ESTIPONA HIGH SCHOOL - DAILY LESSON LOG (DLL)

Date: Week: Quarter:

Subject: COOKERY NC II Grade: 12 Teacher: GERALD C. PRESIADOS

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding the knowledge, skills and
attitudes required maintaining kitchen tools, equipment and work premises.
B. Performance Standard The learners independently maintain clean kitchen tools, equipment, and
premises
C. Learning Competencies LO 1. Clean, sanitize, and store kitchen tools and equipment
1.1 recognize kitchen tools and equipment to be cleaned and sanitized
1.2 identify the chemicals to be utilized in cleaning and sanitizing
TLE_HECK9-12KP-Ia-1 kitchen tools and equipment
1.3 prepare cleaning agents in accordance with manufacturer’s
instructions
1.4 clean and sanitize kitchen tools in accordance with prescribed
standards
1.5 store cleaned kitchen tools and equipment safely in the designated
space
2 CONTENT 1. Kitchen tools and equipment to be cleaned, sanitized, and stored
1.1. cutting tools and equipment
1.2. measuring tools and equipment
CLEAN AND MAINTAIN 1.3. mixing tools and equipment
KITCHEN TOOLS, EQUIPMENT, 1.4. top-of-the-range equipment
AND PREMISES (KP) 1.5. baking tools and equipment
2. Types of chemicals used in cleaning and sanitizing kitchen tools and
equipment
3. Methods of cleaning and sanitizing kitchen tools and equipment
4. Proper dishwashing techniques
5. Techniques in storing cleaned kitchen tools and equipment
3 LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook Pages

4. Additional Materials from LR Portal

B. Other Learning Resources

4 PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the

new lesson

D. Discussing new concepts and practicing

the new skills #1

E. Discussing new concepts and practicing

the new skills #2

F. Developing Mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living
 H. Making generalizations and abstraction
about the lesson

I. Evaluating learning

J. Additional activities for application or

remediation

5 REMARKS

6 REFLECTION

A. No. of learners who earned 80% in the

evaluation.

B. No. of learners who require additional

activities for remediation who scored
below 80%.
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation

E. Which of the 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?

Checked by:

CHARITO C. RAMILO Noted by:

Head Teacher -VI
CIELO G. CULLISON
Principal II
 ESTIPONA HIGH SCHOOL - DAILY LESSON LOG (DLL)
Date: Week: 1 Quarter: 3rd
Subject: Earth And Life Science Grade: 11 Teacher: DARWIN S. NOOL

I. OBJECTIVES
A. Content Standard The formation of the universe and the solar system
B. Performance Standard
C. Learning Competencies At the end of the session, students are expected to:
Describe the different hypotheses explaining the origin of the Solar System
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook Pages
4. Additional Materials from LR Portal
B. Other Learning Resources Image:Lunar and Planetary Laboratory
http://solarsystem.nasa.gov./multimedia/display
IV. PROCEDURES
A. Reviewing previous lesson or presenting Review on the different hypotheses explaining the origin of the universe
the new lesson Let the students relate the previous lesson about the universe to the present lesson about
the origin of the solar system.
B. Establishing a purpose for the lesson Let them watch a video presention related to the members of the solar system.
Guide Question:
Based on the video clip, determine the members of the solar system.
C. Presenting examples/instances of the Showing different pictures of the members of the solar system.
new lesson

Ask the following Guide Questions to the students:

D. Discussing new concepts and practicing
the new skills #1
E. Discussing new concepts and practicing
the new skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
1. Identify the the four innermost planets?outermost planets?
2. Compare the common properties of these two groups.
3. Can you now describe their characteristics interms of their sizes, components and
occurences?
Given the students with different beliefs of different localities about the origin of the
solar system.
Analysis of Theories, Concepts and Principles
1. Explain the difference of geocentric and heliocentric theories.
2. Why is the Earth is considered as blue planet among the members of the solar system?
3. How will you describe the members of the solar sytem interms of their characteristics?
4. How do you get information related to solar system?
5. State the relationship between solar system and humans?
Group Activity: The Members of the Solar System
Divide the class into three (3) groups. Cite at least five most popular planets in the
solar system and describe the physical features, properties and occurences on
each planet
Table 1 (Suggest a title for this table)
Most Popular Planets Physical Features/ Occurences
Properties

