Las Piñas City National Science
School Grade Level 11
High School
Learning
Teacher Joselito P. Grande Jr. Robotics 2
Area
November 12, 2019
First session
DAILY LESSON
LOG Teaching
Date
Quarter Third
10:20-11:20 – 11- Fibonacci
11:20-12:20 – 11-Fermi
1:00-2:00 – 11-Faraday
I. OBJECTIVES
To make an inventory of every single LEGO part, and create a "team
A. Content Standards
workflow" when working together.
B. Performance Standards Test different sensors
C. Learning Competencies/
Group same parts together in a pile, and
Objectives
Organized workspace
D. Content Input and Output Devices
II. LEARNING RESOURCES
A. References n/a
1. Teacher’s Guide pages n/a
2. Learner’s Materials pages n/a
3. Textbook pages n/a
4. Additional Materials from
n/a
Learning Resource (LR) portal
B. Other Learning Resources Technokids: Technorobots
III. PROCEDURES
Picture Identification
A. Reviewing yesterday’s lesson
or Presenting the new lesson The teacher will present different pictures of the parts of the robotics kit.
Students will identify each parts.
B. Establishing a purpose for the Compare Concepts
lesson
Students will be asked to compare input and output devices. The
C. Presenting examples/
instances of the new lesson teacher will lead the students to the understanding that there are input
and output devices in the robotics kit
D. Discussing new concepts and Discussion
practicing new skills #1 The teacher will discuss the different input and output devices and their
E. Discussing new concepts and functions.
practicing new skills #2
Hands-on Activity
F. Developing mastery
Please refer to the attached file.
G. Finding practical applications Sharing
of concepts and skills in daily Students will share how input and output devices are used in their daily
living lives.
What are your thoughs about input and output devices. How do you think
H. Making generalizations and this devices will help the functionality of your robots?
abstractions about the lesson
Students will answer the questions above.
I. Evaluating learning Students will be evaluated through their output in the hands-on activity
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% on Number of learners: ________11-Faraday
the formative assessment Number of learners: ________11-Fibonacci
Number of learners: ________11-Fermi
B. No.of learners who require Number of learners: ________11-Faraday
additional activities for remediation. Number of learners: ________11-Fibonacci
Number of learners: ________11-Fermi
C. Did the remedial lessons work? Yes ________ No ________
No. of learners who have caught Number of learners: ________11-Faraday
up with the lesson. Number of learners: ________11-Fibonacci
Number of learners: ________11-Fermi
D. No. of learners who continue to Number of learners: ________11-Faraday
require remediation Number of learners: ________11-Fibonacci
Number of learners: ________11-Fermi
E. Which of my teaching strategies ________ Experiment ________ Role play
worked well? Why did these work? ________ Collaborative Learning ________ Lecture
________ Differentiated Instruction ________ Discovery
Why? _______________________ ________ Complete IMs
Others _______________________________
F. What difficulties did I encounter ________ Bullying among pupils
whichmy principal or supervisor can ________ Students’ behavior/ attitude
help me solve? ________ Colorful Ims
________ Technology/ Equipment Unavailable
________ Science/ Computer/ Internet Lab
Others _______________________________
G. What innovation or localized ________ Localized videos
materials did I use/discover which I ________ Making big books from views of the locality
wish to share with other teachers? ________ Recycling plastics for contemporary arts
________ Local music composition
Others _______________________________
Prepared by:
Joselito P. Grande Jr.
Teacher II
Noted by:
RIZALDY MEDINA
SHS Coordinator
Approved:
JENNIFER T. ERISPE
Principal I
Observed:
_____________________________ Date: _____________________
Signature over printed name
Comments:
Hands On Activity
READY, SET, GROUP THE TOOLS
Use a timer to record how fast a student can group the tools and place them in the
proper compartment of the toolbox. Use a checklist to check if all the tools are
complete.
Example:
Category Remarks
SENSORS
Servo Motor
Touch Sensor
Light Sensor
Ultrasonic Sensor
Sound Sensor
Brick
Pegs/Pins
Axles
Beam
Angular beam
BLOCKS
Angular Blocks
Cross Blocks
Gears
Hub and Tire
Bushing
Rubber Belt
Cables/Wires
USB Data Cable
NXT Balls
Tank Track
Other parts
