School ALEOSAN NATIONAL HIGH SCHOOL (304413) Grade Level TWELVE

DAILY Teacher ANNE MARIE DENAQUE ALBITO Learning PHYSICAL SCIENCE

LESSON MW
Teacher II
FRI
Area
Teaching Dates and
LOG Time 7:30am-9:00am (90 min) HUMSS 12 8:15am-9:15am (60 min) HE CARP 12 Quarter TWO – WK# 7
10:45am-12:15pm (90 min) HE CARP 9:30am-10:30am (60 min) CSS 12
12
1:00pm-2:30pm (90 min) MSES 12 10:30am-11:30am (60 min) MSES 12
2:30pm-4:00pm (90 min) CSS 12 11:30am-12:30pm (60 min) HUMSS
12

MON – JAN 1 - HOLIDAY WED – JAN 3 FRI – JAN 5 – LEAVE

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate understanding of light as a wave and a particle
A. Content Standards

B. Performance Standards Design and create a useful product for practical purposes that uses mirrors and lenses
Explain how the photon concept and the fact that the energy of a photon is directly
proportional to its frequency can be used to explain why in photographic darkrooms red
light is used, why in ultraviolet light but not in visible light we get easily sunburned, and
C. Learning Competencies/ how we see colors S11/12PS-IVf-61
Objectives (Write the LC HOLIDAY
code for each)
C: Compare and contrast any two of the following: radio waves, microwave, infrared,
visible light, ultraviolet, x-ray and gamma ray in terms of energy, frequency and uses
P: Present a color chart according to the increasing frequency and increasing energy.
A: Create an infographic poster to value our eyes in illustrating how we see colors
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT ENERGY OF LIGHT
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
III. LEARNING RESOURCES
paper-based materials. Hands-on learning promotes concept development.
A. References

1. Teacher’s Guide pages

N/A
2. Learner’s Materials
pages N/A
3. Textbook pages N/A
4. Additional Materials
from Learning Resource DepEd K12 MELC / ADM / SLM
(LR) Portal
B. Other Learning
Resources
C. Skills/teaching
Pedagogy INDIRECT, EXPERIENTIAL, INTERACTIVE, INDEPENDENT
D. Integration Across the
Curriculum ENGLISH, ARTS
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by the demonstration of learning by the students which you can infer
IV. PROCEDURES (7Es) from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned with their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing the PRETEST: Analyze each sentence and choose the
Previous lesson or correct answer inside the word bank. Write the date,
presenting the new
lesson. Elicit: Evoke or draw
the word PRETEST and your answer in your quiz
out prior concepts or experiences HOLIDAY notebook. (5 items)
from the students
B. Establishing a ENERGY OF LIGHT VIDEO ANALYSIS
purpose for the lesson.
Engage: Stimulate students’
thinking and help them access
and connect prior knowledge as
a jumpstart to the present lesson
C. Presenting Open your Facebook app. Type visible light
examples/ instances of
the new lesson. spectrum on the search bar. Go through the
Engage: Stimulate students’
thinking and help them access
resources and take note of the frequencies
and connect prior knowledge as and energies of the different colors of light.
a jumpstart to the present lesson
D. Discussing new
concepts and practicing Using the colors below, complete
new skills #1.
Explore: Students will be given time
the chart according to the
to think, plan, investigate, and
organize collected information; or the
performance of the planned or
increasing frequency and
prepared activities from the students’
manual with data gathering with
increasing energy.
guide questions What happens to the energy of light as the frequency
increases?
E. Discussing new
concepts and practicing
Compare and contrast any two of the
new skills #2.
Explore: Students will be given time
following: radio waves, microwave,
to think, plan, investigate, and
organize collected information; or the
infrared, visible light, ultraviolet, x-ray
performance of the planned or
prepared activities from the students’
and gamma ray in terms of energy,
manual with data gathering with
guide questions
frequency and uses
F. Developing mastery
Explain: Students will be involved in Present a color chart according to the
an analysis of their exploration. Their
understanding is clarified and increasing frequency and increasing
modified because of reflective
activities, analysis of the gathered energy.
data and results and be able to
answer the guide questions leading to
the focus concept or topic for the day.
G. Finding practical
applications of concepts
Create an infographic poster to value
and skills in daily living. our eyes in illustrating how we see
Elaborate: Students will be given
the opportunity to expand and HOLIDAY colors
solidify/concretize their
understanding of the concept
and/or apply it to a real-world
situation
H. Making
generalizations and
Complete the concept map as shown on
abstractions about the the presentation in relation to our topic
lesson
Elaborate: Students will be given today
the opportunity to expand and
solidify/concretize their
understanding of the concept
and/or apply it to a real-world
situation
I. Evaluating learning.
Evaluation: Students will provide
Compare and contrast the following by
opportunities for concept check
test items and answer key which
filling in the table below (10 points):
are aligned to the learning
objectives – content and
performance standards and SIMILARITIES DIFFERENCES
address misconceptions- if any radio waves 1 6
microwaves 2 7
infrared 3 8
visible light 4 9
ultraviolet 5 10

