This document contains daily lesson logs from a Physical Science teacher in the Tanglag National High School. Over the course of a week, the teacher covered the topic of how elements are formed in the universe. Learning activities included video presentations, think-pair-share discussions, simulations, and diagram making. Formative assessments included mini quizzes to check students' understanding of concepts like the Big Bang theory, radioactive decay, and nuclear fusion reactions in stars. The teacher reflected on using various active learning strategies to help students grasp how lighter elements formed after the Big Bang and how heavier elements are created in stars.
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
Unit I: Force, Motion and Energy
Module 3 – Heat and Temperature
· Heat vs. Temperature
· Effects on Matter (Phase Change)
· Heat Capacity
· Temperature Conversion
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
Unit I: Force, Motion and Energy
Module 3 – Heat and Temperature
· Heat vs. Temperature
· Effects on Matter (Phase Change)
· Heat Capacity
· Temperature Conversion
This Daily Lesson Log or DLL shows the updated template for Teachers 3 years up of service. The DLL is designed for 1 week of class. This type of DLL uses the 7 E. This DLL is very useful especially to those teachers with overloading work and are also assigned to ancillary works. All you have to do is to edit the name of the teacher, school, date, name of the principal and now ready to print. You can also change or add something which you think are useful and meaningful during your classroom instruction.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday
Date: October 29, 2018
TOPIC COURSE INTRODUCTION
LEARNING COMPETENCY/
OBJECTIVES
LC:
SLO: At the end of the lesson, the students should be able to:
1. respond to questions asked by the teacher
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(4 A's of Learning)
Activity/ Analysis:
Ask the students what they know about Physical Science
Abstraction & Application:
The teacher will discuss the contents of the curriculum guide and the requirements in her subject.
ASSESSMENT
(Format and Results)
Worksheets
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
2. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Tuesday
Date: October 30, 2018
TOPIC How the elements found in the universe were formed
LEARNING COMPETENCY/
OBJECTIVES
LC:
Give evidence for an explain the formation of the light elements in the Bigbang theory. S11/12PS-IIIa-1
SLO: At the end of the lesson, the students should be able to:
1. Identify the elements produced in the Bigbang Theory
2. Elaborate the process of the formation of light elements.
3. Solve radioactivity decay.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(5 A's of Learning)
Activity:
Review the students on the Big bang theory through a Video Presentation.
Analysis:
Using the Think, Pair, Share protocol, ask students to reflect on the selection. From their sharing, draw out one of the theses of the text: how being
made of stardust makes us both cosmic – we are as much a part of the universe as the stars – and yet helps us realize that we are not the center
of the universe.
Abstraction:
Discussion on How the elements found in the universe were formed through Socratic Approach.
Application:
Students will create an output that discusses the origin of one of the man-made elements. In their output, they must:
o discuss the element’s basic characteristics
o give a brief timeline leading up to the element’s discovery
o Students may present their output in the form of a poster, powerpoint, a report or essay, video, or infographic.
ASSESSMENT
(Format and Results)
MiniQuiz
_________1. Which of the following elements are the first to be created during the Big Bang?
a. Li, H, He b. B, C, H c. O, K, Na d. Ti, Te, Mo
_________2. Which of the following refers to process in which a nucleus either combines with other nucleus or splits into smaller nuclei?
3. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
a. Radioactivity b. Supernova c. Quantum Numbers d. Nuclear Reaction
_________3. Which of the following scientist accidentally discover radioactive decay in uranium rock using photographic spots?
a. M. Currie b. Becquerel c. Roentgen d. Hubble
_________4. Marie and Pierre Currie first coined the word “Radioactivity” upon identifying two new elements. Which of the following ELEMENTS are these?
a. Hydrogen and Helium b. Polonium and Radium
c. Nucleus and Proton d. Electron and Proton
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
4. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Wednesday
Date: October 31, 2018
TOPIC How the elements found in the universe were formed
LEARNING COMPETENCY/
OBJECTIVES
LC:
Give evidence for an explain the formation of the light elements in the Bigbang theory. S11/12PS-IIIa-1
SLO: At the end of the lesson, the students should be able to:
1. Identify the elements produced in the Bigbang Theory
2. Elaborate the process of the formation of light elements.
3. Solve radioactivity decay.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(6 A's of Learning)
Activity:
Think- Pair-Share. Learners will discuss how elements were formed.
