investigation and
formulation of the presence of
electromagnetic spectrum, and
their innovation to create other
equipment using these waves
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment
based on the discussed lectures
about Electromagnetic Spectrum and
evaluate the test result
Conduct Formative Assessment on
the topics about Electromagnetic
Spectrum and its application
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Determine the useful applications of
these electromagnetic spectrum in
our lives today, as different new
invented gadgets are mostly using
the concept of electromagnetic
waves.
Consider to determine the possible
negative effects of these
electromagnetic spectrum as it is
being used in some
instruments/gadgets that are being
used by people.
H. Making generalizations and
abstractions about the lesson
The students will generalize that
knowing the different kinds of
electromagnetic spectrum and its
application will let them determine
how to use those gadgets properly
for it also cause harmful effect to
the body.
The students will generalize that
electromagnetic spectrum is not
only focus on the usage of
different categories of
visible/non-visible light, they are
also link to electricity and
magnetism to create another
function and usefulness
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned
80% on the formative
assessment

30. 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
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

31. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
August 28 – August 31, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the images formed by the different types of mirrors and lenses
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes
C. Learning
Competencies/Objectives
Write the LC code for each.
The learners should be able to
predict the qualitative
characteristics of images formed by
plane and curved mirrors and
lenses
The learners should be able to
determine the quantitative
characteristics of images formed by
plane and curved mirrors and lenses
The learner should be able to
distinguish between a converging and
diverging mirrors and lenses
II. CONTENT Mirror and Lenses Mirror and Lenses Mirror and Lenses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 172-174 pp. 175-177 pp.178-180
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download
Powerpoint Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Give details about the previous
lesson discussed and intervene
some of the topics that were least
understood by the students
Present and discuss topics related to
optical devices and present power
point presentation illustrating the
concept of mirrors and lenses and
their behaviour in the interaction of
light
Discuss the different interacting
behaviour of light as it passes
through a medium, and give
detail about the types of
mirrors/lenses where light
behaves differently in those
mirrors/lenses based on their
different forms
B. Establishing a purpose for the
lesson
*EXPLORE
Discuss other applications that are
very useful or relevant in using
mirrors and lenses which lead to
the different construction of optical
Present video presentation or
power point presentation
detailing about the different
types and examples of

32. instruments. mirrors/lenses and the
interaction of light and the
formation of images
C. Presenting Examples/
instances of the new lesson
Present to the class the concept
about how lens and mirror works,
the different components involved
in determining the image produced
and its distance
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Perform Activity 2 as reflected on
Learner’s Material discussing about
Angle of Incidence vs Angle of
Reflection
Illustrate to the class the different
behaviour of the images as it is being
placed on the different location in
terms of lens and mirror application
Conduct Group Work regarding some
solving problems about topics related
to Mirrors and Lenses
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment
based on the discussed lectures
about Mirrors and Lenses and
evaluate the test result
Conduct Summative Assessment on
the topics discussed about Mirrors &
Lenses and its application
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Determine the useful applications of
the different kinds of mirrors and
lenses in our lives today, as
different new invented gadgets are
mostly using the concept of mirrors
and lenses with different forms and
characteristics
Give importance the integration
of these mirror & lenses
applications that lead to the
innovations and upgrading of
different optical devices that
were very useful in the new
technology that helps people in
their tasks/activities
H. Making generalizations and
abstractions about the lesson
The students will generalize that
knowing the different kinds of
mirrors and lenses and its
application will let them determine
how to use those gadgets properly
The students will generalize that
mirrors and lenses don’t just
play a simple/basic function that
can be used to reflect images,
but it can also be utilized to
create other devices that will
ease the burden of magnifying
the size of an image even at far
distances
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to

33. help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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? No.of learners who have
caught up with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

34. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
September 3 – September 7, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the images formed by the different types of mirrors and lenses
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes
C. Learning
Competencies/Objectives
Write the LC code for each.
The learners should be able to
predict the qualitative characteristics
of images formed by plane and
curved mirrors and lenses
The learners should be able to
determine the quantitative
characteristics of images formed by
plane and curved mirrors and lenses
The learner should be able to
distinguish between a converging and
diverging mirrors and lenses
II. CONTENT Mirror and Lenses Mirror and Lenses Mirror and Lenses Mirror and Lenses Mirror and Lenses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 168-171 pp. 172-174 pp. 175-177 pp.178-180
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download
Powerpoint Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Give details about the previous
lesson discussed and intervene
some of the topics that were least
understood by the students
Present and discuss topics related
to optical devices and present
power point presentation illustrating
the concept of mirrors and lenses
and their behaviour in the
interaction of light
Discuss the different interacting
behaviour of light as it passes
through a medium, and give detail
about the types of mirrors/lenses
where light behaves differently in
those mirrors/lenses based on their
different forms
B. Establishing a purpose for the
lesson
*EXPLORE
Discuss other applications that are
very useful or relevant in using
mirrors and lenses which lead to
the different construction of optical
instruments.
Present video presentation or
power point presentation
detailing about the different
types and examples of
mirrors/lenses and the
interaction of light and the

35. formation of images
C. Presenting Examples/
instances of the new lesson
Present to the class the concept
about how lens and mirror works,
the different components involved
in determining the image produced
and its distance
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Perform Activity 2 as reflected on
Learner’s Material discussing about
Angle of Incidence vs Angle of
Reflection
Illustrate to the class the different
behaviour of the images as it is being
placed on the different location in
terms of lens and mirror application
Conduct Group Work regarding some
solving problems about topics related
to Mirrors and Lenses
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment
based on the discussed lectures
about Mirrors and Lenses and
evaluate the test result
Conduct Summative Assessment on
the topics discussed about Mirrors &
Lenses and its application
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Determine the useful applications of
the different kinds of mirrors and
lenses in our lives today, as different
new invented gadgets are mostly
using the concept of mirrors and
lenses with different forms and
characteristics
Give importance the integration of
these mirror & lenses applications
that lead to the innovations and
upgrading of different optical devices
that were very useful in the new
technology that helps people in their
tasks/activities
H. Making generalizations and
abstractions about the lesson
The students will generalize that
knowing the different kinds of
mirrors and lenses and its
application will let them determine
how to use those gadgets properly
The students will generalize that
mirrors and lenses don’t just
play a simple/basic function that
can be used to reflect images,
but it can also be utilized to
create other devices that will
ease the burden of magnifying
the size of an image even at far
distances
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned

36. 80% 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
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

37. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
September 10 – September 14, 2018 (7:30-8:30)(8:30-
9:30)
Quarter 2nd
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the images formed by the different types of mirrors and lenses
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes
C. Learning
Competencies/Objectives
Write the LC code for each.
Predict the qualitative characteristics
(location, orientation, type, and
magnification) of images formed by
plane and curved mirrors.
Determine the quantitative
characteristics (location, orientation,
type,and magnification) of images
formed by plane and curved
mirrors.
Distinguish between converging
(convex) and diverging (concave)
lenses.
Derive the lens equations. Apply ray diagramming techniques in
describing the characteristics
and positions of images formed by
mirrors and lenses.
II. CONTENT Convex Mirror Application Concave Mirror Application Convex & Concave Lenses Convex & Concave Lenses Application of Lenses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 182-184 pp. 185-187 pp. 193-195 pp. 195-197 pp.198-202
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download
Powerpoint Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Discuss the different interacting
behaviour of light as it passes
through a medium, and give detail
about the types of lenses where light
behaves differently in those lenses
based on their different forms
B. Establishing a purpose for the
lesson
*EXPLORE
Give details about the previous
lesson discussed and intervene
some of the topics that were least
understood by the students
Discuss other applications that are
very useful or relevant in using
mirrors and lenses which lead to
the different construction of optical
instruments.
Present video presentation or
power point presentation
detailing about the different
types and examples of lenses
and the interaction of light and
the formation of images

