This document contains a daily lesson log for a 4th grade science class taught from January 9-13, 2023. The lessons focus on plant structures and how they allow plants to adapt to different environments. Each day's lesson outlines the objectives, content and performance standards, learning resources, procedures, and evaluation. The teacher provides details on the activities, discussions, and experiments used each day. Reflections are also included on student performance, effectiveness of teaching strategies, challenges encountered, and potential innovations to share.
This document contains a daily lesson log for a Grade 4 science class covering the topic of animal adaptations over the course of one week. The lessons focus on how different animal body parts allow animals to adapt to living in water, on land, getting food, and protection. Activities include identifying animal body parts, grouping animals based on adaptations, and constructing models. Formative assessments are conducted to check students' understanding of how body structures help animals survive in different environments.
This daily lesson log outlines a teacher's plan for teaching agriculture to 6th grade students over the course of a week. The lessons will focus on propagating trees and fruit trees through various methods like budding, marcotting, and grafting. During the week, students will identify different types of orchards and trees suitable for different locations. They will learn how to design orchard layouts and care for seedlings. Various activities are planned like group work, presentations, and videos to reinforce the concepts. Formative assessments will evaluate students' understanding of the topics covered.
This document contains a daily lesson log for a Grade 4 science class covering the topics of seed germination and growth, life cycles of animals, stages of human development, and interactions among living things over the course of one week. Each day's lesson includes objectives, content, learning resources, procedures such as introducing the topic and student activities, and assessments. The teacher evaluates student mastery of the concepts and notes those who require additional remedial activities.
DLL TLE 6 AGRICULTURE SY2023-2024 Aug. 29 ~Sept. 01.docxGLORIAMACAY1
This document outlines the weekly lesson plan for a Grade 6 Agriculture class covering the topic of planting and propagating trees and fruit-bearing trees. The objectives are for students to understand scientific practices in planting trees and apply their knowledge and skills. Each day focuses on a different sub-topic, including plant propagation, benefits of trees, trees in rural and urban areas, and fruit-bearing trees. Learning activities include group work, identification activities, quizzes and essays. The teacher reflects on students' progress and seeks advice on improving instruction.
This document contains the daily lesson log for a 6th grade science class covering the topic of reproduction in non-flowering plants. The objectives are for students to understand how spore-bearing and cone-bearing plants reproduce and be able to create a multimedia presentation on the reproductive systems. The lesson involves reviewing plant reproduction, watching a video on the life cycle of cone-bearing plants, discussing concepts like naked seeds, and having students work collaboratively in groups to complete projects on plant propagation. Formative assessment includes self-checks, explaining the cone-bearing plant life cycle, and a multiple choice quiz. The log also reflects on student performance and opportunities for improvement.
This document contains a daily lesson log for a Grade 3 science class covering the week of January 8-12, 2024. The lessons focus on the uses of plants, physical traits of animals, basic needs of humans, animals and plants, and how living things depend on their environment. Activities include identifying uses of plants, observable traits of animals, basic needs of living things, and the importance of the environment. Formative assessments evaluate students' understanding of the uses of plants, differences between animals, basic needs, and environmental dependencies.
This document outlines a daily lesson log for a Grade 4 science class covering waste disposal. Over the course of a week, students will learn about sorting and properly disposing of waste according to material properties, proper waste disposal methods, and safety precautions. Lessons include classifying materials, demonstrations, discussions, and activities. The teacher evaluates students and provides remediation as needed. Strategies that worked well included group collaboration, discussions, and hands-on activities. The teacher notes areas where support may be needed like classroom management or access to materials.
This document contains a daily lesson log for a Grade 3 science class covering the topics of uses of plants, physical traits of animals, basic needs of humans, animals and plants, and how living things depend on their environment. The log outlines the learning objectives, content, procedures, activities, and assessment for the lessons during the week. Key activities include identifying uses of plants, observable physical traits of animals, basic needs of living things, and how they depend on the environment. Formative assessments involve writing paragraphs and making posters on the topics.
This document contains a daily lesson log for a Grade 4 science class covering the topic of animal adaptations over the course of one week. The lessons focus on how different animal body parts allow animals to adapt to living in water, on land, getting food, and protection. Activities include identifying animal body parts, grouping animals based on adaptations, and constructing models. Formative assessments are conducted to check students' understanding of how body structures help animals survive in different environments.
