Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 12 GAS/ 12 HUMSS

Daily Lesson Log Teacher NI-KHE G. MARQUEZ Learning Area PHYSICAL SCIENCE

Teaching Dates and Time 1:00 – 2:00 PM Quarter 1st Quarter (WEEK 1)

Monday Session 1 August 29, 2022 Tuesday Session 2 August 30, 2022 Wednesday Session 3 August 31, 2022 Friday Session 4 Sept. 02, 2022
I. OBJECTIVES
A. Content Standard 1. the formation of the elements during the Big Bang and during stellar evolution
2. the distribution of the chemical elements and the isotopes in the universe
B. Performance Standard
C. MELC and MELC No. HOLIDAY - NATIONAL HEROES DAY Give evidence for and describe the Explain how the concept of atomic number QUIZ
formation of heavier elements during led to the synthesis of new elements in the
star formation and evolution S11/12PS- laboratory S11/12PS-IIIb-11
IIIa-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from PHSICAL SCIENCE MODULE 1
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or How the elements found in the universe Explain and illustrate periodic table Checking of attendance
presenting the new lesson. were formed?

B. Establishing a purpose for the new Present a or pictures/ diagram on how

lesson the elements found in the universe
were formed and ask them about their
ideas on how elements are formed,

C. Presenting Examples/ instances of Ask the students to show their Ask the students to present their
the new lesson observation about the pictures. assignments
D. Discussing new concepts and Describe the formation of heavier Identify misconceptions about the
practicing new skills #1 elements during star formation and formation of heavy elements
evolution
E. Discussing new concepts and Relate that the chemical elements from Describe how elements heavier than iron Taking of quiz
practicing new skills #2 hydrogen to iron can be formed in the are formed
stars through stellar fusion
F. Developing mastery (Leads to Discuss the origin of elements and Discuss the importance of the periodic
Formative Assessment 3) have short exercise in naming and table of elements
giving symbol to element.
G. Finding practical applications of What is the significance of the What is the importance of periodic table of
concepts and skills in daily living discovery of elements nowadays? elements?
H. Making generalizations and The Big Bang theory was the source of The discovery of elements was started
abstractions about the lesson formation of new elements or the start during the big bang theory. It was arranged
of discovering elements. It was and categorized by different scientist and
important because it leads to the named it periodic table. The modern
discovery of new elements. periodic table that we used today was
arranged by Dmitri Mendeleev..
I. Evaluating learning Enumerate the evidences supporting Differentiate metals, metalloids, non- Checking of papers and recording of
the idea that element are form bigbang metals. results
theory.
What are the families in periodic table?
J. Additional activities for application Tell the students to answer Activity 2
or remediation and 3 as Homework
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MIKE V. CABOTE JANETTE N BALLARES, EdD

Teacher I, Subject Teacher SHS Coordinator Principal III
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 12 GAS/ 12 HUMSS

Daily Lesson Log Teacher NI-KHE G. MARQUEZ Learning Area PHYSICAL SCIENCE

Teaching Dates and Time 1:00 – 2:00 PM Quarter 1st Quarter (WEEK 2)

Monday Session 1 Sept. 05, 2022 Tuesday Session 2 Sept 06, 2022 Wednesday Session 3 Sept. 07, 2022 Friday Session 4 Sept. 09, 2022
I. OBJECTIVES
A. Content Standard 1. how the uses of different materials are related to their properties and structures
B. Performance Standard
C. MELC and MELC No. Determine if a molecule is polar or Determine if a molecule is polar or Relate the polarity of a molecule to its QUIZ
nonpolar (S11/12PS-IIIc-15) nonpolar (S11/12PS-IIIc-15) properties (S11/12PS-IIIc-16)