J. Additional activities for

application or remediation.
Extend: Gives situation that explains
the topic in a new context, or
integrate it to another
discipline/societal concern)
V. REMARKS The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
deliberated due to: deliberated due to: deliberated due to: deliberated due to: deliberated due to:
_____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn
_____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s
_____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson
_____ worksheets _____ worksheets _____ worksheets _____ worksheets _____ worksheets
_____ varied activity sheets _____ varied activity sheets _____ varied activity sheets _____ varied activity sheets _____ varied activity sheets
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up the lesson.
D. No. of learners who
continue to require
remediation.
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
E. Which of my teaching _____ Group Collaboration _____ Group Collaboration _____ Group Collaboration _____ Group Collaboration _____ Group Collaboration
strategies worked well? _____ Games _____ Games _____ Games _____ Games _____ Games
Why did this work? _____Solving Puzzles/Jigsaw _____Solving Puzzles/Jigsaw _____Solving Puzzles/Jigsaw _____Solving Puzzles/Jigsaw _____Solving Puzzles/Jigsaw
_____ Think-Pair-Share _____ Think-Pair-Share _____ Think-Pair-Share _____ Think-Pair-Share _____ Think-Pair-Share
_____ Rereading of Paragraphs/Stories _____ Rereading of _____ Rereading of _____ Rereading of _____ Rereading of
_____ Role Playing/Drama Paragraphs/Stories Paragraphs/Stories Paragraphs/Stories Paragraphs/Stories
_____ Role Playing/Drama _____ Role Playing/Drama _____ Role Playing/Drama _____ Role Playing/Drama
Why?
_____Complete IM’s Why? Why? Why? Why?
_____ Availability of Materials _____Complete IM’s _____Complete IM’s _____Complete IM’s _____Complete IM’s
_____ Students eagerness to learn _____ Availability of Materials _____ Availability of Materials _____ Availability of Materials _____ Availability of Materials
_____ Group member’s cooperation in _____ Students eagerness to learn _____ Students eagerness to learn _____ Students eagerness to learn _____ Students eagerness to learn
doing their tasks _____ Group member’s cooperation in _____ Group member’s cooperation in _____ Group member’s cooperation in _____ Group member’s cooperation
doing their tasks doing their tasks doing their tasks in doing their tasks

_____ Bullying among students _____ Bullying among students _____ Bullying among students _____ Bullying among students _____ Bullying among students
F. What difficulties did I _____ Students’ behavior/attitude _____ Students’ behavior/attitude _____ Students’ behavior/attitude _____ Students’ behavior/attitude _____ Students’ behavior/attitude
encounter which my _____ Colorful IM’s _____ Colorful IM’s _____ Colorful IM’s _____ Colorful IM’s _____ Colorful IM’s
principal or supervisor can _____ Unavailable Technology _____ Unavailable Technology _____ Unavailable Technology _____ Unavailable Technology _____ Unavailable Technology
help me solve? Equipment Equipment Equipment Equipment Equipment
_____ Science/Computer/Internet Lab _____ Science/Computer/Internet Lab _____ Science/Computer/Internet Lab _____ Science/Computer/Internet Lab _____ Science/Computer/Internet
_____ Additional Clerical Works _____ Additional Clerical Works _____ Additional Clerical Works _____ Additional Clerical Works Lab
_____ Additional Clerical Works