This daily lesson log outlines a teacher's plan for teaching agriculture to 6th grade students over the course of a week. The lessons will focus on propagating trees and fruit trees through various methods like budding, marcotting, and grafting. During the week, students will identify different types of orchards and trees suitable for different locations. They will learn how to design orchard layouts and care for seedlings. Various activities are planned like group work, presentations, and videos to reinforce the concepts. Formative assessments will evaluate students' understanding of the topics covered.
This document contains a daily lesson log for a Grade 4 science class covering the topics of seed germination and growth, life cycles of animals, stages of human development, and interactions among living things over the course of one week. Each day's lesson includes objectives, content, learning resources, procedures such as introducing the topic and student activities, and assessments. The teacher evaluates student mastery of the concepts and notes those who require additional remedial activities.
DLL TLE 6 AGRICULTURE SY2023-2024 Aug. 29 ~Sept. 01.docxGLORIAMACAY1
This document outlines the weekly lesson plan for a Grade 6 Agriculture class covering the topic of planting and propagating trees and fruit-bearing trees. The objectives are for students to understand scientific practices in planting trees and apply their knowledge and skills. Each day focuses on a different sub-topic, including plant propagation, benefits of trees, trees in rural and urban areas, and fruit-bearing trees. Learning activities include group work, identification activities, quizzes and essays. The teacher reflects on students' progress and seeks advice on improving instruction.
This document contains the daily lesson log for a 6th grade science class covering the topic of reproduction in non-flowering plants. The objectives are for students to understand how spore-bearing and cone-bearing plants reproduce and be able to create a multimedia presentation on the reproductive systems. The lesson involves reviewing plant reproduction, watching a video on the life cycle of cone-bearing plants, discussing concepts like naked seeds, and having students work collaboratively in groups to complete projects on plant propagation. Formative assessment includes self-checks, explaining the cone-bearing plant life cycle, and a multiple choice quiz. The log also reflects on student performance and opportunities for improvement.
This document contains a daily lesson log for a Grade 3 science class covering the week of January 8-12, 2024. The lessons focus on the uses of plants, physical traits of animals, basic needs of humans, animals and plants, and how living things depend on their environment. Activities include identifying uses of plants, observable traits of animals, basic needs of living things, and the importance of the environment. Formative assessments evaluate students' understanding of the uses of plants, differences between animals, basic needs, and environmental dependencies.
This document outlines a daily lesson log for a Grade 4 science class covering waste disposal. Over the course of a week, students will learn about sorting and properly disposing of waste according to material properties, proper waste disposal methods, and safety precautions. Lessons include classifying materials, demonstrations, discussions, and activities. The teacher evaluates students and provides remediation as needed. Strategies that worked well included group collaboration, discussions, and hands-on activities. The teacher notes areas where support may be needed like classroom management or access to materials.
This document contains a daily lesson log for a Grade 3 science class covering the topics of uses of plants, physical traits of animals, basic needs of humans, animals and plants, and how living things depend on their environment. The log outlines the learning objectives, content, procedures, activities, and assessment for the lessons during the week. Key activities include identifying uses of plants, observable physical traits of animals, basic needs of living things, and how they depend on the environment. Formative assessments involve writing paragraphs and making posters on the topics.
1. The document outlines a 5-step e-lesson plan about photosynthesis.
2. In the engage section, the teacher discusses the importance of monsoon season and rainfall, and has students collect rainfall data from their locality.
3. In the explore section, students watch videos about what plants need to grow and discuss that plants need water, carbon dioxide, chlorophyll, and sunlight to produce their own food.
This document contains a daily lesson log from Guindapaunan Elementary School for Grade 4-6. It outlines the objectives, content, resources, procedures, and reflections for lessons on the effects of force (Grade 4), motion (Grade 5), and gravitation and frictional forces (Grade 6). The lessons involve hands-on activities like changing the shape of objects using force and identifying types of motion. The teacher reflects on teaching strategies, student performance and challenges to address with the principal.
1. The document is a daily lesson log from Guindapaunan Elementary School covering lessons for Grade 4, 5, and 6 science.
2. The Grade 4 lesson covers the effects of force on the size of objects. Students will perform experiments applying force to different materials and observe changes in size.
3. The Grade 5 lesson continues a previous lesson on motion, focusing on defining different types of friction.
4. The Grade 6 lesson also builds on a prior friction lesson, asking students to analyze examples of how friction and gravity affect object movement.
TLE-DLL-Q4-W1.docx..... Tle cookery 9, Fourth QuarterErmaJalem
This document summarizes a daily lesson log from Dumingag National High School for an agriculture class. It outlines the objectives, content, procedures, and evaluation for lessons on basic stock control procedures in a plant nursery. Over the course of the week, students learned about the various materials needed for plant propagation activities and how to properly store and maintain stockpiled materials in the nursery. They also discussed potential harmful wastes and solutions for proper disposal. The teacher utilized various teaching methods including presentations, discussions, examples, and assessments to help students understand nursery stock materials and waste management.