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and abstraction
about the lesson
I. Evaluating learning
1
2
3
4
5
Since planet earth is the only planet where we could live in, we should conserved and
protect it.
Based on the objectives stated previously, ask the following questions:
1. How will you describe different hypotheses about the origin of the solar system?
2. Describe the properties, features of each member of the solar system
3. Explain why the earth is called the blue planet?
Essay Question:
In two paragraphs, create an essay on the topic: How we can protect the planet earth?
Rubrics:
(5 points) Exceptional –The student created more than two paragraphs that far exceed
what is expected
(4 points) Excellent – The student created two paragraphs, information is factually
accurate and offers extra supporting facts.
 (3 points) Good – The student somewhat responds beyond the basic level to provide
supporting details and or interpretation.
(2 points) Fair –The student created one paragraph, although somewhat correct, are
lacking in relevant details and supporting examples and or interpretation.
(1 point) Not Mastered - the student created sentences responses are largely incorrect.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of the 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?
Checked by:

CHARITO C. RAMILO Noted by:

Head Teacher -VI
CIELO G. CULLISON
Principal II
 ESTIPONA HIGH SCHOOL - DAILY LESSON LOG (DLL)
Date: Week: 1 Quarter: 3rd
Subject: Earth And Life Science Grade: 11 Teacher: DARWIN S. NOOL

I. OBJECTIVES
A. Content Standard The subsystems (geosphere,hydrosphere,atmosphere,and biosphere) that make up the
earth.
B. Performance Standard
C. Learning Competencies At the end of the session, learners are expected to:
Identify the properties of the earth necessary to support life.
1.1 Enumerate the properties of the earth necessary to support life.
Illustrate how the properties of the earth to support life evolve.
II. CONTENT PROPERTIES OF THE EARTH NECESSARY TO SUPPORT LIFE
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook Pages Earth and Life Science by Teresita F. Religioso and Lilia G. Vengco, Phoenix Publishing
House, 2016
4. Additional Materials from LR Portal
B. Other Learning Resources Video presentation about the properties of the earth needed to support life.
IV. PROCEDURES
A. Reviewing previous lesson or presenting Review about the subsystems
the new lesson
B. Establishing a purpose for the lesson Show a video about different kinds of healthy creatures in our surroundings how these
living things exist and survive. (ex. Plants and animals,including humans)
C. Presenting examples/instances of the Based on the video presentation regarding the following:
new lesson a.Oxygen cycle
b.Nitrogen cycle
c.Carbon cycle
d.Water cycle
D. Discussing new concepts and practicing a. Enumerating the properties of the earth necessary to support life.
the new skills #1 b.Illustrating how the properties of the earth to support life evolve.
E. Discussing new concepts and practicing Analysis of theories,concept and principles:
the new skills #2  Explain how living things exist on earth.
F. Developing Mastery Let the student to complete the cycle map.
(Leads to Formative Assessment 3) TASK:
Group the class into four.Each group are select among the different properties of the
earth,draw and then give ur ideas about the importance of each cycle to sustain life of all
living things.
G. Finding practical applications of Give the uses of the following:
concepts and skills in daily living a.oxygen
b.carbon dioxide
c.water
H. Making generalizations and abstraction Based on the objectives stated previously, ask the following questions:
about the lesson 1. Describe the various properties of the earth to sustain life.
2. What is the process involve in the development of oxygen as needed to support life?
3. How is nitrogen and carbon dioxide exist?
4. How water exist on earth?
I. Evaluating learning Essay Question:
Choose one question and answer briefly.
1. Differentiate between hazard and disaster.
2. Describe the three common types of geologic hazards and give at least three examples
for each type of hazard.
3. Is your home or school prone to geologic hazards? If your answer is yes, justify your
answer.