38. C. Presenting Examples/
instances of the new lesson
Present and discuss topics related to
optical devices and present power
point presentation illustrating the
concept of mirrors and lenses and
their behaviour in the interaction of
light
Present to the class the concept
about how lens works, the different
components involved in determining
the image produced and its distance
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
By presenting sample problem and
diagramming, show to the students
the difference between the spherical
mirror application against the
spherical lenses application, and
compare the output of the two
activities.
Explain to the class the concept
and guidelines of how concave and
convex lenses works, and how
images were formed depending on
the location/distance of the object is
from the lens
Illustrate to the class the different
behaviour of the images as it is being
placed on the different location in
terms of lens and mirror application
Conduct Group Work regarding some
solving problems about topics related
to Lenses
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
By giving samples of lenses to the
students, let them do some activity
to illustrate the actual result of the
two types of spherical lens, so that
they can appreciate and fully
understand the concept of lenses
Conduct Formative Assessment
based on the discussed lectures
about Mirrors and Lenses and
evaluate the test result
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Summative Assessment on
the topics discussed about Mirrors &
Lenses and its application
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Determine the useful applications of
the different kinds of mirrors and
lenses in our lives today, as different
new invented gadgets are mostly
using the concept of mirrors and
lenses with different forms and
characteristics
Give importance the integration of
these mirror & lenses applications
that lead to the innovations and
upgrading of different optical devices
that were very useful in the new
technology that helps people in their
tasks/activities
H. Making generalizations and
abstractions about the lesson
The students will generalize that
knowing the different kinds of
mirrors and lenses and its
application will let them determine
how to use those gadgets properly
The students will generalize that
mirrors and lenses don’t just
play a simple/basic function that
can be used to reflect images,
but it can also be utilized to
create other devices that will
ease the burden of magnifying
the size of an image even at far
distances
I. Evaluating learning
J. Additional activities for
application or remediation

39. V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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? No.of learners who have
caught up with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

40. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
September 17 – September 21, 2018 (7:30-8:30)(8:30-
9:30)
Quarter 2nd
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the relationship between electricity and magnetism in electric motors and generators.
B. Performance Standard The learner shall be able to assemble a simple model of the relationship between electricity and magnetism.
C. Learning
Competencies/Objectives
Write the LC code for each.
The learners should be able to trace
the development of the
electromagnetic theory
S10FE-IIa-b-47
The learners should be able to
compare the relative wavelengths
of different forms of electromagnetic
waves
S10FE-IIa-b-48
The learners should be able to
explain the effects of electromagnetic
radiation on living things and the
environment
S10FE-IIc-d-49
The learners should be able to cite
examples of practical applications of
the different regions of EM waves
such as the use of radio waves in
telecommunications
S10FE-IIc-d-50
II. CONTENT Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 142-143 pp. 144-145 pp. 146-147 pp. 148-150 pp. 151-152
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download
Powerpoint Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Give details about the previous
lesson discussed and intervene
some of the topics that were least
understood by the students
Present and discuss topics related
to electromagnetic spectrum and
present power point presentation
illustrating different forms of
electromagnetic waves
B. Establishing a purpose for the
lesson
*EXPLORE
Present to the class the importance
of those electromagnetic spectrum
or waves which are very important to
the application of every devices that
we are using today
Present video presentation or power
point presentation detailing about the
different usage and examples of
electromagnetic spectrum.
Discuss other applications that
are possibly link to the
modification of Electromagnetic
spectrum, and let the students
distinguish the differences or
similarities of these waves

41. C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Explain to the class the different
types of electromagnetic spectrum,
and their characteristics, giving
examples of each of the category of
the electromagnetic spectrum
Perform Activity as reflected on
Learner’s Material discussing about
Electromagnetic Wave Theory
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
Present the different famous
scientist that were credited for
their investigation and
formulation of the presence of
electromagnetic spectrum, and
their innovation to create other
equipment using these waves
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment
based on the discussed lectures
about Electromagnetic Spectrum and
evaluate the test result
Conduct Formative Assessment on
the topics about Electromagnetic
Spectrum and its application
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Determine the useful applications of
these electromagnetic spectrum in
our lives today, as different new
invented gadgets are mostly using
the concept of electromagnetic
waves.
Consider to determine the possible
negative effects of these
electromagnetic spectrum as it is
being used in some
instruments/gadgets that are being
used by people.
H. Making generalizations and
abstractions about the lesson
The students will generalize that
knowing the different kinds of
electromagnetic spectrum and its
application will let them determine
how to use those gadgets properly
for it also cause harmful effect to
the body.
The students will generalize that
electromagnetic spectrum is not
only focus on the usage of
different categories of
visible/non-visible light, they are
also link to electricity and
magnetism to create another
function and usefulness
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned
80% on the formative

42. 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
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

43. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
September 24 – September 28, 2018 (7:30-8:30)(8:30-
9:30)
Quarter 2ND
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the relationship between electricity and magnetism in electric motors and generators.
B. Performance Standard The learner shall be able to assemble a simple model of the relationship between electricity and magnetism.
C. Learning
Competencies/Objectives
Write the LC code for each.
Make a simple device that shows
how a magnetic field exerts a force
on a wire.
Demonstrate the generation of
electricity by movement of a magnet
through a coil.
Explain the operation of a simple
electric motor and generator.
II. CONTENT Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism Electricity & Magnetism
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 81-82 pp. 83-85 pp. 86-88
2. Learner’s Material pages pp. 87-88 pp.89-91 pp.92-93 pp.94-95
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Ask the class what is the relevance
of Force, Motion & Energy in their
daily lives. How important is
electricity to our living and the
integration of magnetism as different
instruments were develop using
them.
Conduct Pre-Assessment to
students regarding the topics about
Force, Motion & Energy: Electricity
and Magnetism
Present a discussion regarding
the usefulness, the introduction
how magnetism and electricity
were combined together to work
as one in different gadgets that
were invented today.
B. Establishing a purpose for the
lesson
*EXPLORE
Present a video clip about the
concepts of force, motion & energy
in the field of science.
Provide video presentation related to
the topic of magnetism and electricity
and discuss how the concept of
these two factors work together as
one.
C. Presenting Examples/ Present and let students view a Present video clip of electricity and

44. instances of the new lesson certain video showing the
relationship of force, motion &
energy that integrates with physics
concept.
magnetism concept for further
deepening of knowledge of the
topics.
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
The students will perform several
activities that will lead to their
concreting of knowledge and will
perform activities indicated in the
book.
Perform Activity No. 2.1 reflected in
the Learners Manual.
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment on
the topics about Force, Motion and
Energy.
Conduct Formative Assessment on
the topics about Electricity and
Magnetism.
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Determine different applications
related to force, motion & energy,
and stress how important they are in
the lives of people.
Determine different applications in
real life the importance of electricity
and magnetism in the development
of technologies that are useful in the
lives of people.
H. Making generalizations and
abstractions about the lesson
The students will generalize that
force, motion & energy are
important factors that are integrated
in the daily lives of people as they
perform different activities.
The students will generalize that
electricity & magnetism are two
important concepts that are very
useful in people’s live as they
are part of different technology
inventions and innovations.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.

45. 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
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

46. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
October 1 – October 5, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the images formed by the different types of mirrors and lenses
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes
C. Learning
Competencies/Objectives
Write the LC code for each.
The learners should be able to
predict the qualitative characteristics
of images formed by plane and
curved mirrors and lenses
The learners should be able to
determine the quantitative
characteristics of images
formed by plane and curved
mirrors and lenses
The learner should be able to
distinguish between a converging and
diverging mirrors and lenses
II. CONTENT Mirror and Lenses TEACHERS’ DAY SUMMIT TEACHERS’ DAY SUMMIT Mirror and Lenses Mirror and Lenses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 168-171 pp. 172-174 pp. 175-177
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download
Powerpoint Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Give details about the previous
lesson discussed and intervene
some of the topics that were least
understood by the students
Present and discuss topics
related to optical devices and
present power point
presentation illustrating the
concept of mirrors and lenses
and their behaviour in the
interaction of light
Discuss the different interacting
behaviour of light as it passes through
a medium, and give detail about the
types of mirrors/lenses where light
behaves differently in those
mirrors/lenses based on their different
forms
B. Establishing a purpose for the
lesson
*EXPLORE
Present video presentation or
power point presentation
detailing about the different
types and examples of
mirrors/lenses and the
Discuss other applications that are
very useful or relevant in using mirrors
and lenses which lead to the different
construction of optical instruments.