15 Samruddhi Science lesson plan June 2016.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
This document contains a daily lesson log for a Grade 4 science class. The lesson focuses on changes in materials that are useful or harmful to the environment. The teacher outlines objectives and competencies, including describing changes in properties of materials and identifying whether changes are useful or harmful. The lesson plan details procedures like reviewing previous concepts, presenting examples, discussing new concepts, and evaluating learning. Activities include a bubble-making demonstration and discussions on waste management. The teacher reflects on strategies, student performance, and opportunities for innovation.
The daily lesson log outlines a science teacher's lesson plan for a week of teaching 11th grade Earth and Life Science. The lessons focus on introducing concepts of life, including the historical development of the concept of life, the origin of the first life forms, and unifying themes in the study of life. Throughout the week, students will participate in activities like experiments, group presentations, and role playing to explain these concepts. Formative assessments include rubrics to evaluate students' presentations and projects. The log also reflects on students' learning and areas needing remediation or improvement.
1. The document outlines the daily lesson log and plan for a Cookery class in Cahayagan National High School.
2. Over the course of the week, topics will include preparing salted eggs, classifying and identifying vegetables and their benefits, and factors to consider in preparing vegetables.
3. Learning activities will involve videos, assignments, recipes, and evaluations to help students understand the concepts and apply their knowledge in identifying ingredients, preparing dishes, and planning vegetable-based projects.
The document is a daily lesson log for an 11th grade agriculture class. Over the course of a week, the teacher will cover the topics of work tasks in farm operations and places for safety measures. Some key objectives are to identify different work tasks, appreciate the roles of various tasks, and determine important safety areas. The log outlines daily procedures like reviewing concepts, presenting examples, discussing new ideas, and evaluating student comprehension through activities and quizzes. It also includes reflections on teaching effectiveness and opportunities for improvement.
This document outlines a lesson plan for teaching 6th grade agriculture. The lesson focuses on propagating trees and fruit trees following agricultural standards. It involves discussing the importance of planting trees, identifying successful local orchard growers, and demonstrating nursery work including maintenance, tools used, and caring for seedlings. Assessment includes written exams, demonstrations, oral recitations and group presentations. Additional activities include students taking videos of local trees and developing a flipchart on maintaining a nursery.
This daily lesson plan outlines a science class for 8th grade students on the states of matter. The objectives are to identify and differentiate the characteristics of solids, liquids, and gases. The content will discuss the particle nature of matter and its role in explaining the properties and structure of substances and mixtures. Learning resources include the science textbook and additional online references. Procedures include reviewing the previous lesson, presenting examples, discussing concepts through partner and group activities, formative assessment questions, and extending learning through additional research. The reflection section will evaluate student understanding and the effectiveness of teaching strategies.
Here are the stages of the life cycle of a chicken arranged in order:
1. Hen lays eggs
2. Hen sits on eggs to keep them warm
3. Chick grows inside the egg
4. Chick hatches from the egg
5. Chick grows into an adult chicken
B. Life Cycle of a Frog
1. Frog lays eggs in water
2. Eggs hatch into tadpoles
3. Tadpoles grow legs and lungs
4. Tadpoles transform into young frogs
5. Young frogs grow into adult frogs
Frogs lay eggs in large
clusters or strings in
ponds or other bodies of
water.
The eggs hatch into
t
This document discusses how to teach students about plants and weather. It provides learning objectives, vocabulary words, and interactive activities to help students understand plant parts and life cycles, as well as daily weather patterns, seasons, and weather safety. Some suggested activities include using seed planting demonstrations and a "see-through" planter to observe roots growing, weather diaries to track local conditions, and interactive tools to identify plant parts and take temperature measurements. The goal is for students to understand what plants need to live and how weather can impact plants and animals.
This document discusses the proper elements to observe when planting trees and fruit-bearing trees using technology. It identifies key factors like climate, temperature, sunlight, soil, and moisture that affect plant growth. The document also outlines the general steps for proper transferring of planting trees, which includes choosing a suitable location, digging holes, carefully placing seedlings, covering roots with soil, and watering. Conducting surveys using technology can help identify these important elements to ensure higher survival rates for planted trees and fruits.