Analysis:
Learners will present their output in front.
Abstraction:
Panel Discussion. “Radioactive Decay”
Application:
Learners will solve the radioactivity of different materials.
ASSESSMENT
(Format and Results)
MiniQuiz
_________1. Which of the following elements are the first to be created during the Big Bang?
a. Li, H, He b. B, C, H c. O, K, Na d. Ti, Te, Mo
_________2. Which of the following refers to process in which a nucleus either combines with other nucleus or splits into smaller nuclei?
a. Radioactivity b. Supernova c. Quantum Numbers d. Nuclear Reaction
_________3. Which of the following scientist accidentally discover radioactive decay in uranium rock using photographic spots?
a. M. Currie b. Becquerel c. Roentgen d. Hubble
_________4. Marie and Pierre Currie first coined the word “Radioactivity” upon identifying two new elements. Which of the following ELEMENTS are these?
5. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
a. Hydrogen and Helium b. Polonium and Radium
c. Nucleus and Proton d. Electron and Proton
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
6. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday
Date: November 5, 2018
TOPIC How the elements found in the universe were formed
LEARNING COMPETENCY/
OBJECTIVES
LC:
Give evidence for an explain the formation of the light elements in the Bigbang theory. S11/12PS-IIIa-1
SLO: At the end of the lesson, the students should be able to:
4. Identify the elements produced in the Bigbang Theory
5. Elaborate the process of the formation of light elements.
6. Solve radioactivity decay.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(7 A's of Learning)
Activity:
Review the students on the Big bang theory through a Video Presentation.
Analysis:
Using the Think, Pair, Share protocol, ask students to reflect on the selection. From their sharing, draw out one of the theses of the text: how being
made of stardust makes us both cosmic – we are as much a part of the universe as the stars – and yet helps us realize that we are not the center
of the universe.
Abstraction:
Discussion on How the elements found in the universe were formed through Socratic Approach.
Application:
Students will create an output that discusses the origin of one of the man-made elements. In their output, they must:
o discuss the element’s basic characteristics
o give a brief timeline leading up to the element’s discovery
o Students may present their output in the form of a poster, powerpoint, a report or essay, video, or infographic.
ASSESSMENT
(Format and Results)
MiniQuiz
_________1. Which of the following elements are the first to be created during the Big Bang?
a. Li, H, He b. B, C, H c. O, K, Na d. Ti, Te, Mo
_________2. Which of the following refers to process in which a nucleus either combines with other nucleus or splits into smaller nuclei?
7. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
a. Radioactivity b. Supernova c. Quantum Numbers d. Nuclear Reaction
_________3. Which of the following scientist accidentally discover radioactive decay in uranium rock using photographic spots?
a. M. Currie b. Becquerel c. Roentgen d. Hubble
_________4. Marie and Pierre Currie first coined the word “Radioactivity” upon identifying two new elements. Which of the following ELEMENTS are these?
a. Hydrogen and Helium b. Polonium and Radium
c. Nucleus and Proton d. Electron and Proton
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
8. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Tuesday
Date: November 6, 2018
TOPIC How the elements found in the universe were formed
LEARNING COMPETENCY/
OBJECTIVES
LC:
Give evidence for an explain the formation of the light elements in the Bigbang theory. S11/12PS-IIIa-1
SLO: At the end of the lesson, the students should be able to:
1. Identify the elements produced in the Bigbang Theory
2. Elaborate the process of the formation of light elements.
3. Solve radioactivity decay.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(8 A's of Learning)
Activity:
Think- Pair-Share. Learners will discuss how elements were formed.
Analysis:
Learners will present their output in front.
Abstraction:
Panel Discussion. “Radioactive Decay”
Application:
Learners will solve the radioactivity of different materials.
ASSESSMENT
(Format and Results)
MiniQuiz
_________1. Which of the following elements are the first to be created during the Big Bang?
a. Li, H, He b. B, C, H c. O, K, Na d. Ti, Te, Mo
_________2. Which of the following refers to process in which a nucleus either combines with other nucleus or splits into smaller nuclei?
a. Radioactivity b. Supernova c. Quantum Numbers d. Nuclear Reaction
_________3. Which of the following scientist accidentally discover radioactive decay in uranium rock using photographic spots?
a. M. Currie b. Becquerel c. Roentgen d. Hubble
_________4. Marie and Pierre Currie first coined the word “Radioactivity” upon identifying two new elements. Which of the following ELEMENTS are these?
9. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
a. Hydrogen and Helium b. Polonium and Radium
c. Nucleus and Proton d. Electron and Proton
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
10. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Wednesday
Date: November 7, 2018
TOPIC How the elements found in the universe were formed
LEARNING COMPETENCY/
OBJECTIVES
LC:
Give evidence for and describe the formation of heavier elements during star formation and evolution. S11/12PS-IIIa-2
SLO: At the end of the lesson, the students should be able to:
1. Differentiate lighter to heavier elements based on their characteristics.
2. Discuss how heavier elements are formed.
3. Create a timeline on the creation of heavier elements.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(9 A's of Learning)
Activity:
Simulating Day. Using the phet simulation learners will determine the characteristics of heavy metals
Analysis:
Essential Question: “Why do lighter elements first formed
Abstraction:
Discussion on the process of the creation of heavier elements.
Application:
Think-Pair-Share. Learners will create a time of the creation of light and heavy elements and try to compare them.
ASSESSMENT
(Format and Results)
MiniQuiz: Identification
1. An electrically change particle of an atom
2. The central part of an atom which consists of the protons and neutrons.
3. A law that states the mass of the substances formed in a reaction is equal to the mass of the substances that reacted.
4. An ion with a negative charge.
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
11. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
12. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Thursday
Date: November 8, 2018
TOPIC How the elements found in the universe were formed
LEARNING COMPETENCY/
OBJECTIVES
LC:
Write the nuclear fusion reactions that take place in stars, which lead to the formation of new elements. S11/12PS-IIIa-3
SLO: At the end of the lesson, the students should be able to:
1. Define nuclear fusion reaction
2. Identify materials produced in nuclear fusion
3. Relate nuclear fusion to the formation of stars.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(10 A's of Learning)
Activity:
Movie Review. Learners will watch a movie clip about the formation of stars
Analysis:
Diagram Making. Learners will be group into several team and will create a diagram about the movie clip presented to them
Abstraction:
Presentation of output and discussion. Socratic Method.
Application:
Essential Question: Why do first elements was created in the stars?
ASSESSMENT
(Format and Results)
MiniQuiz
1. Which of the following refers to atoms of the same elements with different numbers of neutrons?
a. Isotopes b. Electrons c. Protons d. Nucleus
Name the following nuclear reaction by choosing the different decay in the pool below.
A. Alpha Decay B. Beta Decay C. Gamma Decay
D. Positron Emission E. Electron Capture
_________6. 𝑂
8
15
→ 𝑁
7
15
+ 𝑒
+1
0
_________7. 𝑈
92
238
→ 𝑇ℎ
90
233
+ 𝛾
0
0
_________8. 𝐶
6
14
→ 𝑁
7
14
+ 𝛽
−1
0
_________9. 𝑃𝑜
84
210
→ 𝑃𝑏
82
206
+ 𝛼
2
4
13. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
_________10. 𝐻𝑔 + 𝑒
−1
0
80
201
→ 𝐴𝑢
79
201
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
14. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday
Date: November 12, 2018
TOPIC How the elements found in the universe were formed
LEARNING COMPETENCY/
OBJECTIVES
LC:
Write the nuclear fusion reactions that take place in stars, which lead to the formation of new elements. S11/12PS-IIIa-3
SLO: At the end of the lesson, the students should be able to:
4. Define nuclear fusion reaction
5. Identify materials produced in nuclear fusion
6. Relate nuclear fusion to the formation of stars.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(11 A's of Learning)
Activity:
Movie Review. Learners will watch a movie clip about the formation of stars
Analysis:
Diagram Making. Learners will be group into several team and will create a diagram about the movie clip presented to them
Abstraction:
Presentation of output and discussion. Socratic Method.
Application:
Essential Question: Why do first elements was created in the stars?
ASSESSMENT
(Format and Results)
MiniQuiz
2. Which of the following refers to atoms of the same elements with different numbers of neutrons?
a. Isotopes b. Electrons c. Protons d. Nucleus
Name the following nuclear reaction by choosing the different decay in the pool below.
