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School San Miguel National High School Grade Level 11

GRADE 1 to 12 Teacher DONATO C. LIBUNAO, JR. Learning Area EARTH SCIENCE

DAILY LESSON LOG Teaching Dates and Time July 30 to August 3, 2018 Quarter First Quarter

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES 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 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 Standard The learners demonstrate an understanding of:


1. the formation of the universe and the solar system
2. the subsystems (geosphere, hydrosphere, atmosphere and biosphere) that make up the Earth.
B. Performance Standard The learners shall be able make a concept map and use it to explain how the geosphere, hydrosphere, atmosphere, and biosphere are interconnected.

C. Learning
Competency/Objectives
Write the LC code for each. Describe the characteristics of Earth Describe the characteristics of Earth that Describe the characteristics of Earth that LONG TEST
that are necessary to support life. are necessary to support life. S11ES-Ia-3 are necessary to support life. S11ES-Ia-3
S11ES-Ia-3 Answer 80% of the examination correctly
Explain that the Earth consists of four Explain that the Earth consists of four
Explain that the Earth consists of four subsystems, across whose boundaries subsystems, across whose boundaries
subsystems, across whose boundaries matter and energy flow. S11ES-Ia-4 matter and energy flow. S11ES-Ia-4
matter and energy flow. S11ES-Ia-4

II. CONTENT 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.

EARTH SUBSYSTEMS EARTH SUBSYSTEMS EARTH SUBSYSTEMS LONG TEST

(Geosphere – Rocks and Rock (Geosphere - Minerals and Its (Geosphere - Changes on the Earth’s (Chapter 1 and 2)
Cycle) Properties and Relief Features of the Surface)
Land)

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III. LEARNING RESOURCES 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 paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide pages Pages 50 - 58 Pages 50 - 58 Pages 50 - 58 Earth and Life Sciences Teacher’s Guide

Pages 1 - 58

2. Learner’s Materials pages

3. Textbook pages Pages 29 - 33 Pages 29 - 33 Pages 29 - 33 Pages 1 - 33

4. Additional Materials from


Learning Resource (LR)
portal
B. Other Learning Resource The Grolier Science Encyclopedia - The Grolier Science Encyclopedia – The Grolier Science Encyclopedia - The Grolier Science Encyclopedia –
Scholastic Scholastic Scholastic Scholastic

IV. PROCEDURES

A. Reviewing previous lesson or Review Biosphere and Biodiversity Ask review questions regarding Review Minerals and Its 1. Discuss the purpose and the
presenting the new lesson the topic Layers of the Earth and Properties and the relief content of the long test.
Rocks. features of the land. 2. Recall the rules to be observed
in taking the test.

B. Establishing a purpose for the “FACT or BLUFF” “4PICS 1WORD” “WORD GAME”  Ask students to expound the
lesson  The students will have a  The class will be divided into four  The class will be divided into operative meaning of “Honesty is
game patterned to a groups. four groups. the best Policy”
segment in a game show  Each group will send a  Each group will send a
Celebrity Bluff. representative per round. representative per round.
 The class will be divided into  The teacher will post/show four  The teacher will describe a word
four groups, each one will be pictures and a set of letters and the representative will try to
provided with an illustration related to the topic for the day identify and form the word by
board and chalk. and the students will try to guess arranging the given letters
the word.

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 The statement will be posted  The group with the highest  The first one to form the word
and the students will decide number of correct responses will will get the point.
whether the statement is a be considered the winner.  The number of their correct
Fact or Bluff. responses will correspond to
 The number of their correct their additional score for the quiz
responses will correspond to after the exam.
their additional score for the
quiz after the exam.
C. Presenting examples/Instances  Present the following targets  Present the following targets for  Present the following targets for 1. Explain the purpose and importance of
of the new lesson for the day: the day: the day: the Diagnostic Examination.
1. define geosphere as an 1. differentiate minerals from rocks 1. enumerate the changes that occur on 2. Ask students to read the direction of the
independent subsystem of the Earth. 2. enumerate properties of minerals the earth and the causes and test and give leading questions to test the
2. enumerate the different types of 3. enumerate and differentiate the relief consequences of such changes. clarity of the direction.
rocks and the their properties. features of the land such as mountains, 2. define diastrophism and the different
3. enumerate the different processes volcanoes etc. processes under diastrophism.
involved in the rock cycle. 4. Cite the importance of these features to 3. cite some things to do before during
humans and other living organisms. and after an earthquake.

D. Discussing new concepts and  Elicit prior knowledge of  Elicit prior knowledge of students  Elicit prior knowledge of  Administer the Test
practicing new skills # 1 students from the topic. from the topic Atmosphere. students from the topic
 Ask the students the  How can you describe the surface Atmosphere.
question “What will probably features of the land on your  What particular changes on the
happen if land masses are barangay and your environment? land surface can you observe on
not available on earth?” your place and your
environment?
E. Discussing new concepts and  Discussion on the following  Discussion on the following  Discussion on the following Roam around while administering
practicing new skills # 2 topics: topics: topics: the examination and give
A. Define Geosphere A. Define minerals. A. Enumerate changes that prompting to students if
B. Types of Rocks B. Differentiate minerals from occur in the Earth’s atmosphere necessary.
- Igneous rocks. and their causes and effects.
- Sedimentary C. Enumerate the different B. Define diastrophism
- Metamorphic properties of minerals. C. Enumerate the laws of
C. Processes on the Rock Enumerate common minerals diastrophism
Cycle found in the Philippines and their D. Enumerate the different
uses. orogenic and epeirogenic
D. Enumerate the different processes.
features of the land and their E. Cite some effects of such
significance. changes to human lives.

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F. Developing mastery  Do all igneous rocks become  Can the relief features of the  What do you think are the  See that honesty and discipline is
(leads to Formative sedimentary rocks before Earth affect the ares: causes and effects of these being observed during test.
Assessment) transforming into a a. climate changes that occur in our
metamorphic rock? Why or b. dominant plants geosphere?
Why not? c. dominant wildlife
G. Finding practical application of  How can the geosphere  Nowadays, common useable  What are the things we need to  Ask students to finish and review
concepts and skills in daily living influence living organisms on minerals are now being exploited do before,, during and after an the answers, when there are still
Earth? and the ways of acquisition of earthquake? time to do it.
such minerals may be
detrimental for human beings.
How can you help promote
conserving such mineral
resources?
H. Making generalizations and  How can you summarize  How can you summarize  How can you evaluate these  Check and evaluate the students’
abstractions about the lesson everything that you have everything that you have learned changes on our Earth’s surface? answers, if time allows it.
learned from the topic? from the topic? Are these beneficial or harmful?
Why?
I. Evaluating learning ILLUSTRATION SHORT QUIZ SHORT QUIZ

 For 10 points, illustrate the  The student will have a 10-item  The student will have a 10-item
rock cycle and label the three paper-and-pencil test regarding paper-and-pencil test regarding
different types of rocks and the topic discussed for the day. the topic discussed for the day.
the different processes in the
water cycle.

J. Additional activities for Assignment for the topic continuation The students will prepare a short role
application or remediation for the next session. play showing the different things to do
before, during and after an earthquake.

V. REMARKS

Last session will be utilized for the long test. Adjustment of examination date will be made depending on the time required to finish the topics.

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VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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 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?

Submitted by: Submitted to: Noted by:

DONATO C. LIBUNAO, JR. CHERILYN R. GOYENA, Ph.D. MARCIANO V. CRUZ, JR.


Teacher III Assistant Senior High School Principal for Academics Principal IV