This document provides resources and guidance for teaching a unit on internal and external structures in 7th grade science. It includes the relevant state standards, a pacing guide, lesson plan components, activities, and strategies for differentiation and assessment. The key objectives are for students to explain how variations within populations enhance survival, and to investigate and explain how internal structures allow specific functions in organisms.
This document outlines a science lesson plan for an 8th grade class on biodiversity. The objectives are to define biodiversity, actively participate in class activities, and understand the importance of biodiversity in daily life. The lesson will include reviewing the alphabet game definition, watching two video presentations on biodiversity, and splitting students into groups to demonstrate their understanding through a song, role play, drawing or poem. Formative assessment includes a true/false quiz and an assignment communicating with others about local species names. The teacher reflects on students' progress and identifies strategies for improvement.
Standard units of measurement include the meter for distance, kilogram for mass, second for time, ampere for electric current, kelvin for temperature, mole for amount of substance, and candela for light intensity. These standard units are regulated by the International Bureau of Weights and Measures. Common conversions between units of length include that 1 centimeter is equal to 10 millimeters, 1 decimeter is equal to 10 centimeters, and 1 meter is equal to 1000 millimeters or 100 centimeters. When measuring length or distance, it is important to use the correct measuring instrument, start at zero, and report the measurement with the appropriate unit.
1. The document outlines a physical education lesson plan for grade 5 students focusing on the invasion game of sikyo.
2. The objectives are for students to discuss sikyo, identify how play develops physical fitness skills, and safely perform physical activities.
3. Activities include reviewing agawang bandera, groups pantomiming household chores demonstrating speed and agility, and explaining the importance of frequently doing such activities. Students will learn and discuss the rules of sikyo and how play enhances physical fitness.
1. The document outlines a 5-step e-lesson plan about photosynthesis.
2. In the engage section, the teacher discusses the importance of monsoon season and rainfall, and has students collect rainfall data from their locality.
3. In the explore section, students watch videos about what plants need to grow and discuss that plants need water, carbon dioxide, chlorophyll, and sunlight to produce their own food.
This document contains a daily lesson log from Guindapaunan Elementary School for Grade 4-6. It outlines the objectives, content, resources, procedures, and reflections for lessons on the effects of force (Grade 4), motion (Grade 5), and gravitation and frictional forces (Grade 6). The lessons involve hands-on activities like changing the shape of objects using force and identifying types of motion. The teacher reflects on teaching strategies, student performance and challenges to address with the principal.
1. The document is a daily lesson log from Guindapaunan Elementary School covering lessons for Grade 4, 5, and 6 science.
2. The Grade 4 lesson covers the effects of force on the size of objects. Students will perform experiments applying force to different materials and observe changes in size.
3. The Grade 5 lesson continues a previous lesson on motion, focusing on defining different types of friction.
4. The Grade 6 lesson also builds on a prior friction lesson, asking students to analyze examples of how friction and gravity affect object movement.
TLE-DLL-Q4-W1.docx..... Tle cookery 9, Fourth QuarterErmaJalem
This document summarizes a daily lesson log from Dumingag National High School for an agriculture class. It outlines the objectives, content, procedures, and evaluation for lessons on basic stock control procedures in a plant nursery. Over the course of the week, students learned about the various materials needed for plant propagation activities and how to properly store and maintain stockpiled materials in the nursery. They also discussed potential harmful wastes and solutions for proper disposal. The teacher utilized various teaching methods including presentations, discussions, examples, and assessments to help students understand nursery stock materials and waste management.
15 Samruddhi Science lesson plan June 2016.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
This document contains a daily lesson log for a Grade 4 science class. The lesson focuses on changes in materials that are useful or harmful to the environment. The teacher outlines objectives and competencies, including describing changes in properties of materials and identifying whether changes are useful or harmful. The lesson plan details procedures like reviewing previous concepts, presenting examples, discussing new concepts, and evaluating learning. Activities include a bubble-making demonstration and discussions on waste management. The teacher reflects on strategies, student performance, and opportunities for innovation.
The daily lesson log outlines a science teacher's lesson plan for a week of teaching 11th grade Earth and Life Science. The lessons focus on introducing concepts of life, including the historical development of the concept of life, the origin of the first life forms, and unifying themes in the study of life. Throughout the week, students will participate in activities like experiments, group presentations, and role playing to explain these concepts. Formative assessments include rubrics to evaluate students' presentations and projects. The log also reflects on students' learning and areas needing remediation or improvement.
1. The document outlines the daily lesson log and plan for a Cookery class in Cahayagan National High School.
2. Over the course of the week, topics will include preparing salted eggs, classifying and identifying vegetables and their benefits, and factors to consider in preparing vegetables.