A. Alpha Decay B. Beta Decay C. Gamma Decay
D. Positron Emission E. Electron Capture
_________6. 𝑂
8
15
→ 𝑁
7
15
+ 𝑒
+1
0
_________7. 𝑈
92
238
→ 𝑇ℎ
90
233
+ 𝛾
0
0
_________8. 𝐶
6
14
→ 𝑁
7
14
+ 𝛽
−1
0
_________9. 𝑃𝑜
84
210
→ 𝑃𝑏
82
206
+ 𝛼
2
4
15. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
_________10. 𝐻𝑔 + 𝑒
−1
0
80
201
→ 𝐴𝑢
79
201
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
16. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Tuesday
Date: November 13, 2018
TOPIC How the idea of the atom, along with the idea of the elements evolved
LEARNING COMPETENCY/
OBJECTIVES
LC:
describe the ideas of the Ancient Greeks on the atom. S11/12PS-IIIb-5
describe the ideas of the Ancient Greeks on the elements S11/12PS-IIIb-6
describe the contributions of the alchemists to the science of chemistry. S11/12PS-IIIb-7
SLO: At the end of the lesson, the students should be able to:
1. Identify Ancient Philosophers and their contribution in conceptualizing atom.
2. Discuss the importance of Ancient knowledge to modern Science.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(12 A's of Learning)
Activity:
“Research Work”. Learners will try to research the ancient philosophers who are involved in the conceptualizing the modern structure of the atom.
Analysis:
Panel Discussion.
Abstraction:
Learners will present their work using Graphic Organizers. Socratic Method in discussion will be also used.
Application:
“Classroom Debate”. Essential Question: Which ancient philosopher matters most in conceptualizing the structure of the atom and why?”
ASSESSMENT
(Format and Results)
MiniQuiz
1. He said that the atom is a tiny indivisible particle.
a. Democritus b. Aristotle c. Dalton d. Thompson
2. He said that the universe is composed of the four elements of nature.
a. Aristotle b. Scorates c. Leucippus d. Democritus
3 Who among the famous alchemists created the Philosopher Stone?
a. Aristotle b. Scorates c. Leucippus d. Democritus
17. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
4. which of the following describes the atom as ball of sphere with negative changes spreads on it?
a. Democritus b. Aristotle c. Dalton d. Thompson
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
18. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Wednesday
Date: November 14, 2018
TOPIC How the idea of the atom, along with the idea of the elements evolved
LEARNING COMPETENCY/
OBJECTIVES
LC:
point out the main ideas in the discovery of the structure of the atom and its subatomic particles. S11/12PS-IIIb-8
SLO: At the end of the lesson, the students should be able to:
1. Describe the basic structure of an atom and its sub atomic particles.
2. Draw an atom and its subatomic particles.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(13 A's of Learning)
Activity:
Learners will draw the structure of an atom on the board.
Analysis:
Using the drawing on the board learners will identify its part.
Abstraction:
Discussion- Socratic Method.
Application:
Learners will answer the prepared worksheet.
ASSESSMENT
(Format and Results)
The prepared worksheets will serves as an assessment.
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
19. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
20. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Thursday
Date: November 15, 2018
TOPIC How the elements found in the universe were formed
LEARNING COMPETENCY/
OBJECTIVES
LC:
cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom.
S11/12PS-IIIb-9
describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons). S11/12PS-IIIb-10
SLO: At the end of the lesson, the students should be able to:
1. Identify the contributions of the different science in understanding the structure of an atom.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(14 A's of Learning)
Activity/ Analysis:
Learners will research the story behind the discovery of the different parts of the atom.
Abstraction/ Application:
“ACTING MO SHOW MO.” Learners will relay what they have research through a short skit.
21. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
ASSESSMENT
(Format and Results)
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
22. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday
Date: November 26, 2018
TOPIC How the elements found in the universe were formed
LEARNING COMPETENCY/
OBJECTIVES
LC:
Write the nuclear fusion reactions that take place in stars, which lead to the formation of new elements. S11/12PS-IIIa-3
SLO: At the end of the lesson, the students should be able to:
7. Define nuclear fusion reaction
8. Identify materials produced in nuclear fusion
9. Relate nuclear fusion to the formation of stars.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(15 A's of Learning)
Activity:
Movie Review. Learners will watch a movie clip about the formation of stars
Analysis:
Diagram Making. Learners will be group into several team and will create a diagram about the movie clip presented to them
Abstraction:
Presentation of output and discussion. Socratic Method.
Application:
Essential Question: Why do first elements was created in the stars?
