The document contains daily lesson logs from two teachers. The first teacher, Hazel Gumapon, taught lessons on vulnerability in disaster and recognizing factors that affect a community's vulnerability. Activities included comparing images to identify vulnerabilities and proposing solutions. The second teacher, Violeta Rendon, taught lessons on atomic structure and subatomic particles. Activities included using a watermelon to represent the atomic model and determining the number of protons, neutrons and electrons in elements. Formative assessments were used to evaluate student learning.

1. DAILY LESSON LOG
Direction: Look at the 2 imagesonpage 11 and
answerthe followingquestions.
Direction: Please lookatthe imagesonpage 12 of your
module andanswerthe followingquestions.
School: CAŇANG-MARCELOLUNANATIONALHIGH SCHOOL Grade Level:GRADE 8
Teacher HAZEL D. GUMAPON LearningArea
TeachingDates MARCH 28 & 30, 2022 Quarter 3
TeachingTime 10:45 – 11:45 AM Section 12 GAS- SCI MATH
Monday Wednesday Wednesday Thursday Friday
I. LEARNING COMPETENCY Recognize vulnerabilities of different elements expos to specific hazards(DRR11/12-Id-12,DRR11/12-Id-13)
A. Content Standards The learners demonstrate understandingof the various elements that may be exposed to hazards likephysical,social and economic.
B. Performance Standards Conduct hazard hunts of exposed elements and propose correspondingcorrectiveactions for one’s preparedness
C. Learning Objectives K – Identify the reasons why some sectors aremore vulnerableto disaster than others.
S – Describehow different sectors find ways on how to lessen vulnerability of the community.
A – Recognize the importance of knowing one’s capacity and population density in community mitigation and rehabilitation
VULNIRABILITY TO DISASTER FACTORS AFFECTING VULNERABILITY OF ONE’S
COMPPUNITY
E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materialsfrom
Learning Resource (LR) portal
B. Other Learning Resources SLM in DRRR Q3-Module 6: Vulnerability in Disaster SLM in DRRR Q3-Module 6: Vulnerability in Disaster
F. PROCEDURES
A. Review previews lesson or
presenting a new lesson
Collectfromthe studentstheirownmeaningof
vulnerability.
Explainthe meaningof vulnerability.
What arethe properties of subatomic particles of an atom?
B. Establishinga purposefor the
lesson
Find a place inside our campus that you think has
higher level of vulnerability?
Find a place in our locality that you think has higher level
C. Presentingexamples/
instancesof newlesson
Activity 1: Compare and contrast the different images
given and explain its vulnerability.
Activity 1: Compare and contrast the differentimages
givenandexplainitsvulnerability.

2. Q1. List down3 differencesbetweenthe 2images
presented.
Q2. Which imagesshowshighervulnerabilityof
transmissibleinfectiousdiseases?
Q3. Give explanationwhythe identifieddifferences
makesitvulnerable andnotvulnerable toinfectious
diseases.
Q1. Which image showshigherlevel of vulnerabilityduring
typhoon?
Q2. List 3 possible reasonswhythe chosenimage initem1
questionhasa higherlevelof vulnerabilityonthe given
scenario.
Q3. Which image portraysbettercapabilitiestoresponseduring
timesof disaster?Explainwhy.
D. Discussingnewconcepts
and practicingnewskills#1
Activity 2: Charge it!
Observingandstudyingthe differentimages onpages
11 and 12.
Q1. What are the factors affectingvulnerabilityof one’s
company?
Q2. Differentiate populationandpopulationdensity.
Activity 2: Beyondour Imagination!
Observingandstudyingthe differentimagesonpages11 and
12.
Q1. What do you observe?
Q2. Whendo you consideracommunity iscapable andefficient
to reduce disasterrisk?
E. Discussingnewconcepts
and practicingnew skills #2
Finding places with higher vulnerabilities inside the
campus,
Q1. What arethe possible problems that you were able to
identify?
Q2: As a concerned student of DRRR, what possible
solutions to the problem can you suggest?
Finding places with higher vulnerabilities inside the campus,
Q1. What arethe possible problems that you were able to identify?
Q2: As a concerned student of DRRR, what possible solutions to the
problem can you suggest?
F. Developingmastery
(Leads to formative
assessment)
Assessment: Answer pg. 19 of your module. Assessment:Answerpg.19of yourmodule
G. Findingpractical
applicationsof concepts
and skillsin daily living
How will youpreventdisasterriskinyourdailyliving? How will youpreventdisasterriskinyourdailyliving?
H. Makinggeneralizations and
abstractions aboutthe
lesson
Q1. What is vulnerabilityinDisaster
Q2. What are the factors affectingvulnerabilityof one’s
community?
Describe howdidRutherford’sachieve inhisworkonsubatomic
particlesof matter?
I. Evaluating learning Answer pg. 9 in yourSLM.
ScoringRubrics
15 – complete andcorrectanswers
12 – complete but3mistakeswithwrongspelling
10 – 5 mistakes
5 – 10 mistakes
0 – no correct answer
Answerpg.15 inyour SLM
ScoringRubrics
15 – complete andcorrectanswers
12 – complete but3mistakeswithwrongspelling
10 – 5 mistakes
5 – 10 mistakes
0 – no correct answer
J. Additional activities for
application or remediation
G. REMARKS
H. REFLECTION

3. A. No. of learners who earned
70% on the formative
assessment
B. No of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
Strategies worked well?
Why did this work?
F. Whatdifficulties 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
sharewith other teachers.
Preparedby:HAZEL D. GUMAPON Checkedby:CASSIUSCAESAR Z. AUDIENCIA II Notedby:JOSE GLENN L. NIERE
DRRR Teacher School Principal OslobPSDS