3. Learning activities will involve videos, assignments, recipes, and evaluations to help students understand the concepts and apply their knowledge in identifying ingredients, preparing dishes, and planning vegetable-based projects.
The document is a daily lesson log for an 11th grade agriculture class. Over the course of a week, the teacher will cover the topics of work tasks in farm operations and places for safety measures. Some key objectives are to identify different work tasks, appreciate the roles of various tasks, and determine important safety areas. The log outlines daily procedures like reviewing concepts, presenting examples, discussing new ideas, and evaluating student comprehension through activities and quizzes. It also includes reflections on teaching effectiveness and opportunities for improvement.
This document outlines a lesson plan for teaching 6th grade agriculture. The lesson focuses on propagating trees and fruit trees following agricultural standards. It involves discussing the importance of planting trees, identifying successful local orchard growers, and demonstrating nursery work including maintenance, tools used, and caring for seedlings. Assessment includes written exams, demonstrations, oral recitations and group presentations. Additional activities include students taking videos of local trees and developing a flipchart on maintaining a nursery.
This daily lesson plan outlines a science class for 8th grade students on the states of matter. The objectives are to identify and differentiate the characteristics of solids, liquids, and gases. The content will discuss the particle nature of matter and its role in explaining the properties and structure of substances and mixtures. Learning resources include the science textbook and additional online references. Procedures include reviewing the previous lesson, presenting examples, discussing concepts through partner and group activities, formative assessment questions, and extending learning through additional research. The reflection section will evaluate student understanding and the effectiveness of teaching strategies.
Here are the stages of the life cycle of a chicken arranged in order:
1. Hen lays eggs
2. Hen sits on eggs to keep them warm
3. Chick grows inside the egg
4. Chick hatches from the egg
5. Chick grows into an adult chicken
B. Life Cycle of a Frog
1. Frog lays eggs in water
2. Eggs hatch into tadpoles
3. Tadpoles grow legs and lungs
4. Tadpoles transform into young frogs
5. Young frogs grow into adult frogs
Frogs lay eggs in large
clusters or strings in
ponds or other bodies of
water.
The eggs hatch into
t
This document discusses how to teach students about plants and weather. It provides learning objectives, vocabulary words, and interactive activities to help students understand plant parts and life cycles, as well as daily weather patterns, seasons, and weather safety. Some suggested activities include using seed planting demonstrations and a "see-through" planter to observe roots growing, weather diaries to track local conditions, and interactive tools to identify plant parts and take temperature measurements. The goal is for students to understand what plants need to live and how weather can impact plants and animals.
This document discusses the proper elements to observe when planting trees and fruit-bearing trees using technology. It identifies key factors like climate, temperature, sunlight, soil, and moisture that affect plant growth. The document also outlines the general steps for proper transferring of planting trees, which includes choosing a suitable location, digging holes, carefully placing seedlings, covering roots with soil, and watering. Conducting surveys using technology can help identify these important elements to ensure higher survival rates for planted trees and fruits.
This document provides resources and guidance for teaching a unit on internal and external structures in 7th grade science. It includes the relevant state standards, a pacing guide, lesson plan components, activities, and strategies for differentiation and assessment. The key objectives are for students to explain how variations within populations enhance survival, and to investigate and explain how internal structures allow specific functions in organisms.
This document outlines a science lesson plan for an 8th grade class on biodiversity. The objectives are to define biodiversity, actively participate in class activities, and understand the importance of biodiversity in daily life. The lesson will include reviewing the alphabet game definition, watching two video presentations on biodiversity, and splitting students into groups to demonstrate their understanding through a song, role play, drawing or poem. Formative assessment includes a true/false quiz and an assignment communicating with others about local species names. The teacher reflects on students' progress and identifies strategies for improvement.
Standard units of measurement include the meter for distance, kilogram for mass, second for time, ampere for electric current, kelvin for temperature, mole for amount of substance, and candela for light intensity. These standard units are regulated by the International Bureau of Weights and Measures. Common conversions between units of length include that 1 centimeter is equal to 10 millimeters, 1 decimeter is equal to 10 centimeters, and 1 meter is equal to 1000 millimeters or 100 centimeters. When measuring length or distance, it is important to use the correct measuring instrument, start at zero, and report the measurement with the appropriate unit.
1. The document outlines a physical education lesson plan for grade 5 students focusing on the invasion game of sikyo.
2. The objectives are for students to discuss sikyo, identify how play develops physical fitness skills, and safely perform physical activities.
