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GRADE 1 to 12 School TIBAG HIGH SCHOOL Grade Level 11

LOG Teaching Dates and Time NOV 12-15, 2018 Quarter THIRD


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
1. Determine the origin of the 1. Define the concepts of Stellar Nucleo-
elements found on earth. SESSION 1 will cover 180 minutes or 3 SESSION 1 will cover 180 minutes synthesis.
2. Define the concept of Primordial hours or 3 hours 2. Cite evidences for the formation of heavier
Nucleo-synthesis. elements.
3. Cite evidences for the formation of 3. Explain how the heavier elements were
light elements. formed
4. Explain how the light elements
were formed.
A. Content Standard 1. The learners demonstrate an 1. The learners demonstrate an
understanding of the formation of the understanding of the formation of the
elements during the Big Bang and elements during the Big Bang and during the
during the stellar evolution stellar evolution
2. The distribution of the chemical 2. The distribution of the chemical elements
elements and the isotopes in the and the isotopes in the universe.
B. Performance Standard The learners make a creative representation of the historical development of the atom or the chemical element in a timeline.
C. Learning Give evidence for and explain the Give evidence for and describe the formation
Competency/Objectives formation of light elements in the Big of heavier elements during star formation and
Write the LC code for each. Bang Theory. evolution.
S11/12PS-IIIa-1 (3 hours ) S11/12PS-IIIa-2
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.
How the elements found in the How the elements found in the universe
universe were formed. were formed.

A. References
1. Teacher’s Guide pages Not available Not available
2. Learner’s Materials pages Not Available Not Available
3. Textbook pages 8-16 17-21

4. Additional Materials from
Learning Resource
B. Other Learning Resource A. Padua, M.C. Padolina, R. A. Padua, M.C. Padolina, R. Crisostomo, M.J
Crisostomo, M.J Alumaga(2016), Alumaga(2016), Physical Science, Quezon
Physical Science, Quezon City, Vibal City, Vibal Group Inc.
Group Inc.
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer 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 in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or  The teacher will review the  There will be a short class
presenting the new lesson lesson from the previous presentation of the assignment
subject (Earth & Life given.
Science) on how the earth (15mins)
was formed after the Big
 The teacher can ask 3-5
students to recapitulate the
events happened after the
Big Bang.
B. Establishing a purpose for the  The teacher will give the  The teacher will give the
lesson importance of knowing how significance of the studying how
the earth was formed in elements formed after the Big Bang
determining how the especially heavy elements.
elements were formed. (5mins)
C. Presenting examples/Instances  The teacher will say:  The teacher will ask the following
of the new lesson “We gaze at the stars and questions:
look around us and we
wonder how all of matter “In your own point of view, how far
came to be” will the fusion in the sun proceed?”
 Then the teacher will ask the
students to give their ideas “How will the sun evolve?”
on how the elements were (5mins)
formed minutes after the Big
 Call at least 3 students

D. Discussing new concepts and  The Primordial Nucleo-  The Stellar Nucleo-synthesis will
practicing new skills # 1 synthesis will then be then be discussed.
discussed.  The teacher will also cite evidences
 The teacher will also cite for the formation of the heavier
evidences for the formation
of the light elements. elements in stars.
a. The universe expanded (10mins)
rapidly and cooled in
the process.
b. Matter and energy
decouple and became
c. A period of rapid
exponential expansion
took place.
d. The temperature of the
universe cooled down.
The simplest atom is
E. Discussing new concepts and  The teacher will also tackle  The following will be discuss:
practicing new skills # 2 and explain the formation of a. The formation of elements
the light elements. heavier than iron
(20mins) (15mins)
1. Developing mastery  The students will be asked to  The student now will be ask to
(leads to Formative Assessment list all the events happened compare their drawing before and
3) after the Big Bang and after the discussion.
explain how these events (5mins)
lead to the formation of the
light elements.
2. Finding practical  The teacher will ask the
application of concepts students about how did the
and skills in daily living formation of the light
elements after the Big Bang
is related to the evolution of
 (10mins)
3. Making generalizations  The teacher will ask one or  The teacher will ask one or two
and abstractions about two student to summarize student to summarize the topic.
the lesson the topic.(10mins) (5mins)

4. Evaluating learning  The students will have a  There will be a long quiz about the
graded recitation about the formation of the light and heavy
lesson (5mins) elements.
5. Extra Additional  The students will be given an  The student will then be asked to
activities for application assignment about the research on the fusion reactions that
or remediation definition and process of: take place in stars.
a. Stellar Nucleo-synthesis
V. REMARKS  Parts with “NOT NEEDED” marks are considered merged with the other parts such as: (Evaluation and Writing of Essay in the Application).
 No additional activities for application/remediation are needed because the former activities provided are already enough to justify the lesson and to create meaning
out of understandings.

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
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
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
Prepared by: Checked by:

Cheryl S. Lenon RN, MAN Rebecca K. Sotto Ph. D

SHS – Physical Science Teacher Principal III