Relate the polarity of a molecule to its

properties (S11/12PS-IIIc-16)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from PHSICAL SCIENCE MODULE 2
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What are the types of elements? What is polarity? Differentiate polar and no polar molecules. Checking of attendance
presenting the new lesson.
B. Establishing a purpose for the new Start the lesson by asking the students
lesson to answer the pre-test of this module
C. Presenting Examples/ instances of Ask the students to present their
the new lesson homework
D. Discussing new concepts and Define polarity Ask the students to answer activity 5 and
practicing new skills #1 6.
E. Discussing new concepts and Give examples of polarity and explain it. Explain the difference between polar Discuss the properties of molecules Taking of quiz
practicing new skills #2 and non polar molecule according to their polarity
F. Developing mastery (Leads to Tell the students to Activity 1 and 2 on Ask the students to answer “Activity Tell the students to answer activity 7.
Formative Assessment 3) pages 5-6 4.A: What is my polarity?, page 12
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and Polarity determines whether electrons A polar molecule results when a The properties of molecules to be
abstractions about the lesson are shared equally or not. molecule contains polar bonds in an discussed in this section are solubility,
unsymmetrical arrangement. Nonpolar melting point, and boiling point.
molecules are of two types. Molecules
whose atoms have equal or nearly
equal electronegativities have zero or
very small dipole moments. The second
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 12 GAS/ 12 HUMSS (VACANT: THURSDAY)
Teacher NI-KHE G. MARQUEZ Learning Area PHYSICAL SCIENCE
Daily Lesson Log
Teaching Dates and Time 1:00 – 2:00 PM Quarter 1st Quarter (WEEK 3)
type of nonpolar molecule has polar
bonds, but the molecular geometry is
symmetrical allowing the bond dipoles
to cancel each other.
I. Evaluating learning Differentiate polar and no polar What are the properties of molecules Checking of papers and recording of
molecules. according to its polarity? results
J. Additional activities for application Tell the students to answer Activity 3 as Tell the students to answer Activity 2
or remediation Homework and 3 as Homework
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MIKE V. CABOTE JANETTE N BALLARES, EdD

Teacher I, Subject Teacher SHS Coordinator Principal III

Monday Session 1 Sept. 12, 2022 Tuesday Session 2 Sept 13, 2022 Wednesday Session 3 Sept. 14, 2022 Friday Session 4 Sept. 16, 2022
I. OBJECTIVES
A. Content Standard 2. the relationship between the function and structure of biological macromolecules
B. Performance Standard
C. MELC and MELC No. Describe the general types of intermolecular S11/12PS-IIIc-d-17 Explain the effect of intermolecular forces S11/12PS-IIId-e-19
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from PHSICAL SCIENCE MODULE 3 PHSICAL SCIENCE MODULE 3 PHSICAL SCIENCE MODULE 3 PHSICAL SCIENCE MODULE 3
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is polar and polar molecules? What is intermolecular force? What are the general types of What are Properties of Substances in
presenting the new lesson. intermolecular forces? Relation to Intermolecular Forces?
B. Establishing a purpose for the new Pretest: Module 3 pages 1 – 2.
lesson
C. Presenting Examples/ instances of
the new lesson
D. Discussing new concepts and Define intermolecular force. Explain the Properties of Substances in
practicing new skills #1 Relation to Intermolecular Forces.
E. Discussing new concepts and Differentiate intramolecular force from Ask the student to differentiate the
practicing new skills #2 intermolecular force by asking the properties of substances by answering the
students to answer the activity 1 on activity 4 on page 10
pages 5 – 6.
F. Developing mastery (Leads to Describe the general types of Ask the student to differentiate the
Formative Assessment 3) intermolecular force and ask the properties of substances by answering
students to answer Activity 2 on page 6. the activity 5 on page 11
G. Finding practical applications of Ask the students to answer Activity 3 on Taking long quiz
concepts and skills in daily living page 9.
H. Making generalizations and Intermolecular force is the force the The general types of intermolecular
abstractions about the lesson mediates interaction between forces are dispersion, dipole – dipole,
molecules, including the Hydrogen bonding, and Ion – Dipole.
electromagnetic forces of interaction or
repulsion which act between atoms and
other types of neighboring particles.
I. Evaluating learning Differentiate general types of Checking of answers and recording of
intermolecular forces scores.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MIKE V. CABOTE JANETTE N BALLARES, EdD

Teacher I, Subject Teacher SHS Coordinator Principal III
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 12 GAS/ 12 HUMSS (VACANT: THURSDAY)
Teacher NI-KHE G. MARQUEZ Learning Area PHYSICAL SCIENCE
Daily Lesson Log
Teaching Dates and Time 1:00 – 2:00 PM (SEPTEMBER 19 – 23, 2022) Quarter 1st Quarter (WEEK 4)