3. Activities include reviewing agawang bandera, groups pantomiming household chores demonstrating speed and agility, and explaining the importance of frequently doing such activities. Students will learn and discuss the rules of sikyo and how play enhances physical fitness.
This document contains a daily lesson log for a Grade 6 Physical Education class. The lesson focuses on assessing physical activities and physical fitness, specifically volleyball skills. The objectives are to assess physical activities based on the Philippines Physical Activity Pyramid, observe safety precautions, and execute volleyball skills. The lesson procedures include reviewing previous lessons on net and wall games, demonstrating volleyball skills like serving and passing, discussing safety measures, and practicing skills through peer teaching and individual assessment. The goal is for students to master key volleyball skills and apply safety practices.
The daily lesson log outlines a lesson on food preservation for 6th grade students. The lesson objectives are for students to demonstrate an understanding of and skills in food preservation. Students will preserve foods using appropriate tools and materials while applying food preservation principles and skills. The lesson content discusses food preservation. Procedures include student group presentations on preserved food products and a discussion of safety rules in food processing. The lesson emphasizes sanitation and safety practices for processed foods.
Mrs. Precilla U. Halago teaches ESP and Science. Mr. Jeffrey D. Alconera teaches Math. Mrs. Kimber Mae P. Romero teaches A.P. Mrs. Gerlyn Mae S. Serrano teaches Filipino. Mrs. Nelisa M. Oringo teaches English. Mrs. Sharon R. Castańo teaches EPP. Richelyn M. Calumpang teaches MAPEH - Music. Mrs. Hannah A. Villagantol teaches Arts. Mr. Emmamuel S. Halago III teaches P.E. Mrs. Emily D. Alconera teaches Health. Mrs. Rizza R-. Valdez is the Principal. Ms. Janelle Anne E.
Philosophy is defined in multiple ways throughout the document. It is described as the love of wisdom by its Greek and Latin origins. Several philosophers provide their perspectives, such as Socrates viewing it as examining how we should live, and Marx seeing it as interpreting the world to change it. Key branches discussed include logic, ontology, epistemology and ethics. Logic is defined as necessary reasoning by Aristotle. Ontology deals with the nature of existence and phenomena. Epistemology concerns the nature and scope of knowledge. Ethics is deduced from the Greek word for custom regarding behavior. The document argues for putting philosophy back into PhDs by training students to think critically and view their work through a lens of social responsibility.
The document outlines the procedures for final testing and sealing of voting machines. It details the steps election board members and staff must take to set up and test the voting machines, conduct a mock election, close the polls, re-zero the machines, and dispose of the forms from the test. The key steps include setting up the polling place, opening and testing the voting machines, conducting a final testing of the system with sample ballots, closing the mock election and printing reports, and ensuring all materials are securely submitted.
The document describes a lesson on physical and chemical changes that occur when materials are exposed to heat. It discusses experiments using a matchstick, candle, tin can, and ice cube to demonstrate these changes. The matchstick ignites and burns upon friction, the candle flame produces smoke deposits in the tin can, and the ice cube melts when left outside. Physical changes are reversible while chemical changes create new substances.
This document contains a spelling list of 10 words: eyes, lips, tall, water, wind, fruits, flower, bird, things, small. The list seems to be related to nature and living creatures.
This document provides a summary of education programs and progress in the GSC South District for the third quarter of 2022. It reports on target outputs and indicators for various programs like basic education, support for schools and learners, and human resource development. It finds that most targets were met or exceeded, with high retention, completion and learning proficiency rates. It also outlines stories of impact, such as increased special education enrollment and the adoption of a reading program. Areas needing assistance are requested, such as additional teachers, funding and training to further support inclusive education.
This document discusses physical and chemical changes in materials. It provides instructions for students to do activities to observe these changes. The activities include lighting a match, placing a tin can over a burning candle, and leaving ice outside. The document guides students to observe the signs of change in these materials and classify the changes as physical or chemical. It also contains review questions, worksheets, and discussions about the specific changes that occur during physical and chemical processes.
This document provides instructions for three activities on colloids. The first activity involves testing a cornstarch and water mixture using various tests to determine if it exhibits solid or liquid properties. The second activity instructs students to make colored gelatin shapes. The third activity asks students to prepare food showing different types of mixtures and their states of matter. Throughout, the document emphasizes that colloids have properties of both solids and liquids and provides examples like gelatin, rubber and foam.