47. interaction of light and the
formation of images
C. Presenting Examples/
instances of the new lesson
Present to the class the concept
about how lens and mirror
works, the different components
involved in determining the
image produced and its
distance
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Perform Activity 2 as reflected on
Learner’s Material discussing about
Angle of Incidence vs Angle of
Reflection
Illustrate to the class the
different behaviour of the
images as it is being placed on
the different location in terms of
lens and mirror application
Conduct Group Work regarding some
solving problems about topics related
to Mirrors and Lenses
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment
based on the discussed lectures
about Mirrors and Lenses and
evaluate the test result
Conduct Summative Assessment on
the topics discussed about Mirrors &
Lenses and its application
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Determine the useful applications of
the different kinds of mirrors and
lenses in our lives today, as different
new invented gadgets are mostly
using the concept of mirrors and
lenses with different forms and
characteristics
Give importance the integration
of these mirror & lenses
applications that lead to the
innovations and upgrading of
different optical devices that
were very useful in the new
technology that helps people in
their tasks/activities
H. Making generalizations and
abstractions about the lesson
The students will generalize that
mirrors and lenses don’t just
play a simple/basic function that
can be used to reflect images,
but it can also be utilized to
create other devices that will
ease the burden of magnifying
the size of an image even at far
distances
The students will generalize that
knowing the different kinds of mirrors
and lenses and its application will let
them determine how to use those
gadgets properly
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS

48. VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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? No.of learners who have
caught up with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

49. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
October 8 – October 12, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the relationship between electricity and magnetism in electric motors and generators.
B. Performance Standard The learner shall be able to assemble a simple model of the relationship between electricity and magnetism.
C. Learning
Competencies/Objectives
Write the LC code for each.
The learners should be able to trace
the development of the
electromagnetic theory
S10FE-IIa-b-47
The learners should be able to
compare the relative wavelengths
of different forms of electromagnetic
waves
S10FE-IIa-b-48
The learners should be able to
explain the effects of electromagnetic
radiation on living things and the
environment
S10FE-IIc-d-49
The learners should be able to cite
examples of practical applications of
the different regions of EM waves
such as the use of radio waves in
telecommunications
S10FE-IIc-d-50
II. CONTENT Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum Electromagnetic Spectrum
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 142-143 pp. 144-145 pp. 146-147 pp. 148-150 pp. 151-152
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download
Powerpoint Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Give details about the previous
lesson discussed and intervene
some of the topics that were least
understood by the students
Present and discuss topics related
to electromagnetic spectrum and
present power point presentation
illustrating different forms of
electromagnetic waves
B. Establishing a purpose for the
lesson
*EXPLORE
Present to the class the importance
of those electromagnetic spectrum
or waves which are very important to
the application of every devices that
we are using today
Present video presentation or power
point presentation detailing about the
different usage and examples of
electromagnetic spectrum.
Discuss other applications that
are possibly link to the
modification of Electromagnetic
spectrum, and let the students
distinguish the differences or
similarities of these waves

50. C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Explain to the class the different
types of electromagnetic spectrum,
and their characteristics, giving
examples of each of the category of
the electromagnetic spectrum
Perform Activity as reflected on
Learner’s Material discussing about
Electromagnetic Wave Theory
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
Present the different famous
scientist that were credited for
their investigation and
formulation of the presence of
electromagnetic spectrum, and
their innovation to create other
equipment using these waves
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment
based on the discussed lectures
about Electromagnetic Spectrum and
evaluate the test result
Conduct Formative Assessment on
the topics about Electromagnetic
Spectrum and its application
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Determine the useful applications of
these electromagnetic spectrum in
our lives today, as different new
invented gadgets are mostly using
the concept of electromagnetic
waves.
Consider to determine the possible
negative effects of these
electromagnetic spectrum as it is
being used in some
instruments/gadgets that are being
used by people.
H. Making generalizations and
abstractions about the lesson
The students will generalize that
knowing the different kinds of
electromagnetic spectrum and its
application will let them determine
how to use those gadgets properly
for it also cause harmful effect to
the body.
The students will generalize that
electromagnetic spectrum is not
only focus on the usage of
different categories of
visible/non-visible light, they are
also link to electricity and
magnetism to create another
function and usefulness
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned
80% on the formative