G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I _____ Localized Videos _____ Localized Videos _____ Localized Videos _____ Localized Videos _____ Localized Videos
use/discover which I wish to _____ Making big books from views of _____ Making big books from views of _____ Making big books from views of _____ Making big books from views of _____ Making big books from views
share with other? the locality the locality the locality the locality of the locality
_____ Recycling of plastics to be used _____ Recycling of plastics to be used _____ Recycling of plastics to be used _____ Recycling of plastics to be used _____ Recycling of plastics to be
as IM’s as IM’s as IM’s as IM’s used as IM’s
_____ Local poetical composition _____ Local poetical composition _____ Local poetical composition _____ Local poetical composition _____ Local poetical composition

Prepared by: Checked by: Observed by:

Name: ANNE MARIE DENAQUE ALBITO ANGELIE C. DIAZ, MAEd, HTIII JOEY J. ALEMANIA, MAEd
Signature
:
Position: TEACHER II ASST. SHS PRINCIPAL FOR ACADEMICS PRINCIPAL II
Date:

School ALEOSAN NATIONAL HIGH SCHOOL (304413) Grade Level TWELVE

DAILY Teacher ANNE MARIE DENAQUE ALBITO Learning PHYSICAL SCIENCE
LESSON MW
Teacher II
FRI
Area
Teaching Dates and
LOG Time 7:30am-9:00am (90 min) HUMSS 12 8:15am-9:15am (60 min) HE CARP 12 Quarter TWO – WK# 8
10:45am-12:15pm (90 min) HE CARP 9:30am-10:30am (60 min) CSS 12
12
1:00pm-2:30pm (90 min) MSES 12 10:30am-11:30am (60 min) MSES 12
2:30pm-4:00pm (90 min) CSS 12 11:30am-12:30pm (60 min) HUMSS
12

MON – JAN 8 WED – JAN 10 FRI – JAN 12

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate understanding of light as a wave and a particle
B. Performance Standards Design and create a useful product for practical purposes that uses mirrors and lenses
Cite experimental evidence showing that electrons can behave Explain various light phenomena such as mirages, light from a red laser passes
like waves S11-12PS-IVg-64; Differentiate dispersion, scattering, more easily through red cellophane than green cellophane, clothing of certain
interference, and diffraction S11/12PS-IVh-65; Explain various
light phenomena such as your reflection on the concave and
colors appear different in artificial light and in sunlight and haloes vs sundogs
convex sides of a spoon looks different S11/12PS-IVh-66 S11/12PS-IVh-66
C. Learning Competencies/
Objectives (Write the LC
code for each) C: Describe the different properties of light and cite its applicable
light phenomena. C: Identify the different light phenomena
P: Presentation of how electrons behave like waves and how your
reflection on the concave and convex sides of a spoon looks
P: Presentation of various light phenomena
different A: Conduct a simple experiment about color combination
A: Demonstrate diffraction through a simple experiment.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT PROPERTIES OF LIGHT AND WAVE-LIKE PROPERTIES VARIOUS LIGHT PHENOMENA
OF ELECTRON
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
III. LEARNING RESOURCES
paper-based materials. Hands-on learning promotes concept development.
A. References