The document discusses chemical and physical properties of matter. Chemical properties describe characteristics only observed when a substance changes into a different substance, such as combustibility and reactivity. Physical properties can be observed without a chemical change and include characteristics like color, texture, hardness, and conductivity. The document provides examples of substances that demonstrate different chemical and physical properties and links to videos that show chemical reactions and properties in action.
This document outlines an action plan template for Bounce Fitness Melbourne. It details strategies, responsible parties, anticipated and actual results. The centre manager, Angela Sy, is responsible for providing staff training on team building and arranging workshops. Workshops were approved and scheduled. Centre management and trainers then implemented a successful team building workshop where all staff were actively involved. An evaluation team was also organized to monitor the workshops' impact and provide feedback. The goal is for this new initiative to generate additional monthly revenue while incurring little additional expense.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
DLL_SCIENCE 4_Q2_W8.docx
1. GRADES 1 to 12
DAILY LESSON LOG
School: FRANCISCO ORINGO SR ELEM SCHOOL Grade Level: IV
Teacher: PRECILLA U HALAGO Learning Area: SCIENCE
Teaching Dates and
Time: JANUARY 9-13, 2023 (WEEK 8) Quarter: 2ND QUARTER
I. OBJECTIVES Interpret data on the effect
of environmental factors on
plant growth.
Choose which plant could grow
in a particular habitat.
a. Identify and examine the parts
of a seed
b. Distinguish monocot and dicot
as to its structures.
a.Compare the characteristics of
different plant seeds
b. Compare the growth process
of monocot seeds to a dicot seed.
a. Distinguish the factors that
affect seed germination and
growth b.
Analyze and interpret data
gathered
c. Exercise investigative
approach in problem solving
A. Content Standards The learners demonstrate
understanding of plants have
body parts that make them
adapt to land or water.
The learners demonstrate
understanding of plants have
body parts that make them adapt
to land or water.
The learners demonstrate
understanding of plants have
body parts that make them adapt
to land or water.
The learners demonstrate
understanding of plants have
body parts that make them adapt
to land or water.
The learners demonstrate
understanding of plants have
body parts that make them
adapt to land or water.
B. Performance
Standards
The learners should be able
to construct a prototype
model of organism that has
body parts which can survive
in a given environment.
The learners should be able to
construct a prototype model of
organism that has body parts
which can survive in a given
environment.
The learners should be able to
construct a prototype model of
organism that has body parts
which can survive in a given
environment.
The learners should be able to
construct a prototype model of
organism that has body parts
which can survive in a given
environment.
The learners should be able to
construct a prototype model of
organism that has body parts
which can survive in a given
environment.
The learners should be able
to conduct investigation on
the specialized structures of
plants given varying
environmental conditions:
light, water, temperature,
and soil type.
S4LT-IIe-f-10
The learner should be able to
choose which plants grow in a
particlar habitat.
S4LT-IIe-f-12
The learners should be able to
conduct investigation on the
specialized structures of plants
given varying environmental
conditions: light, water,
temperature, and soil type.
S4LT-IIe-f-10
The learners should be able to
conduct investigation on the
specialized structures of plants
given varying environmental
conditions: light, water,
temperature, and soil type.
S4LT-IIe-f-10
The learners should be able to
conduct investigation on the
specialized structures of plants
given varying environmental
conditions: light, water,
temperature, and soil type.
S4LT-IIe-f-10
C. Learning
Competencies/Objectives
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
2. II. CONTENT Plants
Live in Land or in Water
Plants
Live in Land or in Water
Plants
Live in Land or in Water
Plants
Live in Land or in Water
Plants
Live in Land or in Water
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
131-137 138-139 143-149 150-154 154-159
2. Learner's Materials
pages
123-124 124-25 126-127 128-130 131-134
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resources
IV. PROCEDURES
On the space below the Tell whether the following is a
A. Reviewing
previous lesson or
Sing a science song Ask each pupil to present their drawing put a check if the plant Identify the parts of the seed monocot or a dicot. Write M if
presenting the
new lesson
"Jack in Jill" assignment. Allow them to tell put a check if the plant is see TG p. 150 monocot. D if dicot.
see TG p. 131 something. aquatic and x if terrestial ( see TG
p. 143)
see TG p. 155
Asking questions about the
song.