Short Quiz:
What are basic elements necessary to support life?
1.
2.
3.
Give atleast three significants of water in all human beings?
4.
5.
6.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.
 C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of the 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?
Checked by:

CHARITO C. RAMILO Noted by:

Head Teacher -VI
CIELO G. CULLISON
Principal II
 ESTIPONA HIGH SCHOOL - DAILY LESSON LOG (DLL)
Date: Week: 1 Quarter: 3rd
Subject: Earth And Life Science Grade: 11 Teacher: DARWIN S. NOOL

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook Pages
4. Additional Materials from LR Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
The learners demonstrate an understanding of the subsystem (geosphere, hydrosphere,
atmosphere, and biosphere
The learners develops a vertical cross section of the earth showing its subsystems.
At the end of the session, students are expected to:
1. Explain that the Earth consist of four subsystems, across whose boundaries matter and
energy flow (S11/12ES-Ia-e-4)
1.1 Explain the differences of the four subsystems.
1.2 Illustrate the locations of the four subsystem of the Earth.
1.3 Identify each problems of the subsystem of the Earth.
EARTH’S SUBSYSTEMS (Geosphere, Hydrosphere, Atmosphere, and Biosphere)
 Division of the Earth (Subsystems and Layers)
Earth and Life Science by Teresita F. Religioso and Lilia G. Vengco, Phoenix
Publishing House, 2016 pages 38–43
Link : https://www.youtube.com/watch?v=rEo5vGvnz-c
Videoclip on Natural Disasters
Review on the Earth being the only planet that in the solar system that can support life.
Let the students relate the previous lectures on the Earth’s properties to support life to
the present lesson on the subsystem of the Earth.
Video Clip on Earth’s Subsystem
Downloaded File: The subsystem of the earth
Guide Question:
1. Based on the video clip, give the 4 subsytem of the earth and describe a your
observation in each subsystems.

SLIDE A SLIDE B

Ask the following Guide Questions to the students:

D. Discussing new concepts and practicing
the new skills #1
E. Discussing new concepts and practicing
the new skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and abstraction
about the lesson
I. Evaluating learning
1. Identify the name of the subsystem shown in the slides?
2. Arange the position of the subsytems by imagining the vertical cross section of the
Earth.
3. Can you now state the difference between the 4 subsystem of the Earth based on the
comparison you made from the slides?
The teacher explains and shows the each images of the subsystems compairing them to
each other, students are also reqired to share their background knowledge of the
differences of the subsystem according to the images that they saw on the earlier slides.
Analysis of Theories, Concepts and Principles
1. Explain the relationship between Geosphere and Bioshere.
2. Why is the Atmosphere is the most intriguing out of the 4 subsystems of the Earth?
3. What are the roles of a human being to preserve the Biosphere?
4. State the relationship between Hydrosphere and humans.
Group Activity: Things and Activities that can destroy the subsytem of the Earth
Divide the class into three (3) groups. Cite at least five most popular things/activities that
destroys the subsystem of the Earth. Complete the table below.
Subsystem Most Affected Areas
Causes
1
2
3
4
5
Let the students give some human activities that destroys the subsystem that they saw on
their way to school.
Based on the objectives stated previously, ask the following questions:
1.What are the major differences of the 4 subsystems of the Earth?
2.State the difference between hazard and disaster.
Essay Question:
Choose one question and answer briefly.
1. In your opinion, what is the most important substem and why.
2. What are the simple ways on how can you protect the subsystems of the Earth?
3. How can you show that you really care of our planet?
 Rubrics:
(5 points) Exceptional – student responses far exceed what is expected
(4 points) Excellent – information is factually accurate and offers extra supporting facts.
(3 points) Good – The student somewhat responds beyond the basic level of the question
to provide supporting details and or interpretation.
(2 points) Fair – student responses, although somewhat correct, are lacking in relevant
details and supporting examples and or interpretation.
(1 point) Not Mastered - student responses are largely incorrect.
J. Additional activities for application or Make a small research on what are the international organizations that help to protect the
remediation Earth.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of the 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?
Checked by:

CHARITO C. RAMILO Noted by:

Head Teacher -VI
CIELO G. CULLISON
Principal II