ASSESSMENT
(Format and Results)
MiniQuiz
3. Which of the following refers to atoms of the same elements with different numbers of neutrons?
a. Isotopes b. Electrons c. Protons d. Nucleus
Name the following nuclear reaction by choosing the different decay in the pool below.
A. Alpha Decay B. Beta Decay C. Gamma Decay
D. Positron Emission E. Electron Capture
_________6. 𝑂
8
15
→ 𝑁
7
15
+ 𝑒
+1
0
_________7. 𝑈
92
238
→ 𝑇ℎ
90
233
+ 𝛾
0
0
_________8. 𝐶
6
14
→ 𝑁
7
14
+ 𝛽
−1
0
_________9. 𝑃𝑜
84
210
→ 𝑃𝑏
82
206
+ 𝛼
2
4
23. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
_________10. 𝐻𝑔 + 𝑒
−1
0
80
201
→ 𝐴𝑢
79
201
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
24. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Tuesday
Date: November 27, 2018
TOPIC How the idea of the atom, along with the idea of the elements evolved
LEARNING COMPETENCY/
OBJECTIVES
LC:
describe the ideas of the Ancient Greeks on the atom. S11/12PS-IIIb-5
describe the ideas of the Ancient Greeks on the elements S11/12PS-IIIb-6
describe the contributions of the alchemists to the science of chemistry. S11/12PS-IIIb-7
SLO: At the end of the lesson, the students should be able to:
3. Identify Ancient Philosophers and their contribution in conceptualizing atom.
4. Discuss the importance of Ancient knowledge to modern Science.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(16 A's of Learning)
Activity:
“Research Work”. Learners will try to research the ancient philosophers who are involved in the conceptualizing the modern structure of the atom.
Analysis:
Panel Discussion.
Abstraction:
Learners will present their work using Graphic Organizers. Socratic Method in discussion will be also used.
Application:
“Classroom Debate”. Essential Question: Which ancient philosopher matters most in conceptualizing the structure of the atom and why?”
ASSESSMENT
(Format and Results)
MiniQuiz
1. He said that the atom is a tiny indivisible particle.
a. Democritus b. Aristotle c. Dalton d. Thompson
2. He said that the universe is composed of the four elements of nature.
a. Aristotle b. Scorates c. Leucippus d. Democritus
3 Who among the famous alchemists created the Philosopher Stone?
a. Aristotle b. Scorates c. Leucippus d. Democritus
25. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
4. which of the following describes the atom as ball of sphere with negative changes spreads on it?
a. Democritus b. Aristotle c. Dalton d. Thompson
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
26. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Wednesday
Date: November 28, 2018
TOPIC How the idea of the atom, along with the idea of the elements evolved
LEARNING COMPETENCY/
OBJECTIVES
LC:
point out the main ideas in the discovery of the structure of the atom and its subatomic particles. S11/12PS-IIIb-8
SLO: At the end of the lesson, the students should be able to:
3. Describe the basic structure of an atom and its sub atomic particles.
4. Draw an atom and its subatomic particles.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(17 A's of Learning)
Activity:
Learners will draw the structure of an atom on the board.
Analysis:
Using the drawing on the board learners will identify its part.
Abstraction:
Discussion- Socratic Method.
Application:
Learners will answer the prepared worksheet.
ASSESSMENT
(Format and Results)
The prepared worksheets will serves as an assessment.
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
27. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
28. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SHS DAILY LESSON LOG
DAILY LESSON LOG in PHYSICAL SCIENCE
School: Tanglag National High School Grade Level: 12
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Thursday
Date: November 29, 2018
TOPIC How the elements found in the universe were formed
LEARNING COMPETENCY/
OBJECTIVES
LC:
cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom.
S11/12PS-IIIb-9
describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons). S11/12PS-IIIb-10
SLO: At the end of the lesson, the students should be able to:
2. Identify the contributions of the different science in understanding the structure of an atom.
LEARNING RESOURCES: Exploring Life Through Science Series (Physical Science) (Phoenix Publishing)
LEARNING DELIVERY MODE:
(18 A's of Learning)
Activity/ Analysis:
Learners will research the story behind the discovery of the different parts of the atom.
Abstraction/ Application:
“ACTING MO SHOW MO.” Learners will relay what they have research through a short skit.
29. Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
ASSESSMENT
(Format and Results)
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
HENRY S. LAROCO
School Principal II