4. DAILY LESSON LOG
School: CAŇANG-MARCELOLUNANATIONALHIGH SCHOOL Grade Level:GRADE 8
Teacher VIOLETA L. RENDON LearningArea SCIENCE8
TeachingDates MARCH 21 - 25, 2022 Quarter 3
TeachingTime 8:45 - 9:45 Section LOVE
Monday Wednesday Wednesday Thursday Friday
I. LEARNING COMPETENCY Determine the number of protons, neutrons, and electrons in a particular atom. (MELC Week 5-6 S8MT-IIIe-f-10)
A. Content Standards The particlenatureof matter as basisfor explainingproperties,physical changes,and structureof substances and mixtures.
B. Performance Standards The identity of a substanceaccordingto its atomic structure
C. Learning Objectives K – 1. Identifythe subatomicparticlesassociatedwithmassnumber.
2. Identify the electric chargeof an atom and its subatomic particles.
S – 1. Determine the numberof neutronsfromthe massnumber.
2. Interpretshorthandnotationsforisotopesandatoms.
A – Realize the importanceof atoms in our lives.
D. CONTENT PLUM PUDDING AND NUCLEAR MODELS OF THE ATOM THE NUMMBER OF SUBATOMIC PARTICLES IN ATOMS, IONS
AND ISOTOPES
E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materialsfrom
Learning Resource (LR) portal
B. Other Learning Resources SLM in Science 8 Q3-Module 3: Atoms – InsideOut SLM in Science 8 Q3-Module 3: The Atoms – InsideOut
F. PROCEDURES
A. Review previews lesson or
presenting a new lesson
What arethe properties of subatomic particles of an
atom?
How didRutherford’sachieveinhisworkon
subatomicparticlesof matter?
B. Establishinga purposefor the
lesson
What are the fundamental properties of electricity? What are the charges of subatomic particles?
Where each one located in an atom?
C. Presentingexamples/
instancesof newlesson
Activity 1: Small but Terrible! Activity1: FINDME!
Use yourPeriodicTable of Elements
What are inthe periodictable?
I wantyou to familiarize the elementsinthe periodic
table as well asitssymbols.

5. Direction: Please lookatpg. 10 of your SLM.
Q1. Have youeatena watermelon?Didyounotice
the seedsthatare embeddedinside the fruit?
Q2. Don’t youknowthat Thomson’satomicmodel
can be comparedto a watermelonfruitwith
seedsdescribedasthe negatively-charged
particlescalled electrons?
Q3. What doesthe whole watermelonfruit
represent?
Q4. What do the seedsinside the watermelonfruit
represent?
Direction: Answerthe ff.questions
1. What is the elementwithanatomicnumberof 15?
2. How many protonsdoesthe atomof thiselement
have?
3. How many electronsare there inanatom of
aluminum(Al)?
4. Amongthe elementsinthe periodictable,which
has the smallestnumberof proton?
D. Discussingnewconcepts
and practicingnewskills#1
Activity 2: Beyondour Imagination!
Please proceedtopgs.11and 12 and readsilently.
Q1. What do you observe?Whathappenedtothe
penwhenithitthe plasticstraw?
Q2. Where can you see mostof the pen’smarkings?
ATIVITY2: NEUTRAL ATOMS,IONSAND ISOTOPES
(inpgs.17 – 20 in SLM)
The teacherdiscussesof whatare neutral atoms,ions
and isotopes
What makesisotopesdifferentfromionsandneutral
atoms?
E. Discussingnewconcepts
and practicingnew skills #2
What isRutherford’snuclearmodel?
What isthe specifictermof particlesof anin
Rutherford’steaminproposingatomicmodel?
Activity3: IDENTIFYINGION ASCATION OR ANION
Whencan you say that the elementiscationoranion?
Why?
F. Developingmastery
(Leads to formative
assessment)
Assessment:AnswerAssessmentinyournotesin
pgs.22-24 inyour SLM. (Note:Thispartwasnot
realizedlastweek)
Assessment:AnswerAssessmentinyournotesinpgs.
22-24 inyourSLM.
G. Findingpractical
applicationsof concepts
and skillsin daily living
How will youapplyinourhumanlife situationabout
the subatomicparticle inourday to day living?
What can you door to helpapersonhavinga mildskin
disease?
H. Makinggeneralizations and
abstractions aboutthe
lesson
Describe howdidRutherford’sachieve inhiswork
on subatomicparticlesof matter?
Can yougive the use of isotopestous?Doesit
important?Why?
I. Evaluating learning Answerpg.15 inyour SLM
ScoringRubrics
15 – complete andcorrectanswers
12 – complete but3mistakeswithwrongspelling
10 – 5 mistakes
5 – 10 mistakes
0 – no correct answer
Readpg. 21 of yourSLM and comprehendthe
situationgiveninpg.22, thenanswerthe questionin
the same pg.
ScoringRubrics:
15 points:Discussionsdo nothave misconceptions;with
complete scientific evidence.
10 points:Discussionsdo notcompletely showscientific
evidence.
5: Discussionsdo not show complete scientific evidence;
with misconceptions.
0: There is no discussion.

6. J. Additional activities for
application or remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned
70% on the formative
assessment
B. No of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
Strategies worked well?
Why did this work?
F. Whatdifficulties 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
sharewith other teachers.
Preparedby:VIOLETA L. RENDON Checkedby:MICHAEL ANGELOS. MAGALSO Notedby:JOSE GLENN L. NIERE
Science Teacher OIC – School Principal OslobPSDS