1. Teacher’s Guide pages

N/A
2. Learner’s Materials
pages N/A
3. Textbook pages N/A
4. Additional Materials
from Learning Resource DepEd K12 MELC / ADM / SLM
(LR) Portal
B. Other Learning
Resources
C. Skills/teaching
Pedagogy INDIRECT, EXPERIENTIAL, INTERACTIVE, INDEPENDENT
D. Integration Across the
Curriculum ENGLISH, HISTORY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by the demonstration of learning by the students which you can infer
IV. PROCEDURES (7Es) from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned with their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing the PRETEST: Analyze each sentence and choose the PRETEST: Analyze each sentence and choose the PRETEST: Analyze
Previous lesson or correct answer inside the word bank. (5 items) correct answer inside the word bank. (5 items) each sentence and
presenting the new
lesson. Elicit: Evoke or draw
choose the correct
out prior concepts or experiences answer inside the word
from the students bank. (5 items)
B. Establishing a Match the year, the scientist and their contribution VARIOUS LIGHT PHENOMENA VIDEO DONE ON PREVIOUS
purpose for the lesson. SESSION
Engage: Stimulate students’ to the development of the wave-like property of the ANALYSIS
thinking and help them access
and connect prior knowledge as
electron. Write your answer in the column for
a jumpstart to the present lesson Coded Answer.
C. Presenting Point a red laser light at 900 or perpendicular to red-colored DONE ON PREVIOUS
examples/ instances of
Presentation of how electrons behave like cellophane. Observe the transmitted light on a screen (maybe a SESSION
the new lesson. waves and how your reflection on the white bond paper or white wall). Write your observation in your
Engage: Stimulate students’ journal notebook. Note: If red laser light is not available, you may
thinking and help them access concave and convex sides of a spoon looks use a red bulb. This time, use green cellophane instead of red
and connect prior knowledge as
a jumpstart to the present lesson different and do the same as procedure. What do you observe?
D. Discussing new Picture Analysis DONE ON PREVIOUS
concepts and practicing
Conduct a soap bubble experiment to SESSION
new skills #1. demonstrate how rainbows exist. What Analyze the photographs of different optical
Explore: Students will be given time
to think, plan, investigate, and can you observe in the soap bubbles? phenomena and answer the guide questions
organize collected information; or the
performance of the planned or
prepared activities from the students’
manual with data gathering with
guide questions
E. Discussing new Demonstrate diffraction through a simple Conduct a simple experiment about color combination DONE ON PREVIOUS
concepts and practicing SESSION
new skills #2. experiment:
Explore: Students will be given time Look at the light from a source such as a fluorescent You will need:
to think, plan, investigate, and
organize collected information; or the bulb through the slit between your fingers. What do you Three flashlights
performance of the planned or
observe? Do you see vertical white and dark bands? Red, green, and blue pieces of cellophane
prepared activities from the students’
manual with data gathering with What causes these bands? Repeat step 1 but make Three rubber bands
guide questions
the slit narrower. Compare your observations with the A sheet of white card
previous one.
F. Developing mastery In a well-lighted room, hold a shiny spoon at Write the letter of the various phenomena shown in the picture. CONTINUE ON THIS
Explain: Students will be involved in a. reflection SESSION
an analysis of their exploration. Their arm's length with the backside facing at you. b. mirage
understanding is clarified and
modified because of reflective c. light color
activities, analysis of the gathered
Look at your image and describe your
d. artificial light and sunlight.
data and results and be able to observation. Now, turn the spoon and hold it at e. haloes, sundogs, primary rainbows,
answer the guide questions leading to
the focus concept or topic for the day. arm's length such that the front side faces you. f. clouds color
Observe and describe your image. g. skies appear in sunset and sunrise.
G. Finding practical CONTINUE ON THIS
applications of concepts
Take and collect 2 pictures applying at Give your interpretation: SESSION
and skills in daily living. least two of the four properties of light “The rays of happiness, like those of
Elaborate: Students will be given
the opportunity to expand and mentioned in this lesson. Post it in your light, are colorless when unbroken.”
solidify/concretize their
understanding of the concept journal notebook and briefly describe the Henry Wadsworth Longfellow
and/or apply it to a real-world
situation science behind the pictures.
H. Making CONTINUE ON THIS
generalizations and
Complete the concept map as shown on Complete the concept map as shown on SESSION
abstractions about the the presentation in relation to our topic the presentation in relation to our topic
lesson
Elaborate: Students will be given today today
the opportunity to expand and
solidify/concretize their
understanding of the concept
and/or apply it to a real-world
situation
I. Evaluating learning. Complete the following table to describe the Multiple Choice. Select the letter of the best answer from CONTINUE ON THIS
Evaluation: Students will provide among the given choices. (5 ITEMS) SESSION
opportunities for concept check different properties of light and cite its applicable 1. Why is the color of certain clothing appears different in
test items and answer key which
are aligned to the learning light phenomena. artificial light than in sunlight?
objectives – content and A. Artificial light contains less amount of color pigments
performance standards and
address misconceptions- if any
than sunlight.
B. Artificial light contains more amount of color pigments
than sunlight.
C. Artificial light does not contain any color pigment as
compared to sunlight.
D. Artificial light contains color with the same intensities as
sunlight.

