Daily Lesson Log-Grade -9-Q4-WEEK-1.docx

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1. GRADE 1 to
12
DAILY LESSON
LOG
School Basey National High School Grade Level GRADE 9 - EINSTEIN
Teacher Intern Michelle C. Solayao Learning
Area
RESEARCH II
Teaching Dates and Time April 1-5, 2024 – 9:30-10:30 AM Quarter 4
th
QUARTER

SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of presenting the research project and preparing for a creative visual display for the
exhibit.
B. Performance Standards The learner is able to present and defend the research project conducted in a Science Congress.
C. Learning
Competencies/Objectives

Design a creative visual display for the exhibit.
Introduce students to the concept
of a science project display and its
components.
Allow students to explore various
components of a science project
display through hands-on
activities.
Provide a detailed explanation
of each component of a
science project display and its
purpose.
Allow students to apply their
understanding by designing their
own science project displays.
II. CONTENT
DAILY TASK
Parts of a Science Project Display

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
2. Learner’s Materials
pages
Research II – Grade 9
Self-Learning Modules
Research II – Grade 9
Self-Learning Modules
Research II – Grade 9
Self-Learning Modules
Research II – Grade 9
Self-Learning Modules
3. Textbook pages
4. Additional Materials Laptop, LCD projector.

Laptop, LCD projector.

Laptop, LCD projector.

Laptop, LCD projector.


B. Other Learning Resources
IV. PROCEDURES

2. A. Reviewing the previous lesson
or presenting the new lesson
-Start the lesson with a short
video or images showcasing
different science project displays.
-Ask students what they notice
about these displays and what
they think makes a good science
project display
-Engage students in a brief
discussion about the importance
of a well-organized and visually
appealing display in presenting
scientific findings.
-Begin with a brief discussion
about the importance of science
project displays. Ask students
what they think makes a good
science project display.
-Show examples of well-designed
science project displays to inspire
students and generate interest.
-Start the lesson by showing
students a well-designed science
project display board.
-Ask students to brainstorm what
components they think are
essential for an effective science
project display.
-Start the lesson by showcasing a
variety of science project displays.
These could be from previous
years, online examples, or even
simple mock-ups.


B. Establishing a purpose for the
lesson
-Provide students with examples
of science fair projects.
-Divide students into small
groups and ask them to analyze
the displays, identifying the
different components such as
title, hypothesis, materials,
procedure, results, conclusion,
and acknowledgments.
-Set up activity stations around
the classroom, each focusing on
different components of a science
project display.
-Divide students into small
groups and assign each group
to a station.
-Instruct students to rotate
through each station, engaging
in hands-on activities related
to that component of a science
project display.
-Provide students with a checklist
or template outlining the
components of a science project
display.

-Provide students with resources
(books, websites, videos) to
explore various science project
topics.

C. Presenting
examples/instances of the new
lesson
-Encourage students to discuss
why each component is important
and how it contributes to the
overall understanding of the
project.
-Divide students into small groups
and give each group a different
component to explore in detail.
Components could include title,
hypothesis, materials, procedure,
results, conclusion, graphs, charts,
and visuals.
Discuss the key components of an
effective science project display,
including the title, hypothesis,
materials, procedures, results,
conclusion, and visuals.

D. Discussing new
concepts and
practicing new
skills #1
and -Lead a class discussion on the
purpose of each component in a
science project display.
-After exploring all stations, gather
students for a whole -class
discussion.
-Have each group present their
findings on their assigned
component to the class
Break students into small groups and
have them brainstorm ideas for their
science projects. Encourage them to
consider their interests, available
resources, and feasibility.

3. -Provide definitions and examples
of each component, emphasizing
clarity, accuracy, and organization
-Facilitate a conversation about
what students learned at each
station.
-Emphasize key concepts such as
clarity, accuracy, and creativity in
science project displays.
E. Discuss new
concept and
practicing new
skills #2.
-Address any questions or
misconceptions that arose during
the activities.
-Have each group present their
findings on their assigned
component to the class.
-Discuss the purpose of each
component and why it is
important in communicating the
scientific process and findings.

F. Developing mastery
(Leads to Formative
Assessment)
-provide sample problems and let
them answer the assessment.

(Assess the students). -Let them answer their activity in
their module (see attachment)
-Let them answer their activity in their
module (see attachment)
G. Finding practical
applications of
concepts and skills in daily
living
-Distribute a template or guideline
for creating a science project
display.
-Instruct students to brainstorm
ideas for their own science fair
projects and begin outlining their
displays.
-Have students work in their groups
to design a mini science project
display focusing on a simple
experiment or investigation.
-Break students into pairs and
assign them a specific scientific
project scenario.
-Ask them to create a rough draft
of a display board for their
scenario, incorporating all the
components discussed.
-Have students reflect on their
progress and any challenges they
encountered during the initial stages
of their project development.
Encourage them to consider .how
they can overcome these challenges
moving forward.
H. Making generalizations and
abstractions about the lesson
-ask some students to give a
summary of the lesson.
-ask some students to give a
summary of the lesson.
-ask some students to give a
summary of the lesson.
-ask some students to give a summary
of the lesson.

I. Evaluating learning -Have students peer-review each
other's display outlines, providing
feedback on organization, clarity,
and completeness
-Invite each group to present their
mini science project displays to the
class.
-Encourage peer feedback by asking
students to provide constructive
comments and suggestions for
improvement.
-Assess students' understanding of
science project display components
through their presentations and
interactions during the lesson.
-Have each pair present their
rough draft display boards to the
class.
-Encourage peer feedback on the
effectiveness of each display
board in communicating the
scientific information.
Introduce a rubric or checklist
outlining the criteria for assessing
science project displays. Review it
with the students.

4. J. Additional activities for
application or remediation


SESSION 1 SESSION 2 SESSION 3 SESSION 4
V. REMARKS
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
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?