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Friday Session 4

I. OBJECTIVES
A. Content Standard 2. the relationship between the function and structure of biological macromolecules
B. Performance Standard
C. MELC and MELC No. Explain how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid, and proteins determine their properties and functions
S11/12PS-IIIe-22
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from PHSICAL SCIENCE MODULE 4 PHSICAL SCIENCE MODULE 4 PHSICAL SCIENCE MODULE 4 PHSICAL SCIENCE MODULE 4
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is intermolecular forces? What is carbohydrate? What is protein? What is lipid?
presenting the new lesson.
B. Establishing a purpose for the new Ask the students to answer Pretest: Ask the students to answer activity 4 on
lesson Module 4 pages 2 – 5. pages 16 – 17.
C. Presenting Examples/ instances of Present Video clip about
the new lesson macromolecules
D. Discussing new concepts and Explain the properties of carbohydrate Explain the properties of nucleic acid
practicing new skills #1 and its function on pages 6 – 8. and its function on pages 6 – 8.
E. Discussing new concepts and Before explaining the properties of
practicing new skills #2 protein and its function ask the students
to answer activity 2 on page 10.
F. Developing mastery (Leads to Explain the properties of lipids and fats and Long quiz
Formative Assessment 3) on pages 14 – 16.
G. Finding practical applications of Ask the students to answer activity 3 on Taking long quiz
concepts and skills in daily living pages 13 – 14
H. Making generalizations and Carbohydrates are the primary energy Protein structure depends on its amino Lipids are a family of biomolecules having
abstractions about the lesson source of the human body. The acid sequence and local, low energy varied structures. They are grouped simply
different saccharides that humans eat chemical bonds between atoms in both because of their hydrophilic property
are converted to glucose which can be the polypeptide backbone and in amino (water-fearing).
readily used by the body. acid side chains.
I. Evaluating learning Give the classification of carbohydrates Enumerate the properties and functions Enumerate the properties and functions of Checking of answers and recording of
of protein. lipid. scores.
J. Additional activities for application
or remediation
 V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MIKE V. CABOTE JANETTE N BALLARES, EdD

Teacher I, Subject Teacher SHS Coordinator Principal III
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 12 GAS/ 12 HUMSS (VACANT: THURSDAY)
Teacher NI-KHE G. MARQUEZ Learning Area PHYSICAL SCIENCE
Daily Lesson Log
Teaching Dates and Time 1:00 – 2:00 PM (SEPTEMBER 26 - 30, 2022) Quarter 1st Quarter (WEEK 5)

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Friday Session 4

I. OBJECTIVES
A. Content Standard 1. The following aspects of chemical changes:
a. how fast a reaction takes place
b. how much reactants are needed and how much products are formed in a reaction
c. how much energy is involved in a reaction
B. Performance Standard
C. MELC and MELC No. Use simple collision theory to explain the effects of concentration, temperature, and particle size on the rate of reaction S11/12PS-IIIf-23
Define catalyst and describe how it affects reaction rate S11/12PS-IIIf-24
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from PHSICAL SCIENCE MODULE 5 PHSICAL SCIENCE MODULE 5 PHSICAL SCIENCE MODULE 5 PHSICAL SCIENCE MODULE 5
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What are the macromolecules? What are reactants and products? What is collision theory? What is endothermic and exothermic
presenting the new lesson. reactions?
B. Establishing a purpose for the new Ask the students to answer Pretest: Ask the students to answer activity 4 on
lesson Module 5 pages 2 – 4. pages 10 – 11.
C. Presenting Examples/ instances of Present Video clip about reactant and
the new lesson product.
D. Discussing new concepts and To explain reactant and product ask the Explain endothermic and exothermic
practicing new skills #1 students to perform activity 1 on pages reactions.
5 – 6.
E. Discussing new concepts and Discuss what is collision theory by Discuss and guide the students in
practicing new skills #2 answering activity 2 on page 7. determining the factors that affect reaction
rates.
F. Developing mastery (Leads to Explain activation energy and activation Ask the students to answer activity 7 on
Formative Assessment 3) complex to real life situation and pages 13 – 14.
answer activity
G. Finding practical applications of Relate activation energy and activation Before taking long quiz, ask the
concepts and skills in daily living complex to real life situation and students to answer activity 8 on pages
answer activity: What are the 15 – 16.
requirements for a chemical reaction to
occur?
H. Making generalizations and Reactant is the original reacting species Collision theory states that for a Taking long quiz
abstractions about the lesson shown on the left side of a chemical chemical reaction to occur, the reactant
equation. Product is the species formed particles (atoms or molecules) must
as a result of the reaction shown on the effectively collide. Activation energy is
right side of a chemical equation. the minimum amount of energy that
reactant particles must possess to
react. Activation complex is form when
reactant molecules collided with proper
orientation and sufficient energy.
I. Evaluating learning Enumerate 5 reactant and product Ask the students to answer “What did Checking of answers and recording of
instances. you learn activity” on page 18. scores.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MIKE V. CABOTE JANETTE N BALLARES, EdD