51. 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
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal

52. Grades 1 to 12 Daily
Lesson Log
School SIMBOL NATIONAL HIGH SCHOOL Grade Level 10
Teacher ROBERTO T. SABANGAN JR. Learning Area SCIENCE
Teaching Dates and
Time
October 15 – October 19, 2018 (7:30-8:30)(8:30-9:30) Quarter 2nd
Quarter
Session 1 (MONDAY) Session 2 (TUESDAY) Session 3 (WEDNESDAY) Session 4 (THURSDAY) Session 5(FRIDAY)
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the images formed by the different types of mirrors and lenses
B. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes
C. Learning
Competencies/Objectives
Write the LC code for each.
The learners should be able to
predict the qualitative characteristics
of images formed by plane and
curved mirrors and lenses
The learners should be able to
determine the quantitative
characteristics of images formed by
plane and curved mirrors and
lenses
The learner should be able to
distinguish between a converging
and diverging mirrors and lenses
II. CONTENT
Mirror and Lenses Mirror and Lenses Mirror and Lenses 2ND
QUARTER
PERIODICAL
EXAMINATION
2ND
QUARTER PERIODICAL
EXAMINATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 168-171 pp. 172-174 pp. 175-177
3. Textbook pages
4. Additional Material from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
Internet Download Powerpoint
Topics
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
*ENGAGE
Give details about the previous
lesson discussed and intervene
some of the topics that were least
understood by the students
Present and discuss topics related
to optical devices and present
power point presentation illustrating
the concept of mirrors and lenses
and their behaviour in the
interaction of light
Discuss the different interacting
behaviour of light as it passes
through a medium, and give detail
about the types of mirrors/lenses
where light behaves differently in
those mirrors/lenses based on their
different forms
Conduct the 2nd Quarter
Periodical Exam
Conduct the 2nd Quarter Periodical
Exam
B. Establishing a purpose for the
lesson
Discuss other applications that are
very useful or relevant in using
mirrors and lenses which lead to

53. *EXPLORE the different construction of optical
instruments.
C. Presenting Examples/
instances of the new lesson
Present to the class the concept
about how lens and mirror works,
the different components involved
in determining the image produced
and its distance
D. Discussing new concepts and
practicing new skills #1
*EXPLAIN
Perform Activity 2 as reflected on
Learner’s Material discussing about
Angle of Incidence vs Angle of
Reflection
Illustrate to the class the different
behaviour of the images as it is being
placed on the different location in
terms of lens and mirror application
E. Discussing new concepts and
practicing new skills #2
*ELABORATE
F. Developing mastery
(Leads to Formative Assessment
3)
*EVALUATE
Conduct Formative Assessment
based on the discussed lectures
about Mirrors and Lenses and
evaluate the test result
G. Finding practical applications
of concepts and skills in daily
living
*EVALUATE
Determine the useful applications of
the different kinds of mirrors and
lenses in our lives today, as different
new invented gadgets are mostly
using the concept of mirrors and
lenses with different forms and
characteristics
Give importance the integration of
these mirror & lenses applications
that lead to the innovations and
upgrading of different optical devices
that were very useful in the new
technology that helps people in their
tasks/activities
Compute for the Item
Analysis and Evaluate the
Least Learned
Skills/Competencies of the
students based on the
discussed topics
Compute for the Item Analysis
and Evaluate the Least Learned
Skills/Competencies of the
students based on the discussed
topics
H. Making generalizations and
abstractions about the lesson
The students will generalize that
knowing the different kinds of
mirrors and lenses and its
application will let them determine
how to use those gadgets properly
The students will generalize that
mirrors and lenses don’t just play a
simple/basic function that can be
used to reflect images, but it can also
be utilized to create other devices
that will ease the burden of
magnifying the size of an image even
at far distances
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No.of learners who earned

54. 80% 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
strategiesworked 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?
__ROBERTO T. SABANGAN JR.__ CESAR E. CAÑONERO, Ed. D.
Name of Teacher and Signature Secondary School Principal