Post three posters on the board
What specialized structures do
the
plants have? Name some
particular
What are the three basic parts of
a
seed? How about the parts of the
Have you experienced planting
B. Establishing a
purpose for the lesson
see TG p. 132 labelled as aquatic, terrestial plants that grow in our school plant embryo? or seen others planting?
and aerial. surroundings/in your barangay. see TG p. 155
It is good that you still
remember
Ask a volunteer to identify where Post a picture on the board. Using the FISH BONE DIAGRAM,
C. Presenting
examples/instances of
the different science
processes in
their favorite plant grow. Ask
them
Have you heard the fairytale story
of
When do we say that a seed or list down factors that plants
3. the new lesson conducting an experiment. to explain why they prefer to put Jack and the Beanstalk? seedling is a monocot or dicot? need for growth
see TG p. 132
the plants in such habitat. see TG p. 144 see TG p. 155
Listening the story about Exploration Exploration
D. Discussing new
concepts and practi-
States the mechanics of the Activity 1 "Jack and the Beanstalk" Group Activity Group Activity
cing new skills #1 activity. see LM p. 124-125 Talk about the story. see TG p. 151 see TG p. 155-157
see TG p. 132
see TG p. 144-145 see LM p. 128-129 see LM p. 131--133
Group activity
Exploration
(Activities/Investigation,
E. Discussing new
concepts and practicing
new skills #2
Exploration Group Reporting Process Skills Group Reporting Group Reporting
see TG p. 132-133 Explanation see TG p. 145/see LM p. 126 Explanation
see LM p. 123-124
see TG p. 138 Let the pupils report their
findings
see TG p. 152?LM p. 120
F. Developing mastery Explanation Extension Explanation/Discussion After germination, which
seedlings
Explanation
(Leads to Formative
Assessment 3)
see TG p. 133-134 see TG p. 139 see TG p. 146-147 or germinated seeds are
monocot or dicot?
see TG p. 156 see LM p. 134
G. Finding practical
applications of
concepts and skills in
daily living
Elaboration
see TG p. 134-135
Give the parts of a seed and
describe each. see TG p. 147/see
LM p. 127
Extension. Elaboration
see TG p. 153-154
Extension/Elaboration
see TG p. 157-158
H. Making
generalizations and
abstractions about the
lesson
How will the different
factors
Why it is important to know the When do we say that a seed or
seedling is a monocot or dicot?
What does this activity tells us? Guide the pupils in constructing
of the environment affect
plant growth?
plant habitat? States the part of embryo and its
function. see TG p. 147-149
see LM p. 130 the key idea or concept learned
in this lesson.
I. Evaluating learning see TG p. 136 see TG p. 139 see TG p. 149 see TG p. 154 see TG p. 158
J. Additional activities
for application
or remediation
Construct any of these
simple
experiments at home.
see TG p. 136-137
Make a journal of what you have
learned for today. see TG p. 149
Make a journal of what you have
learned
for today. see TG p. 154
Make a journal of what you
have learned for today. see TG
p. 159
V.REMARKS
VI.REFLECTION
4. A..No. of learners who earned 80% in
the evaluation
___ of Learners who earned
80% above ___ of Learners who earned 80%
above
___ of Learners who earned 80%
above
___ of Learners who earned 80%
above
___ of Learners who
above
B..No. of learners who require
additional activities for remediation
who scored below 80%
___ of Learners who require
additional activities for
remediation
___ of Learners who require
additional activities for remediation
___ of Learners who require
additional activities for remediation
___ of Learners who require
additional activities for remediation
___ of Learners who
additional activities fo
C…Did the remedial lessons work? No.
of learners who have caught up with
the lesson
___Yes ___No
____ of Learners who caught up
the lesson
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who
lesson
D..No. of learners who continue to
require remediation
___ of Learners who continue
to require remediation
___ of Learners who continue to
require remediation
___ of Learners who continue to
require remediation
___ of Learners who continue to
require remediation
___ of Learners who
require remediation
E..Which of my teaching strategies
worked well? Why did these work?
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
Strategies used that w
___ Group collaborat
___ Games
___ Power Point Pres
___ Answering prelim
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share
___ Rereading of Par
Poems/Stories
___ Differentiated Ins
___ Role Playing/Dra
___ Discovery Metho
___ Lecture Method
___ Complete IMs
___ Availability of Ma
___ Pupils’ eagerness
___ Group member’s
Cooperation in doing
F..What difficulties did I encounter
which my principal or supervisor can
help me solve?
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
__ Bullying among pu
__ Pupils’ behavior/a
__ Colorful IMs
__ Unavailable Techn
Equipment (AVR/L
__ Science/ Compute
Internet Lab
__ Additional Clerical
__Reading Readiness
__Lack of Interest of
G..What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
Planned Innovations:
__ Localized Videos
__ Making use big bo
views of the localit
5. __ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Recycling of plasti
as Instructional Mate
__ local poetical com
__Fashcards
__Pictures