Teacher I, Subject Teacher SHS Coordinator Principal III
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 12 GAS/ 12 HUMSS (VACANT: THURSDAY)
Teacher NI-KHE G. MARQUEZ Learning Area PHYSICAL SCIENCE
Daily Lesson Log
Teaching Dates and Time 1:00 – 2:00 PM (OCTOBER 3 - 7, 2022) Quarter 1st Quarter (WEEK 6)

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Friday Session 4

I. OBJECTIVES
A. Content Standard 1. The following aspects of chemical changes:
a. how fast a reaction takes place
b. how much reactants are needed and how much products are formed in a reaction
c. how much energy is involved in a reaction
B. Performance Standard
C. MELC and MELC No. Determine the limiting reactant in a reaction and calculate the amount of product formed
S11/12PS-IIIh-27
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from PHSICAL SCIENCE MODULE 6 PHSICAL SCIENCE MODULE 6 PHSICAL SCIENCE MODULE 6 PHSICAL SCIENCE MODULE 6
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Recall the meaning of chemical What are limiting reactant and excess What is stoichiometry?
presenting the new lesson. reaction, reactant, and product; reactant?

B. Establishing a purpose for the new Ask the students to answer Pretest:
lesson Module 6 pages 2 – 4.
C. Presenting Examples/ instances of Present Video clip about limiting Present Video clip about balancing
the new lesson reactant and excess reactant. chemical reaction.
D. Discussing new concepts and Differentiate limiting reactant and Define mole, balance equation and formula Define the terms related to the percent
practicing new skills #1 excess reactant and ask the students t weight. yield.
answer activity 1 and 2 on pages 5 – 6.
E. Discussing new concepts and Explain: What is stoichiometry? Show to the students on how to calculate Show the students on how to calculate
practicing new skills #2 the amount of limiting reactant in a the percent yield of a reaction on the
chemical reaction. theoretical and actual yield.
F. Developing mastery (Leads to Show to the students on how to Guide the students in performing activity 4 Ask the students to answer activity on
Formative Assessment 3) determine the limiting reactant in a on page 9. page 9.
chemical reaction
G. Finding practical applications of Ask the students in performing activity 5 on
concepts and skills in daily living page 10.
H. Making generalizations and Reactant is the original reacting species Stoichiometry explains the quantitative Taking long quiz
abstractions about the lesson shown on the left side of a chemical relationship between reactants and
equation. Product is the species formed products.
 as a result of the reaction shown on the
right side of a chemical equation.
I. Evaluating learning . Ask the students to answer activity 3 on Ask the student to answer activity 6 on Checking of answers and recording of
pages 7 – 8. page 11 scores.
J. Additional activities for application Ask the student to answer activity 7 on
or remediation page 12
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MIKE V. CABOTE JANETTE N BALLARES, EdD

Teacher I, Subject Teacher SHS Coordinator Principal III
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 12 GAS/ 12 HUMSS (VACANT: THURSDAY)
Teacher NI-KHE G. MARQUEZ Learning Area PHYSICAL SCIENCE
Daily Lesson Log
Teaching Dates and Time 1:00 – 2:00 PM (OCTOBER 10 - 14, 2022) Quarter 1st Quarter (WEEK 7)

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Friday Session 4

I. OBJECTIVES
A. Content Standard 1. The following aspects of chemical changes:
a. how fast a reaction takes place
b. how much reactants are needed and how much products are formed in a reaction
c. how much energy is involved in a reaction
B. Performance Standard
C. MELC and MELC No. Describe how energy is harnessed from different sources: A. Fossil fuels, B. Biogas, C. Geothermal, D. Hydrothermal, E. Batteries, F. Solar cells and G. Biomass
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from PHSICAL SCIENCE MODULE 7 PHSICAL SCIENCE MODULE 7 PHSICAL SCIENCE MODULE 7 PHSICAL SCIENCE MODULE 7
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Give the students a simple problem What is energy? What is renewable and non-renewable How energy sources including fossil
presenting the new lesson. about getting the molarity of a molecule energy? fuels, biogas, geothermal,
and ask them to solve it. hydrothermal, batteries, solar cells, and
biomass are harnessed to generate the
power distributed by our electricity
providers.
B. Establishing a purpose for the new Ask the students to answer Pretest: Ask the student to enumerate all the
lesson Module 7 pages 2 – 4. sources of energy they are familiar with.
C. Presenting Examples/ instances of Present a short video about sources of
the new lesson energy and follow some guide
questions to get the attention of the
students.
D. Discussing new concepts and Define energy and explain briefly the Explain how energy sources including
practicing new skills #1 sources of energy. fossil fuels, biogas, geothermal,
hydrothermal, batteries, solar cells, and
biomass are harnessed to generate the
power distributed by our electricity
providers.
E. Discussing new concepts and Differentiate the renewable and non- Guide the students in performing activity 2
practicing new skills #2 renewable energy. on page 14.
F. Developing mastery (Leads to Using Venn Diagram compare and Guide the students in answering activity
Formative Assessment 3) contrast renewable and non-renewable 3 and 4 on pages 15 – 16.
 energy.
G. Finding practical applications of Using the concept of energy, how does What is the most reliable source of
concepts and skills in daily living the supply of electricity work at your electricity you may use at your home?
home? (Ask the student)
H. Making generalizations and Energy is one of the most needed Renewable energy sources are those Taking long quiz
abstractions about the lesson resources in our daily activities. It can energies that are naturally replenished.
be everywhere around us and even Nonrenewable energy sources are
sometimes we cannot see it. Many of energy that cannot be recreated in a
the things we do depend on it— short period and will get depleted over
including watching television, lights, time.
cars, phones, and computer gaming—
would not be possible.
I. Evaluating learning . Ask the student to answer activity 1 Ask the student to answer activity 6 on Checking of answers and recording of
(Part II) on page 6. page 11 scores.
J. Additional activities for application Ask the student to answer activity 7 on
or remediation page 12
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MIKE V. CABOTE JANETTE N BALLARES, EdD

Teacher I, Subject Teacher SHS Coordinator Principal III
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 12 GAS/ 12 HUMSS (VACANT: THURSDAY)
Teacher NI-KHE G. MARQUEZ Learning Area PHYSICAL SCIENCE
Daily Lesson Log
Teaching Dates and Time 1:00 – 2:00 PM (OCTOBER 17 – 21, 2022) Quarter 1st Quarter (WEEK 8)

Monday Session 1 Tuesday Session 2 Wednesday Session 3 Friday Session 4

I. OBJECTIVES
A. Content Standard The properties and mode of action of the following consumer products:
a. cleaning materials
b. cosmetics
B. Performance Standard
C. MELC and MELC No. From product labels, identify the active ingredient(s) of cleaning products used at home
S11/12PS-IIIi-j-31
Give the use of the other ingredients in cleaning agents
S11/12PS-IIIi-j-32
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from PHSICAL SCIENCE MODULE 8 PHSICAL SCIENCE MODULE 8 PHSICAL SCIENCE MODULE 8 DIAGNOSTIC TEST
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is renewable and non-renewable What is a cleaning product? How do you use the different cleaning
presenting the new lesson. energy? products at your home?
B. Establishing a purpose for the new Ask the students to answer Pretest: To motivate the students ask them to Ask the students to answer activity 8 on
lesson Module 7 pages 2 – 4. answer activity 2 on page 10. page 17.
C. Presenting Examples/ instances of Present a picture using powerpoint
the new lesson presentation and let the students guess
what are those materials.
D. Discussing new concepts and Guide the students in answering activity Guide the students in identifying the Taking the test
practicing new skills #1 1 on page 5 and discuss what is ingredients of cleaning products.
cleaning products/agents.
E. Discussing new concepts and Guide the student in understating the Discuss the uses of other ingredients of
practicing new skills #2 different cleaning products/agent. cleaning products.
F. Developing mastery (Leads to Discuss the active ingredients of Before taking quiz, ask the students to
Formative Assessment 3) cleaning products used at home and answer activity 9 on page 21
guide the students in answering activity
5 on page 15.
G. Finding practical applications of Performance Task: Ask the students to Long quiz
concepts and skills in daily living answer activity 6 on page 16.
H. Making generalizations and Cleaning has been a part of our daily Taking long quiz
abstractions about the lesson activities. It is one of the household
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 12 GAS/ 12 HUMSS (VACANT: THURSDAY)
Teacher NI-KHE G. MARQUEZ Learning Area PHYSICAL SCIENCE
Daily Lesson Log
Teaching Dates and Time 1:00 – 2:00 PM (OCTOBER 24 - 28, 2022) Quarter 1st Quarter (WEEK 9)
chores that we do at home and even in
the school. We use cleaning products
to stop and prevent the spread of
infectious diseases that lives in the
surfaces of a matter. It can also control
the allergens such as dust and mold,
helping us to stay healthy.
I. Evaluating learning .Give atleast 5 cleaning Ask the student to answer activity 7 on Enumerate the common ingredients of Checking of answers and recording of
products/agents available at your page 16. cleaning products scores.
home.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MIKE V. CABOTE JANETTE N BALLARES, EdD

Teacher I, Subject Teacher SHS Coordinator Principal III
Monday Session 1 Tuesday Session 2 Wednesday Session 3 Friday Session 4
 I. OBJECTIVES
A. Content Standard 1. The following aspects of chemical changes:
a. how fast a reaction takes place
b. how much reactants are needed and how much products are formed in a reaction
c. how much energy is involved in a reaction
B. Performance Standard
C. MELC and MELC No. Determine the limiting reactant in a reaction and calculate the amount of product Describe how energy is harnessed from
formed different sources: A. Fossil fuels, B.
S11/12PS-IIIh-27 Biogas, C. Geothermal, D. Hydrothermal,
E. Batteries, F. Solar cells and G.
Biomass
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from PHSICAL SCIENCE MODULE 6 PHSICAL SCIENCE MODULE 6 PHSICAL SCIENCE MODULE 7 FIRST QUARTER EXAMINATION
Learning Resource (LR) Portal (REMEDIATION/ REVIEW) (REMEDIATION/ REVIEW) (REMEDIATION/ REVIEW)
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is chemical reaction, reactant, What are limiting reactant and excess What is stoichiometry?
presenting the new lesson. and product? reactant?

B. Establishing a purpose for the new

lesson
C. Presenting Examples/ instances of Repeat: Present Video clip about Repeat: Present Video clip about Define energy and explain briefly the
the new lesson limiting reactant and excess reactant. balancing chemical reaction. sources of energy.
D. Discussing new concepts and Differentiate limiting reactant and Redefine mole, balance equation and Differentiate the renewable and non- Presenting the exam
practicing new skills #1 excess reactant and ask the students t formula weight. renewable energy.
answer activity 1 and 2 on pages 5 – 6.
E. Discussing new concepts and Explain: What is stoichiometry? Show to the students on how to Re-Explain how energy sources including Answering the exam
practicing new skills #2 calculate the amount of limiting reactant fossil fuels, biogas, geothermal,
in a chemical reaction. hydrothermal, batteries, solar cells, and
biomass are harnessed to generate the
power distributed by our electricity
providers.
F. Developing mastery (Leads to Show to the students on how to Define the terms related to the percent How energy sources including fossil fuels,
Formative Assessment 3) determine the limiting reactant in a yield. biogas, geothermal, hydrothermal,
chemical reaction batteries, solar cells, and biomass are
harnessed to generate the power
distributed by our electricity providers.
G. Finding practical applications of Show the students on how to calculate
concepts and skills in daily living the percent yield of a reaction on the
theoretical and actual yield.
H. Making generalizations and Reactant is the original reacting
abstractions about the lesson species shown on the left side of a
chemical equation. Product is the
species formed as a result of the
reaction shown on the right side of a
chemical equation.
Stoichiometry explains the quantitative
relationship between reactants and
products.
I. Evaluating learning . Checking of answers and recording of
scores.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MIKE V. CABOTE JANETTE N BALLARES, EdD

Teacher I, Subject Teacher SHS Coordinator Principal III