J. Additional activities
for application or
remediation.
Extend: Gives situation that
explains the topic in a new
context, or integrate it to
another discipline/societal
concern)
V. REMARKS The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
deliberated due to: deliberated due to: deliberated due to: deliberated due to: deliberated due to:
_____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn
_____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s
_____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson
_____ worksheets _____ worksheets _____ worksheets _____ worksheets _____ worksheets
_____ varied activity sheets _____ varied activity sheets _____ varied activity sheets _____ varied activity sheets _____ varied activity sheets

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.

B. No. of learners who require

additional activities for
remediation.

C. Did the remedial lessons

work? No. of learners who
have caught up the lesson.

D. No. of learners who

continue to require
remediation.
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
E. Which of my teaching _____ Group Collaboration _____ Group Collaboration _____ Group Collaboration _____ Group Collaboration _____ Group Collaboration
strategies worked well? _____ Games _____ Games _____ Games _____ Games _____ Games
Why did this work? _____Solving Puzzles/Jigsaw _____Solving Puzzles/Jigsaw _____Solving Puzzles/Jigsaw _____Solving Puzzles/Jigsaw _____Solving Puzzles/Jigsaw
_____ Think-Pair-Share _____ Think-Pair-Share _____ Think-Pair-Share _____ Think-Pair-Share _____ Think-Pair-Share
_____ Rereading of Paragraphs/Stories _____ Rereading of _____ Rereading of _____ Rereading of _____ Rereading of
_____ Role Playing/Drama Paragraphs/Stories Paragraphs/Stories Paragraphs/Stories Paragraphs/Stories
_____ Role Playing/Drama _____ Role Playing/Drama _____ Role Playing/Drama _____ Role Playing/Drama
Why?
_____Complete IM’s Why? Why? Why? Why?
_____ Availability of Materials _____Complete IM’s _____Complete IM’s _____Complete IM’s _____Complete IM’s
_____ Students eagerness to learn _____ Availability of Materials _____ Availability of Materials _____ Availability of Materials _____ Availability of Materials
_____ Group member’s cooperation in _____ Students eagerness to learn _____ Students eagerness to learn _____ Students eagerness to learn _____ Students eagerness to learn
doing their tasks _____ Group member’s cooperation in _____ Group member’s cooperation in _____ Group member’s cooperation in _____ Group member’s cooperation
doing their tasks doing their tasks doing their tasks in doing their tasks
_____ Bullying among students _____ Bullying among students _____ Bullying among students _____ Bullying among students _____ Bullying among students
F. What difficulties did I _____ Students’ behavior/attitude _____ Students’ behavior/attitude _____ Students’ behavior/attitude _____ Students’ behavior/attitude _____ Students’ behavior/attitude
encounter which my _____ Colorful IM’s _____ Colorful IM’s _____ Colorful IM’s _____ Colorful IM’s _____ Colorful IM’s
principal or supervisor can _____ Unavailable Technology _____ Unavailable Technology _____ Unavailable Technology _____ Unavailable Technology _____ Unavailable Technology
help me solve? Equipment Equipment Equipment Equipment Equipment
_____ Science/Computer/Internet Lab _____ Science/Computer/Internet Lab _____ Science/Computer/Internet Lab _____ Science/Computer/Internet Lab _____ Science/Computer/Internet
_____ Additional Clerical Works _____ Additional Clerical Works _____ Additional Clerical Works _____ Additional Clerical Works Lab
_____ Additional Clerical Works
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I _____ Localized Videos _____ Localized Videos _____ Localized Videos _____ Localized Videos _____ Localized Videos
use/discover which I wish to _____ Making big books from views of _____ Making big books from views of _____ Making big books from views of _____ Making big books from views of _____ Making big books from views
share with other? the locality the locality the locality the locality of the locality
_____ Recycling of plastics to be used _____ Recycling of plastics to be used _____ Recycling of plastics to be used _____ Recycling of plastics to be used _____ Recycling of plastics to be
as IM’s as IM’s as IM’s as IM’s used as IM’s
_____ Local poetical composition _____ Local poetical composition _____ Local poetical composition _____ Local poetical composition _____ Local poetical composition

Prepared by: Checked by: Observed by:

Name: ANNE MARIE DENAQUE ALBITO ANGELIE C. DIAZ, MAEd, HTIII JOEY J. ALEMANIA, MAEd
Signature
:
Position: TEACHER II ASST. SHS PRINCIPAL FOR ACADEMICS PRINCIPAL II
Date: